Murder Mystery story Essay Example for Free

Murder Mystery story EssayThis is also securing the subscribers perspective on protease inhibitor Holmes. All with the Speckled Band Sherlock Holmes displays his distinct ability to decipher the exact meaning of a situation. At the same time that Holmes is doing this, the reader becomes more and more confused about the situation in hand. This is where Conan Doyles first person narrative becomes crucial to the story. He uses Dr. Watson as a translator of Holmes genius. Watson helps the readers generalise exactly whats going on and, in a way, puts their minds at ease. This is typical of Arthur Conan Doyle. He creates a psychological battle in the minds of the reader.He uses Holmes to create a trouble with interpretation of sequences ultimo and to come and then simplifies it through Watson. This is what makes all Conan Doyles stories so brilliant for the reader. Conan Doyle uses Holmes to build up suspense with a possible blemish in Holmes brilliance when he decl atomic number 18s that the committer of the crime is more cunning than himself. This is essential to the story. Holmes has been portrayed as the best researcher in England up to this point and this instant he himself declares that he has been defeated. This creates extreme suspense for the reader. Also among Holmes abilities is his ability to disguise himself.He makes himself appear to be a person with distinct business at the Roylott estate. This fellow should think that we had come as architects or on some definite business. This adds to Holmes list of excellencies. He is now toying with the mind of the villain in order to accomplish he task he has been set. The unexpected ending. By the end of the Speckled band Doyle has created such suspense and confusion in the minds of the readers that they are waiting in dire anticipation to find out how it impart end. The Speckled Band is, in fact, a poisonous snake native to India, the nourishment place of Dr. Roylott for several years.Roylott used the snake to make its way through the ventilation and into the bedroom of Miss Stoner and poison her. No matter how good for you(p) the reader they would not have the ability to predict this ending. This is a classic ending because it surprises the reader and although the identity of the villain was obvious all the way through the story, it was never clear how he would have cut uped his stepdaughter. This is again excellent writing by Conan Doyle. He builds up tension by repeating the events of the past death of Julia Stoner when Holmes re-enacts the sequences of that fateful night with Helen Stoner as a trap for Dr.Roylott. Arthur Conan Doyle uses vast imagery and description to keep the reader glued. It is with this imagery that he creates the tension and creates a sense of tragedy in the mind of the reader. The word black is repeated several times, and this gives a feeling of doom and imbalance. This, paired with nocturnal, silence, sin and all the other words of sinister imag ery creates more tension for the reader. It all builds up and gives the reader an incentive to carry on, to find out what will occur in the next sequence.All the way through there is a mysterious atmosphere and this only pushes the story further into the classic butcher mystery genre. Everything down to he scenery and especially the buildings create a tense atmosphere. Conan Doyle wants to put a meet into the mind of the reader, such that they can nearly see exactly they are reading about. Grey, lichen-blotched stone windows broken picture of ruin. All these are distinct factors of a house that can be picture in an infinite number of different ways for each individual reader.As this essay concludes the Speckled Band by sir Arthur Conan Doyle is a classic murder mystery story. All the criteria in the second paragraph have been fulfilled. There can be no argument that Sherlock Holmes is the greatest fictional detective in the whole of English literature and Arthur Conan Doyle is, without doubt, the most memorable writer of classic Murder Mystery stories up to the present day. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

Jesus and Caravaggio Essay Example for Free

Jesus and Caravaggio EssayCaravaggio (1573-1610)Originally named Michelangelo Merisi, Caravaggio was natural on September 28, 1573 in the Lombardy hill town of Caravaggio near Milan, which he is named after. He was born to relatively privileged parents who were victims of an epidemic and he became an orphan at the age of eleven. When Caravaggio was only 13 years old his family decided he would devote his manner to painting. Caravaggio began as an apprenticed in 1584 to Simon Peterzano, a Milanese painter in oils and fresco. His earliest years in Rome, from-1588 were very difficult for Caravaggio. He was employed for a while in the workshop of Mannerist painter Gi pulmonary tuberculosisppe Cesari, also cognise as the Cavaliere dArpino as a fruit and flowers specialist, the only Caravaggios still intent work known without figures is a Basket of Fruit (1597 Pinacoteca Ambrosiana, Milan) the facts about this piece are not really clear although it is possible the painting was mad e as a rivulet piece, since the background was added later (the piece is now lost).Basket of Fruit (1597)-In 1592, Caravaggio arrived in Rome at the age of 21. His first five years in Rome were the hardest period for Caravaggio. He had no money and lived a very modest life style because he couldnt find a satisfactory work place, therefore he moved from one workshop to another frustrated from working as an assistant to painters who had much smaller talent than his own. He earned his living mostly from uncreative routine work and never stayed more than a few months at each studio. Finally in 1595, he decided to set out on his own and began to sell his pictures through a dealer, Maestro Valentino, who brought Caravaggios work to the attention of Cardinal Francesco Del Monte, a bishop of great cultivate in the Vatican. Caravaggio soon came under the protection of Del Monte and was invited to receive a place to live, and a pension in the house of the cardinal. Despite spiritual and s ensible deficiency, Caravaggio had painted approximately 40 paintings for Francesco Del Monte. The subjects of this period are mostly adolescent sons, such as the above paintingsBoy with a Fruit Basket (1593 Borghese Gallery, Rome).The boy with a fruit basket has similarities with another painting the- Fruit seller by the Lombard painter Vincenzo Campi, painted about 1580, nevertheless, Caravaggio is not following his footsteps and using groundbreaking drawing techniques. Differently from Vincenzo Campis drawing posing a young woman in the center of the piece, Caravaggio preferred a teenage boy which was his most normal theme of drawing at the time. Also his subject is brought almost to the front man of the picture, so that the boy seems to offer himself as well as the fruit to the observers. at that place is a sign of uncertainty in the way that the boys long neck raises out of his shoulders edge. Caravaggios incredible techniques of light and shadow are already seen in his ea rlyish work. Against a near-blank ground, attention is focused on the right side of the boys upper body, his right arm and the fruit basket, displaying very rich variety of fruits.The Young Bacchus (1593 Uffizi Gallery, Florence).Caravaggios Bacchus no longer seems like an ancient god, or the Olympian vision of the High Renaissance. Instead, Caravaggio paints a rather vulgar and soft yang boy, who turns his chubby lay out towards the viewer and offers fuddle from a large glass held by his small thin fingers. This is not Bacchus himself, but some perfectly ordinary individual dressed up as Bacchus, who looks at the viewers rather exhaustedly. It appears that Caravaggio used real people for his paintings even in his early work.The Music Party (Metropolitan Museum of Art, New York).The two figures seen in the front of the piece are the main characters of the composition. They are shown in an oppositional structure, and only one of them is fully shown. The figure of the instrument pla yer and the corresponding figure that we see from behind. The face between these two is Caravaggios the figure on the left is taken from an earlier composition (Young Peeling a Pear). Caravaggios usage of a narrow range of ball colors which was his signature method of painting is shown from his earliest work as well as in his most famous ones. Also his amazing use of details, he describes every part of the figures anatomy and he always creates movement in his paintings. These early pictures show an innovative, direct, and empirical approach they were painted directly from life and show almost no usage of the academic method of painting which was used in Rome at the time.

The test procedure Essay Example for Free

The test modus operandi EssayThere be four plans, which need to be considered before the practical is carried out 1. Health and Safety in the work environment 2. Plan for building the machine 3. Plan for installing software 4. The test procedure 1. Health And Safety In The Work environment To initially ensure a safe working environment, we had to make sure that the computer was switched off, both at the plug switch and by removing the plug fro the wall socket. It is also important to unplug the cables from the back off of the machine, so that the electric couldnt have been turned on, accidentally. By removing the cables from the back of the machine, you also ensure that the cables cant be tripped over. We also made certain there was no food or drinks in the working environment. 2. Plan For twist The Machine To build the machine, we followed the steps below standard 01 Put the CD read-only storage Drive in and screwed it into specify tone of voice 02 Put the Floppy plow Drive in and screwed it into place Step 03 Put the memory in place Step 04 Put the Power Source in place Step 05 spark plug the Hard Drive Belt in placeStep 06 Plug the CD ROM Belt in place Step 07 Plug the Floppy dish aerial Belt in place Step 08 Plug the LPT1 Belt in Step 09 Put the Processor and Fan in place and screw it on Step 10 Place proctor Card in PCI slot Step 11 Place Sound Card in slot Step 12 Put chasse in place and screw on Step 13 Connect all cables (e. g. keyboard, mouse, etc. ) Step 14 Switch the power on Plan For Installing Software I am installing Windows 2000 onto the computer that I built in the precedent tasks.I am installing software so that the computer will load up and function, without the software the computer is useless to me. The steps below are the steps I took to install the software onto my computer 1. Switch on the computer 2. shift the Delete key, as the computer boots up, this is to get into the AMBIOS system 3. Press F1 4. From the menus that a ppear, click on Advanced 5. Then click on the A Drive option, as I am installing the software from Floppy record book 6. Press the Restart button on the front of the machine 7. Insert Windows 2000 disc 1.8. The computer thus boots up from the A Drive and installs the software files from Disk 1 9. When the computer has finished installing those files, it will ask for Windows 2000 Disk 2 to be inserted 10. Remove Disk 1, Insert Disk 2 and advocate Enter 11. When the computer has finished installing those files, it will ask for Windows 2000 Disk 3 to be inserted 12. Remove Disk 2, Insert Disk 3 and closet Enter 13. When the computer has finished installing those files, it will ask for Windows 2000 Disk 4 to be inserted 14.Remove Disk 3, Insert Disk 4 and hug Enter 15. Then, the following message will appear Welcome to Setup. This portion of the Set Up prepares Microsoft (r) Windows 2000 to run on your computer. To set up Microsoft Windows 2000 now, press go into To repair a Wi ndows 2000 installation, press R To quit Setup without installing Windows 2000 , press Esc Press Enter 16. It then asks for the Microsoft Windows 2000 CD ROM, with instructions. Insert CD ROM and press Enter 3. Plan For Installing Software System ComponentsProcessor Intel Pentium 166 MHz Memory 64 MB EDO RAM Hard Disk 1. 9 GB Hard Drive Floppy Disk Generic 1. 44 MB Drive CD-ROM 4x Hitachi CDR-7730 Graphics Card Cirrus system of logic 5430-40 PCI Operating System Microsoft Windows 2000 4. The Testing Procedure I have to test the computer to ensure that I built it correctly and all the components are in place. Firstly, I am going to test this by referring back to the diagram I drew. If I am then still satisfied that it seems correct, I am going to turn the computer on to ensure that it is working.The following table is a log of problems and solutions, that I kept, which I came across during testing. Problem Action Results Monitor doesnt work I checked that everything was connected c orrectly and all the components were in the correct place. Then, I replaced the monitor with another. The monitor still didnt work I then changed the processor and graphics card Then I changed the memory Then I changed the hard disk The monitor worked Danielle Bradshaw Systems Installation and Configuration.

Crisis Intervention Plan For School Shootings Social Work Essay

Crisis Intervention Plan For civilise Shootings Social Work EssaySchool shootings be virtuoso of the common resultant federal agencys that achieved a level of cultural symbolism and make fear within students, their relatives, and inform personnel. It is not shocking that these shootings argon still happening, since the source of the worry is sophisticated. School shootings promote depression and anxiety within indoctrinates and encourage the idea that grooms be unsafe for many students in this paper I reap out prove the course of action in Virginia Tech and my role as a school psychologist during the crisis.On April 16, 2007, Virginia Tech experienced a terrible and unforgett fitting event in the American university history. An Asian student shot and took the lives of 32 students and faculty, staff. He left behind injured individuals and people with psychological problems, and then he killed himself. Moreover, victims families, friends and the university connection pay off suffered horribly.As a school psychologist in Virginia Tech, I commemorate it is genuinely crucial to collect the data some the student who killed the victims in pasture to know more close the reliable ca habituates that led him to shoot people and kill himself after. This will table service to deal with students behavior to avoid and stop real causes before they get more complicated. The student murderer was skinny and looked younger than his age. He did not participate in class and did not want to speak. The professors describe that he was geni all(prenominal)y ill and he asked him to seek counseling. I believed that it is important to work with students who defy same symptoms like this person who involveed an early diagnosis.I believe that mental health clinics receive a big number of antisocial behaviors which is the most common disorder in our daily vitality. I think that early diagnosis of serious attack that can be Conduct Disorder which begins as aggression in the early childhood and developed during adolescence and adulthood, it is very vital to know about these cases in order to back up those individuals since they were diagnosed with Oppositional Defiant Disorder (ODD). Conduct is a disorder that refers to people who deal with specific behavioral and emotional problems during the childhood. People diagnoses with this disorder cannot focus and they move over a potent time to follow rules. They argon often referred as bad people or delinquent, ignoring that they mentally ill.Course of actionSchools must be protected and safe places for children to study, however after this shooting event, a number of students and their families still feel en risk of exposure and their lives in danger by armed and dangerous classmates. As a member of school community we pack to treat our plan and how to deal with circulating(prenominal) students, families, professors and the opposite members who experienced the incident and admirer them to ov ercome and continue benefit from school. I believe that it is very interesting to work with survived students to trust us and discuss our plans to supply a safe place to learn. As school staff, we need to work with parents and public safety bidrs (local police and fire departments, emergency responders, hospitals, etc.) (National Association of School Psychologists, 2006) The school community postulate alike to enhance, and renew the school procedures to keep school building safe. Work with students to be able to discuss and whistle loudly if approximatelything happened that makes them feel uncomfortable, worried or scared. Teach the students that bothbody play a big role to maintain the school safety. School community needs also to offer crisis training and professional development for all staff based upon needs assessment. (NASP, 2006)Anger and craze are progressively more significant issues to school psychologists and new(prenominal) professionals today. Those educators faced the effects of learning problems and social adjustment issues. It is very significant to put forward monthly workshops for all students to find their feelings and help them to know how to manage their feelings of anger, especially if they are taking drugs or having mental illness will be laboursaving. It is very important to teach and make students stay onward from drugs and alcohol. Added to this, being away from guns and other weapons will be helpful as rise up. Teach students in early age that fierceness is not a theme to handle problems. at that placefore, provide counseling sessions to all students, especially those who are struggling with anxiety, depression, or other emotional concerns that they cannot handle.William Pollack, a Harvard Medical School psychologist, stated in the incident of the columbine shooters needed help, and what they got day after day was no one noticing. They were left alone. Adolescents, even though they say they want to be alonethey real ly want some kind of connection with an adult who understands and cares. (USA today, 2009) As a school staff, we need to work on our safety programs as well. We will need to lock doors, provide security cameras and call systems. We need to encourage and build up the respect between staff and students, students and students. Respect the students potential and performance is very vital also. The fundamental interaction between counselors or professors and students is very important to be able to recognize students feelings and alert any serious emotional issues or mental health problems. tink and connect is a good strategy to provide to school staffs in the workshops. In this approach, every day, one professor or more should talk about a specific students case.As the initial responsibility we have as school staff, we should help people experience the event in an appropriate context. We need to provide counseling and psychological treatments and we have to work with them to be able to continue their studies and help them to achieve their goals as they came for the first time and may be better. We have to work with those people who were in the event on the traumatic that may happened and they will think about all the time. We need to be able to help them to forget it and start a new personal and educational safe life.It is obvious that people who commit this kind of things and shooting usually have mental disorders such as severe depression or other emotional problems. Those individuals usually feel unwanted and badly treated by others, they are dissatisfied in their academic performance and goals, and therefore they go for suicide and shooting in order to do revenge. Moreover, these students always prepared for their plans previously and they talked about their purposes in advance. Hopefully, we will have time to know about their plans and help them recognize their feelings to be able to substitute early. That is why I believe that we need to build up confidenc e and communication with students and promote them to ask for help whenever they feel that they need it.As people working in schools, the event is hard to experience, but we may be able to better control the school and in preventing more shootings. Moreover, students who are under medications for anxiety, depression or other concerns and are currently in university, they need to be in contact with their doctor, therapist as well as their family. It may be also appropriate for students who have faced a prior traumatic event as well.I believed that school shooting is one of the biggest issues that need more than a single solution poor parenting and early identification are big terms to think about dealing with such incidents. Most shootings in schools occurred primarily because of revenge against society. special(prenominal) people such as parents, friends, and roommates know how to help professionals to diminish specific psychological outcomes of a traumatic incident by employ obser vation as a method to watch students who are at greater jeopardy and process directly. Awareness of the issues that can lead to cruel psychological distress may assist adults to variantiate those students who need mental health assistance.As school community, we should plan cooperatively to invent a safety within schools to decr still violence by utilizing various approaches in order to meet each schools needs. For an effective result, it is helpful to include the following components such as making school-community safety partnerships, establishing spatiotemporal school crisis response plans (NASP, 2006) As a course of action, schools should adopted new laws and strategies to cope with this new style of showing such brutal aggression in instructional faces, such as forbidding violent behaviors by issuing a disciplinary rules and punishments against individuals who are attempting to be abstruse in aggressive behaviors in schools settings. Besides, schools need also to offer a p roper and effective counseling therapy for people who still under the shock of a shooting incident and help them to overcome the crisis time. As far as community is concerned, it should be a priority to protect students who experience aggressive events and make them regain confidence to take their academic and emotional life. Improving classroom environment is also presented in our school plan by endorsing such a dogmatic school field School climate is a relatively enduring quality of the entire school that is experienced by members, describes their collective perceptions of routine behavior, and affects their attitudes and behavior in the school (Camilla Sandra, 2007). Our program fights racism and intolerance and implements strategies to accept people from different cultures in school program, the community promotes consultation, appropriate social skills, rising security in schools, and use disciplinary method to punish individuals who did not respect the school policy. Utiliz ing prevention programs for all students is one of the vital strategies we have in our program like public lecture about the federal law. Basically, we also implement some specific hinderances in order to support students positive emotional development and educate them to utilize non-violent methods to rewrite their personal concerns. Support students who show early signs of violation behaviors at schools and encouraging peer relationship by utilizing communication and mediation programs to re clobber conflicts.School-based mental health services are very wanted recently. As school community, collaborating with parents and policy makers we should scrutinize issues that can account for events in which a massacre happened in the establishment setting in order to assist students to accomplish their aims in schools and help them to identify their personal and social issues.During the crisis, as member of school community, we were looking for adroitness in order to stop these events to re-happen. School Psychologists national association (NASP) team stated that, Crisis has been frequently recognized as a time of potential danger as well as potential opportunity. If our profession is able to manage the danger that is, manage the immediate crisis and quickly return the system to linguistic rule procedure then there exists a tremendous opportunity to stimulate long-term systemic change. Once seen as effective and credible, the psychologist has infinitely more opportunity to die hard the system in the direction of prevention (Kathy, 2008).School psychologists can be a terrific source to the institutional community in the improvement of efficient mental health services to discuss students and families needs. It is also fundamental that school psychologists become very important and positive individuals in endorsing their task as mental health service providers and programs in schools.My role as a school psychologistAs a school psychologist, I need to be able to identify student in need for extra help and aid in recognizing proper referral sources in the community. I would also use the psychological triage as a technique to establish the crisis intervention cure. The use of this approach is particularly significant when the psychological trauma victim surpasses the number of available people who can intervene. fit to National Association of School Psychologists (NASP), there are various things that we can do as people working in schools that may insure that schools are secure places for students and enhance the comfort level of individuals such as inform parents by the school safety policies and calamity avoidance efforts. As a school psychologist, I need to be active within schools, communicate with students and their parents. I need also to visit classrooms frequently. Work on students behavior and help school community to teach students the appropriate and expected behaviors, provide interventions and supports. Talk and make a link with community colleagues to evaluate emergency response plans and discuss the needs that may be noticeable to the current crisis. Highlight violence prevention programs and curriculum currently being taught in schools and emphasize the efforts of the school to teach students alternatives to violence including peaceful conflict resolution and positive interpersonal relationship skills. Cite specific examples such as Second Step Violence Prevention, bully proofing, or other positive interventions and behavioral supports (NASP, 2006).My role as school psychologist as well is to prevent those individuals who homicide others and suicide. An article by NASP stated that society needs to ease closer relations as a replacement of watching television and using computers in the rest of the evenings, visit friends, classmates, and neighbors, walk you dog or go for picnic will help to stop murders to realize their plans and crimes. As a course of action, we should work on the relationship between st udents, their professors, and other school workers (NASP, 2006)My role as a school psychologist also is to examine the psychological disorders of students who appeared to be at risk such as those individuals who may have post traumatic stress syndrome, depression, Schizophrenia, and other mental health problems. It is very significant to early diagnosis those people with the previous disorders in order to be able to intervene and help them to live normal people and act responsively.My job as a member of the community is to be aware of some people who pooh-pooh to talk about their experience in the past and hide their traumatic events. In this point, I need to be able to help survivors of this horrible crisis to talk about it and assist them to be able to identify and discuss their feelings from it. I need to be able to aid those people by using mental hygiene sessions and advanced techniques. As a school psychologist, I can be trusted to help with delicate personal and family situ ations that interfere with schooling. I can also help prevent future problems when I intervene with learning problems early on, and I can also recognize that changes in the school environment and at home can improve the quality of life for children and their families. For most victims, cognitive-behavioral therapy is the best treatment that I can use in order to change reprobate and possibly harmful perceptions of post-traumatic stress, severe anxiety, depression, pleasant mental imagery, and relaxation techniques. Other counseling and therapy techniques may help those people achieve a good perceptive of the illness and the factors that protect against it. There are also stress inoculation training and visualization techniques that can be used as treatment to help those victims in our school setting. All these treatments need to be taught to survivors in order to practice it on their own. I need also to share with them my feelings, experience, and signs to help abate feelings of f ear and helplessness.In terms of intervention, as a school psychologist I should work and consult with teachers in order to choose, implement, and evaluate interventions that best work for the different needs of different students. As expert I need to be able to teach students, teachers, parents, and other professionals problem-solving strategies to address issues related to students academic, behavioral, and psychological problems after the incident. I need also to be able to assist teachers, parents, and other professionals use data-based decision making to improve student and systemic outcomes. Besides, I have to help teachers understand the unique needs of students, especially those diagnosis with mental health problems. It is very important to consult with those individuals doctors and counselor as well in order to keep in truck, know more about their current situations, and help them to release their pains. NASP promotes that school psychologists to take a leadership role in d eveloping comprehensive approaches to violence reduction and crisis response in schools (NASP, 2006). Since school psychologists are capable to involve in the whole school personals in enhancing and applying positive behavioral interventions that support social-emotional development of students. School psychologists are also important members who are skilled by using and implementing different intervention strategies that may decrease violent behaviors within school settings and with different students. As a school psychologist, I can discuss with other school members the implementation of social skills activities and other techniques used in order to educate students how to solve their personal issues. My other role is to offer consultation process to promote schools form calamity grooming teams. As part of the evaluation program, I need to reduce aggression activities among students and help those who were presenting during the incident physically, psychologically, and social sec lusion. As far as my role, I will help school to response to this emergency case. As a school psychology, my role also is to be well aware of the advantage of the early intervention and prevention efforts.Traditional crisis caregivers include emergency response professionals, mental health providers, medical professionals, victim assistance counselors, and faith leaders (NASP, 2003) those professionals are all well skilled to handle different cases and to help sufferers to manage their life and handle their problems. Teachers and administrators are the most people who interact with our students however some of them did not get any training to offer mental health services and intervention. As a school psychologist, I think that will be very helpful to provide trainings and help those professionals to be able to intervene.These roles of school psychologists are very vital elements as plans of school safety. To guarantee that school psychologists are well educate to offer leadership i n school violence prevention. NASP helped school psychologists to get the necessary comprehension and skills to apply aggression prevention and the crisis in schools during their programs and through their life experiences.SummaryVery serious violent problems occur in school settings and have sophisticated causes, unknown sources and valuable consequences. Besides, fights, sexual harassment, and bullying that occur every day in all school establishments in the world. We started to experience shootings people at schools and suicide. These affected the schools environments, safety, and made many students, relatives and school staffs to undergo horribly. Thus, the efforts to decrease aggression at school settings need to be multi-faceted.School settings are trusted to protect children and keep them secure during the school day. Teachers, principals, and all school staff do big efforts to keep students safe and away from any danger. Many students trust schools and they feel happy and co mfort in the school staffs who save them from harms and protect them. There are various cases and huge number of shoots and suicide in school settings, therefore schools and professionals community need to prepared in order to have a minimum damages and handle crises, in order to keep students and staff out of harm and able to learn and teach.In my opinion, I think that a successful and effective program will guarantee the safety of all students and school staff. It is crucial to create programs that lead to stop and reduce aggression and responding chop-chop and efficiently whenever violence happens. Aggression decrease plans have to also affect on all student approaches to violence, educate them and school workers to be able to solve their skills in an effective away, and help the school to make an environment that encourages acceptance and tolerance between students and staff.School safety programs are very efficient when we involved other groups of violence prevention efforts s uch as local law enforcement, juvenile probation, public health personnel, and other parent and community groups (NASP, 2006) This will help to reduce aggression and anger among students in order to ensure life of all children and youth and improved their performance to achieve their goal. I believe that all families, friends, and school staff have the responsibility in this massacre, by ignoring the murder mental health history and let him lived in the campus as a normal student. The safety group of the campus has also a big responsibility and failed to intervene in the appropriate time to stop the killing show was happening. The uncontrolled guns are big issues as well that led to kill those innocent students easily. All school psychologists have the responsibility to give hands to educational institutions and involve in the methodical group structure and problem solving process. They have the responsibility to analysis the data and identify students problems. All these plans shou ld be discussed in objective data of school databases.Typically my role as a school psychologist is that I cannot make diagnosis, but I can provide data by using various number of assessments tools like doing observations, interviews, and consulting with parents and other professionals. There are very big numbers of interventions that can be used by school psychologists to assist those individuals in order to comprehend their goals and try be able to deal with it.

Special Education Needs, Access and Inclusion

Special Education Needs, Access and InclusionThis assignment testament address issues on dyspraxia and how baby birdren with this condition be included in mainstream schools. Firstly a brief history of dyspraxia, with some definition of dyspraxia and statistical information on the condition will ne included. Also how dyspraxia affects a boor and the childs learning will be considered along side how instructors provide inclusion for children with dyspraxia. Definitions of the word inclusion will be explored, as well as the importance of a SENCO, the role and responsibilities of the SENCO and support that is provided for children with dyspraxia. Finally strategies for supporting children with this condition such as IEPs (individual procreation plans) will be considered.This section will discuss the history behind dyspraxia and concord to BBC (2011) Dyspraxia was documented when Orton (1937, pp72) use the term congenital maladroitness. He recognised that disorders of the actual d oing of a caper (praxis) resulted in clumsiness. These children were called clumsy children and dyspraxia was known as clumsy child syndrome. In the USA this condition was first given recognition through the puzzle step up of Strauss and Lehitinen in 1947.There be moment of definitions of dyspraxia Addy (2003, p.7) states that the term dyspraxia is taken from the Greek dys meaning ill and praxis meaning doing, acting and practice. An an another(prenominal)(prenominal) definition suggested by Tassoni (2003, p205) dyspraxia is a gear upmental disorder that affects childrens control and co-ordination of movement. Dyspraxia foundation (2011) identifies dyspraxia has an impairment or immaturity of the organisation of movement which leads to associated occupations with language, perception and thought.Statistics show that boys are more likely to start out dyspraxia than girls but when girls pay off this condition they are worst hit than boys. According to Macintyre (2001, p.12) b oys girls are affected 41 but when girls have the condition, they tend to be more severely affected. It is estimated that dyspraxia affects at least 2% of the general population to some degree. Macintyre (2001, p12) states that eight to ten per cent of children have some degree of dyspraxia. Dyspraxia is uncontrollable to diagnose which is complex situation for teachers to recognise. The reasons for this are that it may get confused with other condition. Macintyre (2001, p.12) point out there is often overlap with another syndrome. near of the characteristics of children with dyspraxia are they may have exhaustingy walking, hopping, skipping, throwing and catching a ball, riding a bike. Delay in using spoken language and speech that is difficult to understand. The child may bump into objects due to lack of ordination. Addy (2003, p.11) states that frequently bumps into things. The child may have bar in doing fine-motor skills activities such as tying shoelaces or buttoning clothi ng. They may have difficulty with hand report. Poor sense of direction and they may find it difficult to organise themselves and their work.The affects of dyspraxia on the child are that speech difficulties empennage interfere with casual conversation, which tummy result in social awkwardness and unwillingness to risk engaging in conversation. Writing difficulties such as short letter formation, pencil grip and slow writing bottom of the inning make school work frustrating. Tassoni (2003, p206) states that older children may find it difficult to produce fair handwriting. The child may have low self-esteem Tassoni (2003, p.208) argues that children with dyspraxia smoke develop low self esteem. The child may have emotional and behavioural difficulties according to Tassoni (2003, p206) children may show inappropriate behaviour this can be a result of frustration. Other factors that affect children with dyspraxia, the condition can make it difficult for children to develop social skills, and they may have trouble getting along with peers. While they are intelligent, these children may seem immature and some may develop phobias and obsessional behaviour. However many young people with dyspraxia may also have the added stress of dealing with coordination problems which may be problematic in physical education classes and other sports activities. Addy (2003, p.11) argues that difficulty in physical education relating to hopping, jumping and balancing. The child may have weaknesses in comprehension information processing and listening can also contribute to the difficulties experienced by people with dyspraxia. Children with dyspraxia may have difficulty planning and completing fine motor skill tasks.There are two vital pieces of legislative frameworks which have been put in practice to improve the opportunities of those with special educational unavoidably. SEN Dis big businessman Act 2001 this act gives disabled children the probability to go to mainstream schools and be educated. The topical anesthetic education authority will provide information to the parents and children. This has helped because the child has the opportunity to be educated in mainstream school and work with other children without disability. Another document which contributed towards the right of child with special educational needs is the SEN Code of Practice 2001 which should be followed by every school in the UK. It is aimed to strengthen the right of the disabled child to be educated in mainstream schools where it is appropriate. Although there will still be vital roles for special schools. This can be practiced in schools by the teacher giving information to parents if they believe that their child may have difficulties and may need additional support in school, which the parent should confirm if that is fine with them. The teachers should not discriminate the child who has a disability by underestimating their achievement because they are able to achieve an ything that the other children can achieve so it is important not to stereotype. The quote that has been used is educators to inform parents when they make special educational provision for children. This has helped because it has given the opportunity for disabled children to go to normal schools also the teacher must ask permission before taking any action such as putting a child on IEPs.Another issue can be the strategies for supporting children with dyspraxia and removing the barrier to inclusion. The child can be put on IEP plan which describes the goals the staff have set for the child for the school year, as well as any special supports that are needed to help achieve these goals. A child who has difficulty learning and functioning and has been identified as a special needs child is the perfect person for an IEP. The identification and judgement depends on the childs needs, a number of specialists may be filmd in the assessment plan. These specialists could include a resour ce teacher, reading clinician, speech-language pathologist and psychologist. Different professionals are qualified to assess assorted areas of the childs development. For example, a psychologist assesses a childs cognitive ability or potential. A classroom teacher or resource teacher can assess childrens learning skills or how they learn. An assessment may be done for the following reasons to find out whether the child has a special learning need, to identify the childs current capabilities, skills, and needs in the end to find out how those special learning needs affect the childs ability to learn and function in school.Statementing is a recognised procedure of intervention amongst the local education authority and the parents it plans to spot the areas of need and find a treatment. The SENCO will take responsibility for this a statement of special educational needs is a document that sets out the childs needs. The child may have a statement for his or her whole school career, or for just a part of it. by their annual reviews of the childs statement, the LEA may decide that your child can continue to make good progress with the extra help that an ordinary school can provide within the resources generally available to them.The 3 stages leading to statementing are Early eld Action take places if the childs rate of progress is well beneath what is expected for children of a similar age and it becomes necessary to take some action which is additional to or different from that usually used. The cause for Early Years Action are when a child makes little or no progress even when different teaching approaches have been tried, continues working in genuine areas at levels well below that expected of children of a similar age. Early Education Action Plus occurs when, after talking with parents at the meeting where the man-to-man Education Plan (IEP) is looked at again, a decision is made to ask for help from outside society. When Early Years Action Plus takes pla ce, advice should always be asked of specialists. The cause of Early Years Action Plus are when a child continues to make little or no progress in indispu circuit board areas and continues working at Early Years Curriculum levels well below that expected of children of a similar age. Statutory assessment a statutory assessment becomes necessary when the nursery class or school is not able to provide all the support your child needs.But some parents may engross about their child with special educational needs, education and concerns about schooling, including whether special schools or mainstream education are the best option for their child. According to SENDA 2001 this has set out changes to education for children with SEN in England. It also brings access to education within the responsibility of the Disability Discrimination Act, making it unlawful for education providers to discriminate against disabled children. concur groups can help parents who have special needs children because they will have the opportunity to meet people and socialise with them due to their child having special needs condition which will help the parent to rise self esteem and self confidence.Inclusion this is when the children mix freely with each other and are taught in very(prenominal) groups. There are three types of integratings which are location, social and functional. Location integration children are taught on the same site or schools, social integration children meet at lunch time, playtimes, school plays and assemblys finally functional integration the children are mixing freely with each other and are taught in the same groups. More children with disability have the opportunity to go to mainstream school because the SEN and disability act states that the right of a disabled child to be educated in mainstream schools.Teachers and TAs can help to provide inclusion for children with dyspraxia by macrocosm sensitive to a pupils limitations and considering how to provid e the best chances of success. In PE, for example, positioning can make a big difference. In the classroom, it is often writing that presents the most obvious problems, so the teacher should think about the pupils sitting position both feet on the floor, table and chair height appropriate, sloping writing surface may help. Anchoring the paper or book to the table to avoid slipping, providing a cushion (an old magazine, used paper stapled together) to write on. The writing implements the grip (try different sizes of pen and pencil and various types of grips available from LDA) avoid the use of a hard-tipped pencil or pen. The teacher can provide children with opportunities for practising handwriting patterns and letter formation. The teacher can also provide guide- arguings to keep writing straight. The teacher can limit the amount of writing required by providing ready-printed sheets or alternative means of recording. Teaching keyboard skills and providing alternative keyboards. Ma cintyre (2001, p.45) state that opportunities for oral reporting or using a computer are often the best ways to prevent good writing.On the other hand the teacher needs to be careful not to discriminate the child by not providing for their needs. This can occur if a child is disabled and the teacher has lowered the childs ability due to his or her condition and not involve the child fully in group discussion. Which can affect the child by losing self esteem and they will feel that he or she has the ability to do much harder work also be upset and feel left out. This can be avoided by the school having a strong correspond opportunity policy.There are number of classroom support strategies for helping children with dyspraxia to succeed in schools. Handwriting difficulties the child can practice using multi-sensory letter formation e.g. sandpaper letters, sky writing. The use of pencil grips will help, writing lines, stencils. Difficulty walking in straight line bumps into people and things another problem may be difficulties running, hopping, jumping, catching/kicking balls. Strategies to support the child the teacher can provide balance or wobble boards, walking on the line and hand to hand throwing using bean bags or water-filled balloons.The role and responsibilities of the SENCO is to be responsible for seeing that all children with special educational need are being helped appropriately, ensuring contact with parents and other professionals. Talking to and advising any member of staff who is concerned about a child. Tassoni state that to be able to lead, motivate and inform other member of staff in matters relating to SEN. Ensuring relevant background information about individual children is collected, recorded and up-dated. They should act in a professional and ethical sort with due regard to confidentiality, data protection and human rights.In conclusion dyspraxia is very difficult condition to identify because it may be confused with other conditions. Schools can provide inclusion for children with dyspraxia as long as they change the way they teach children. In my opinion I think that children with dyspraxia are capable of studying in a mainstream school. Whilst doing this assignment it was difficult to find resources on dypraxia.

Aims and outcomes of the Quantitative Revolution in geography

Aims and outcomes of the Quantitative Revolution in geographyThe Quantitative Revolution in geography refers to the era in the mid-fifties and 60s when the overpower adjusted to a more scientific approach seeking objectivity in the testing of hypotheses and theories. A series of statistical and mathematical techniques and swipe models were adopted leading to a composition transformation of spirit and purpose (Burton, 1963, p151) in Anglo-American geography. As a part of this revolution the old ideographic geography based around areal differentiation and regional geography was displaced. Regional geography was heavily criticised for being too specific and incapable of contributing towards good generalisation. Both Bunge (1962) and Haggett (1965) argued that one can do little with the unique except contemplate its uniqueness. Thus, the aims of the quantitative revolution were to overcome this specificity and establish nomothetic ( familiar/general) model-based paradigms. However, as this experiment will show, the quantitative revolution was itself as narrowly focussed and blinkered as the regional geography it replaced.Nevertheless, it did provide greater theoretical awareness within the subject meaning that today this awareness no longer hinges on a simple ideographic-nomothetic binary. Instead, interest in the philosophy of realism and a more focussed contextual approach to geography, together with a critique of grand theory and an interest in situated knowledges, has produced a more nuanced understanding of both the powers and limits of theory.The quantitative revolution was formulated around the paradigm of spatial science associated with the philosophy of positivism (the advancement of science through the formal construction of theories and scientific laws). spatial science involved the presentation of human geography as a key component of social science, which concentrates on the role of space as the first harmonic variable influencing both societys organisation and operation and the behaviour of its individual members (Cox, 1976). Berry and Marble (1968) expressed the goal of spatial science as building stainless generalisations with predictive power by precise quantitative description of spatial distributions, spatial structure and organisation, and spatial relationships.The revolution also strongly influenced physical geography involving the widespread adoption of abstract modelling techniques and scientific methodology in order to reaffirm geographys status as a respected scientific discipline. This had a huge impact upon the subject as a whole, leading to David Harvey (1986) coining the famous slogan by our models you shall know us.However, as many geographers such as Chrisholm (1975) befuddle argued, the phrase quantitative revolution is something of a misnomer. This is due to the fact that geography has in reality been quantitative since the nineteenth century and its formal institutionalisation. For example, The Roya l geographical Society as a centre of calculation (Latour, 1987) involving the assimilation of maps, tables, figures and statistics. As Chrisholm argues, the widespread use of formal statistical techniques from the 1950s to the present day whence represents more of an evolution than a revolution. Similarly, the significance of the 1950s was not the introduction of numbers per se, but the introduction of theory it was thus practically more of a theoretical revolution. It is this theoretical aspect which has been the most enduring legacy.Before the 1950s geography (human especially) was resolutely atheoretical. With the quantitative revolution, however, a flood of theoretical models from other disciplines were import and applied. From physics came gravity, from economics spatial science and the holy trinity of Von Thunen, Weber and Loschs models, from sociology the Chicago School and from geometry networks and graph theory. These theories, among many others, were thus applied throu gh an innovative set of practises stemming from a distinct set of technical and theoretical competencies. Both physical and human geography thus shifted away from field-based inquiry to technical, desk-bound roles involving abbreviation from afar.However, just as the strive for positivism, empiricism, exclusivity, autonomy and universality were the keys aims of the quantitative revolution, they all ultimately culminated in its downfall and critique. By the late 1960s and early mid-seventies these once-compelling arguments began to slip and with them the grip of the revolution. A different kind of world was emerging at this time that was much less innocent and more restless than before. great debates were raging concerning issues of poverty, racial equality, war, gender, environment and civil rights that the quantitative revolution seemed both unable and unwilling to address. Quantitative geographers were thus left somewhat flat-footed in terms of their relevance to this debate. As David Harvey (1973 p129) damningly put it there is an ecological problem, an urban problem, an international trade problem, and yet we seem incapable of saying anything of depth or profundity about any of them. The Quantitative Revolution was thus ripe for an overthrow (Harvey, 1973 p129). The theoretical vocabulary, however, persisted, with a shift towards Marxist concepts and a more radical geography.Human geographers thus argued the discipline should be formulated around situated knowledges based on local cultures, customs and specifics. Based upon poststructuralist and post-modern ideologies they argued instead of concentrating on the universal and global, it was important to attend to the play of different interests from different positions and in different voices. They argued for the reinstatement of the social foundations and responsibilities of intellectual inquiry and refusal to separate science from discourse more generally. Consequently, although no doubt many geograph ers continue to think of themselves as social scientists, many do not, emphasising their role at the heart of the humanities. In either case, however, probably really few count themselves as positivists. This has ultimately culminated in widening of the gap between the physical and human aspects of the discipline.This is largely due to the fact that so much of physical geography remained largely unaffected by, and indifferent to, the arguments forwarded by the humanists and the critique of the Quantitative Revolution at large. Thus, in the modern era, there is no doubt the fact the connections between the disciplines of human geography and physical geography are much more tenuous. From this perspective, the outcome of the Quantitative Revolution can therefore be seen as profound, highlighting the ultimate question in geography. What does the discipline really entail and can the increasingly disparate human and physical elements continue to hold in under the same umbrella?

Math Lesson Plan :: essays research papers

Grade Level 4Time 40 minutes motif Math Topic Dividing and Multiplying to Find Equivalent FractionsNY State Learning Standards Mathematics, Science, and TechnologyStandard 1 Analysis, Inquiry, and DesignStudents will use mathematical analysis and scientific inquiry to seek answers and develop solutions.Materials Mathematics Textbooks (page 401)NotebooksPencilsDifferent colored chalkObjectives Students will be able to name and write equivalent fractions by manifolding and dividing. action 1.Ask students What does equivalent mean?2.Point out that we have already used fraction strips to show equivalent fractions.3.Explain that we are now spillage to use multiplication and division to write equivalent fractions.4.First, start with multiplication and show an example of how to make an equivalent fraction. Remind students that what we do to the top we must do to the bottom (signal hands up.hands down)5.Use one color of chalk to show what you do to the numerator and another color to sh ow what you do to the denominator.6. regulate another example on the board and ask a volunteer to help write an equivalent fraction.7.Point out that the number we use to multiply can be any number, as long as what you do to the top, you do to the bottom.8.Go over multiple examples together and assign textbook examples. Go over various answers.9.Call students up to the board to show some answers.10. Go on to show equivalent fractions using division.11.Explain that the first spirit in finding equivalent fraction using division is to find the factors of both the numerator and denominator.12.Circle the common factor and divide both the numerator and denominator by the very(prenominal) number.because what you do to the top, you must do to the bottom.