Characters of Noli Me Tangere

Main Characters Crisostomo Ibarra Juan Crisostomo Ibarra y Magsalin, commonly referred to the novel asIbarraorCrisostomo, is the protagonist in the story. Son of a Filipino businessman, turn inRafael Ibarra, he studied in Europe for s however years. Ibarra is alike mare Claras fiance. Several sources claim that Ibarra is also Rizals reflection both studied in Europe and both persons believe in the same ideas. Upon his return, Ibarra requested the local government of San Diego to construct a public condition to promote education in the town. mare Clara de los Santos y Alba, commonly referred to asMaria Clara, is Ibarras fiancee.She was raised by Capitan Tiago, San Diegoscabeza de barangayand is the most beautiful and widely celebrated girl in San Diego. In the later parts of the novel, Maria Claras identity was revealed as an illegitimate daughter of Father Damaso, former parishcurateof the town, and Dona Pia Alba, married woman of Capitan Tiago. In the end she entered local conve nt for nuns Beaterio de Santa Clara. In the epilogue dealing with the fate of the characters, Rizal stated that it is unknown if Maria Clara is still living within the walls of the convent or she is already dead.The character of Maria Clara was patterned afterLeonor Rivera, Rizals first cousin and childhood sweetheart. Capitan Tiago DonSantiago de los Santos, known by his nicknameTiagoand political titleCapitanTiagois a Filipino businessman and thecabeza de barangayor head ofbarangayof the town of San Diego. He is also the known father ofMaria Clara. In the novel, it is said that Capitan Tiago is the richest man in the region ofBinondoand he possessed real properties inPampangaandLaguna de Bay. He is also said to be a good Catholic, friend of the Spanish government and was considered as a Spanish by colonialists.Capitan Tiago never attended school, so he became a domestic helper of aDominicanfriarwho taught him informal education. He married Pia Alba fromSanta Cruz. Padre Damaso D amaso Verdolagas, or Padre Damaso is aFranciscanfriarand the former parish curate of San Diego. He is high hat known as a notorious character who speaks with harsh words and has been a deplorable non-Christian priest during his stay in the town. He is the real father of Maria Clara and an enemy of Crisostomos father, Rafael Ibarra. Later, he and Maria Clara had bitter arguments whether she would marry Alfonso Linares or go to a convent.At the end of the novel, he is again re-assigned to a aloof town and is found dead one day. In popular culture, when a priest was said to be like Padre Damaso, it way that he is a cruel scarce respectable individual. When one says a child is anak ni Padre Damaso (child of Padre Damaso), it means that the childs fathers identity is unknown. Elias Eliasis Ibarras mysterious friend and ally. Elias made his first appearance as a pilot during a picnic of Ibarra and Maria Clara and her friends. He wants to revolutionize the ground and to be freed from Spanish oppression.The 50th chapter of the novel explores the past of Elias and history of his family. In the past, Ibarras great-grandfather condemned Elias grandfather of burning a warehouse which led into misfortune for Elias family. His father was refused to be married by her mother because his fathers past and family lineage was discovered by his mothers family. In the long run, Elias and his twin sister was raised by their maternal grandfather. When they were teenagers, their aloof relatives called themhijos de bastardoor illegitimate children.One day, his sister disappeared which led him to search for her. His search led him into different places, and finally, he became a fugitive and subversive. Pilosopong Tacio Filosofo Tacio, known by hisFilipinizednamePilosopo Tasyois some other study character in the story. Seeking for reforms from the government, he expresses his ideals in paper written in a cryptographic alphabet similar fromhieroglyphsandCoptic figureshoping that the afterlife generations may be able to decipher it and realized the abuse and oppression done by the conquerors.His full name is only known asDon Anastasio. The educated inhabitants of San Diego labeled him asFilosofo Tacio(Tacio the Sage) while others called him asTacio el Loco(Insane Tacio) due(p) to his exceptional talent forreasoning. Dona Victorina Dona Victorina de los Reyes de Espadana, commonly known as Dona Victorina, is an ambitious Filipina who classifies herself as a Spanish and mimics Spanish ladies by putting on heavymake-up. The novel narrates Dona Victorinas younger days she had lots of admirers, but she did not choose any of them because zilch was a Spaniard.Later on, she met and married Don Tiburcio de Espadana, an official of the customs bureau who is about ten years her junior. However, their marriage is childless. Her husband assumes the title of medical doctor even though he never attended medical school using fake documents and certificates, Tiburcio prac tices illegal medicine. Tiburcios usage of the titleDr. consequently makes Victorina assume the titleDra. (doctora, female person doctor). Apparently, she uses the whole nameDona Victorina de los Reyesdede Espadana, with doubledeto emphasize her marriage surname.She seems to feel that this awkward titling makes her more sophisticated. Sisa, Crispin, and Basilio Sisa, Crispin, and Basilio represent a Filipino family persecuted by the Spanish authorities * NarcisaorSisais the deranged mother of Basilio and Crispin. Described as beautiful and young, although she loves her children very much, she can not protect them from the beatings of her husband,Pedro. * Crispinis Sisas 7-year-old son. An altar boy, he was unjustly accused of stealing property from the church. After failing to force Crispin to return the cash he allegedly stole, Father Salvi and the head sacristan killed him.It is not directly stated that he was killed, but the dream of Basilio suggests that Crispin died during h is encounter with Padre Salvi and his minion. * Basiliois Sisas 10-year-old son. An acolyte tasked to ring the church bells for the Angelus, he faced the dread of losing his younger brother and the descent of his mother into insanity. At the end of the novel, Elias wished Basilio to leave him by burning in exchange of chest of gold located on his death ground. He will later play a major role inEl Filibusterismo. Due to their tragic but endearing story, these characters are often parodied in modern Filipino popular culture. Note The Franciscan Order was shown by Rizal as hypocrites not because they were such during his time but because they are the most loved, and had significant numbers. Strategically, if one must attack the Spanish friars, the best is to attack the most popular during that time. Other characters There are a number of secondary and minor characters inNoli Me Tangere. Items indicated inside the parenthesis are the amountFilipinizationof the Spanish names in the nov el. * Padre Hernando de la Sibyla a Dominican friar. He is described as short and has fair skin.He is instructed by an old priest in his order to watch Crisostomo Ibarra. * Padre Bernardo Salvi the Franciscan curate of San Diego, secretly harboring lust for Maria Clara. He is described to be very thin and sickly. It is also hinted that his last name, Salvi is the shorter form of Salvi meaning Salvation, or Salvi is short for Salvaje meaning bad hinting to the fact that he is willing to kill an innocent child, Crispin, just to get his money back, though there was not enough evidence that it was Crispin who has stolen his 2 onzas. * El AlferezorAlperes chief of theGuardia Civil.Mortal enemy of the priests for power in San Diego and husband of Dona Consolacion. * Dona Consolacion wife of theAlferez, nicknamed asla musa de los guardias civiles(The muse of theCivil Guards) orla Alfereza, was a former laundrywoman who passes herself as aPeninsular best remembered for her abusive interfer ence of Sisa. * Don Tiburcio de Espadana Spanish Quack Doctor who is limp and submissive to his wife, Dona Victorina. * Teniente Guevara a close friend of Don Rafael Ibarra. He reveals to Crisostomo how Don Rafael Ibarras death came about. Alfonso Linares A distant nephew of Tiburcio de Espanada, the would-be fiance of Maria Clara. Although he presented himself as a practitioner of law, it was later revealed that he, just like Don Tiburcio, is a fraud. He later died due to given medications of Don Tiburcio. * Tia Isabel Capitan Tiagos cousin, who raised Maria Clara. * Governor General(Gobernador Heneral) Unnamed person in the novel, he is the most powerful official in the Philippines. He has great disdain for the friars and corrupt officials, and sympathizes with Ibarra. * Don Filipo Lino vice mayor of the town of San Diego, leader of the liberals. Padre Manuel Martin he is the linguist curate of a nearby town who delivers the sermon during San Diegos fiesta. * Don Rafael Ibarra fa ther of Crisostomo Ibarra. Though he is the richest man in San Diego, he is also the most virtuous and generous. * Dona Pia Alba wife of Capitan Tiago and mother of Maria Clara, she died giving birth to her daughter. In reality, she was raped by Damaso so she could bear a child. Non-recurring characters These characters were mentioned in the novel, appeared once, mentioned many times or book no major contribution to the storyline. Don Pedro Eibarramendia the great-grandfather of Crisostomo Ibarra who came from theBasquearea of Spain. He started the misfortunes of Elias family. His descendants abbreviated their surname toIbarra. He died of unknown reasons, but was seen as a decaying clay on a Balite Tree. * Don Saturnino Ibarra the son of Don Pedro, father of Don Rafael and grandfather of Crisostomo Ibarra. He was the one who developed the town of San Diego. He was described as a cruel man but was very clever. * Salome Elias sweetheart.She lives in a little house by the lake, and t hough Elias would like to marry her, he tells her that it would do her or their children no good to be related to a fugitive like himself. In the original publication ofNoli, the chapter that explores the identity of Elias and Salome was omitted, classifying her as a bring non-existing character. This chapter, entitledElias y Salomewas probably the 25th chapter of the novel. However, recent editions and translations ofNoliprovides the inclusion of this chapter, either on the appendix or renamed asChapter X(Ex). * Sinang Maria Claras friend.Because Crisostomo Ibarra offered half of the school he was building to Sinang, he gained Capitan Basilios support. * Iday, NenengandVictoria Maria Claras other friends. * Capitan Basilio Sinangs father, leader of the conservatives. * Pedro the abusive husband of Sisa who loves cockfighting. * Tandang Pablo The leader of thetulisanes(bandits), whose family was destroyed because of the Spaniards. * El hombre amarillo(apparently means yellow-belli ed person, named asTaong Madilaw) One of Crisostomo Ibarras would-be assassins. He is not named in the novel, and only described as such.In the novel, he carved the cornerstone for Ibarras school. Instead of killing Ibarra, he was killed by his cornerstone. * Lucas the brother of thetaong madilaw. He planned a revolution against the government with Ibarra as the leader after he was turned down by Ibarra. He was said to have a scar on his left cheek. He would later be killed by the Sakristan Mayor. * Bruno and Tarsilo a pair of brothers whose father was killed by the Spaniards. * Nor Juan(Nol Juan) prescribed as foreman of the school to be built by Ibarra * Capitana Tika (Rustica) Sinangs mother and wife f Capitan Basilio. * Albino a former seminarian who joined the picnic with Ibarra and Maria Clara. Was later captured during the revolution. * Capitana Maria Elena a nationalist woman who defends Ibarra of the memory of his father. * Capitan TinongandCapitan Valentin other known pe ople from the town of San Diego. * Sacristan Mayor The one who governs the altar boys and killed Crispin for his accusation. * Hermano Pedro, Hermana Rufa, Hermana Sipa, Hermana Juana more or less of the persons included in the Chapter 18. These persons were talking about indulgencia plenaria.

Engage In Personal Development With CYP Essay

Unit 3 Engage in Personal Development in Health, kindly C be or Childrens and Young Peoples decoratetings 1 Understand what is require for competency in own plump role 1.1 Describe the duties and responsibilities of own incline role. As a tenet Assistant, I have m some(prenominal) different roles and responsibilities which mainly involve slightly holding paramount the eudaimonia and rock-steadyty of children and vernal people, their carry on, skill and well-being. It is my responsibility as an employee to follow the codes of radiation pattern and en genuine that I persist in to update my educate requirements and techniques. Staff must(prenominal) uphold policies, procedures, rules and drub alongside the teacher and other(a) professionals to contri besidese to heart in preparation, affirmation sharing and delivery of sessions, meetings, resources, information and progress.It is besides fundamental as a TA to build trusting professional congressships with chi ldren, young people and their families/guardians as well as colleagues and other agencies involved, whilst liquid ensuring to follow confidentiality and data protection policies. My Key Responsibilities argon to move under the guidance of teaching supply/SLT and inside an agreed system of supervision, to implement agreed work programmes with idiosyncratics/ collections, in or out of the householdroom.This could dispatch those requiring detailed and specialist familiarity in objet darticular areas and pull up stakes involve take to hearting the teacher/instructor in the whole mean cycle and the maintainment/preparation of resources. Level 3 TAs whitethorn to a fault supervise whole classes occasion in wholly in ally during the short-term absence of teachers. (3 days maximum per absence). The primary focal point is to maintain a productive, well-structured working atmosphere with students being fully engaged and on trade union movement. In providing draw out supervi sion, Teaching Assistants forget invite to respond to questions and normally assist pupils to undertake set activities.Specific Duties and Responsibilities naturalize-age child championTo support pupils discipline and shape up independence in a steady-going, secure, challenging environment employing strategies to blob and reward achievement of self-reliance To support the instruction of individuals and groups of pupils as identified by dint of curriculum planning and to act as a role model, having high expectations of behaviour, effort and attainment Tofocus on individual pupils as directed or when trains dictates To work with other staff to develop and implement the IEBPs and the subsequent admonishering To encourage pupils to interact and work co-operatively with each other and adults. To observe, record and support the development and progress of pupils in golf-club to identify individual need and difficulties and to feed back to pupils in relation to their progres s and achievement To publicise the inclusion and acceptance of all pupils within the classroom To meet the social, emotional, behavioral and acquirement needs of the pupil according to a pupils Individual Education/ doings Plan whilst supporting(a) independence wherever possible.To monitor pupils attendance and behaviourTo promote and facilitate learningTo support preparation of less(prenominal)ons/tasks/activitiesTo use data on attendance, behaviour and attainment to inform teachers planning To evaluate data on attendance, behaviour and attainment to develop particular(prenominal) learning programmes for pupilsteacher SupportTo plan with teachers the daily/weekly programme of lessons, activities and events in order to support pupils and adjust lessons/work plans as appropriate Occasional supervision of the class in the course of short term absences of teachers, think on maintaining goodish order and to keep pupils on task under the guidance of teaching staff and within an ag reed system of supervision To liaise with other professionals to ensure an appropriate and bear upon learning environment (eg. Display work) To set out, prepare, use and tidy equipmentTo promote and encourage home schoolhouse partnershipsTo assist on home school liaison visitsTo listen, support and discuss issues in the buffly with parents and attentionrs under the teachers/instructors supervision and to participate in feedback sessions/meetings with parents To monitor and evaluate pupils responses to learning activities through observation and planned recording of achievement a take a shitst pre-determined learning objectives To bequeath objective and accuratefeedback and reports as required to the teacher on pupil achievement, progress and other matters ensuring the collation and avail qualification of appropriate leavenTo be responsible for keeping and updating records as agreed with the teacher, contributing to re celestial horizons of systems/records as required In class, to undertake marking of pupils work as agreed with the teacher and accurately record achievement/progress To administer and assess routine tests and assist in the invigilation of exams/tests as agreed with the teacher To provide general clerical support, e.g. administer coursework, produce worksheets for agreed activities, etc. To work within an established discipline insurance in order to anticipate and manage behaviour constructively, promoting self-control and independence.Curriculum SupportTo prepare, plan and manage specific activities/teaching programmes, adjusting activities according to pupils responses/needs To help drive the school improvement planTo set out and prepare equipment indoors and outdoorsTo implement local and national teaching strategies, and make effectual use of opportunities provided by other learning activities to support the development of skills in literacy and numeracy To support the use of ICT in learning activities and develop pupils competence and independence in its use To help pupils access learning activities through specialist support To determine the need for, prepare and maintain general and specialist equipment and resourcesSchool SupportTo promote the policies and ethos of the school, e.g. personal and social and to promote supreme values, attitudes and good pupil behaviour, traffic promptly with involvement and incidents in line with established policy and encouraging pupils to take responsibility for their own behaviour To exhibit pupils work to reflect their achievementTo supervise pupils on outings and visits as requiredTo attend staff meetings as requiredTo be aware of and comply with policies and procedures relating to child protection, behaviour management, health, safety and security and to refer all concerns to the leadership aggroup To treat all information relating to apupil as strictly confidential, and to be aware of and comply with school policy and practice To be a proactive member of the school t eamTo establish constructive relationships and communicate with other agencies/professionals in liaison with the teacher in order to support the achievement and progress of pupils To provide appropriate guidance and supervision and assist in the training and development of staff as appropriate To undertake planned supervision of pupils out of school hours learning activities To attend pertinent courses and learning activities in order to update realiseledge as required To take opportunities to develop areas of individual/personal interest and expertise and to use these to advise and support others or to swot specific projects1.2 Explain expectations about own work role as expressed in relevant exemplifications In my setting, all policies and procedures are kept in the main office and are available to view on request. I am aware of all current legislation and I have commutenative up and understand my Comp whatsoevers policies and procedures and follow them at all times. It is my responsibility to read and uphold all policies and keep up to date with all changes or amendments that whitethorn arise.I al elbow rooms work in a professional manner and ensure all information is kept up to date, and confidential by following the confidentiality and data protection policy and non discuss any information about children, their families and sensitive information about school matters to anyone unless at that place is an appropriate reason to do so. When I feel there could be a possible safeguarding issue with any child/young person, I know what to do and who to refer it to (STL46, STL48). I would write a form for initial concern and pass on any information I have to the Safeguarding Officer.Following the health & safety policy I record any accidents in the relevant accident book and enter it on the schools monitoring system (sleuth). When an accident much(prenominal) a concussion or feeling unwell, a phone call home is made to notify the parent/carer of their childs situation. Throughout the day I check the equipment, furniture and resources are safe for students to use before they come into the setting and report any hazards/faulty equipment tothe appropriate person and log it in the repairs book as soon as possible. The first aid box situated in the first aid cupboard on the main coridoor opposite the Head teachers office. firstborn aiders are made known to all staff by First Aid Procedure Posters around the school. . I feel I am equipped with the skills to deal with arising situations accordingly.All members of staff, visitors and parents/carers a required to mutual opposition in and out in the book located in the office area. Supply members of staff, workmen, governors, parents/carers and professionals from external agencies also need to sign in and out and if they leave the premises. Visitors are asked to bring formal identification and need to hold an enhanced CRB to be allowed access the building.My school aims to maintain high standards of healthy eating, making sure the children have healthy options and we also provide hot meals, which caters vegetarians as well. All students get free school meals.Working in an Alternative Provision School (Formally a PRU) I assist students with various abilities in all classes and privy deal with challenging behaviour on a daily basis. I also assist students with special educational needs much(prenominal) as ASC, ADHD, ODD or mental distemper . I have been trained in Team Teach and PRICE de-escalation and positive handling techniques (STL37. STL39, STL41). I am aware of what to do in much or less circumstances, and the make develop reporting/recording procedures to follow. I much attend new courses with outside agencies, a lot through my role at school, to widen my knowledge of strategies and approaches such as ASC Awareness courses, child protection, behaviour management, fire safety, Alcohol, drug and solvent abuse, violence reduction, safe guarding, emotion al and disability awareness etc.In regards to relevant standards, I encourage all students to interact and work co-operatively with others (STL20) and engage in all activities and also support the inclusion and acceptance of all students within the setting (STL19). I promote the development of students through literacy and numeracy sessions, talking, reading newspaper and magazines, discussing nationalissues and encourage students to deal their views in these matters. This engages students to appreciate each-others opinions and views and work as a team to achieve set goals. I shew to incorporate maths equations into everyday situations to encourage the students to reinforce their learning outside the classroom (STL25, STL33, STL26.As a Teaching Assistant, I am expected to support the teacher, to be reliable and build a good relationship with the children/young people in my care, helping them gain positive social and communication skills and encouraging them to achieve the best of their ability in their learning (STL20, STL24). It is important that I conduct myself in the correct manner within the school and use appropriate actions and language to my specific audience. Children and young adults can pick up behavioural traits and values from the people around them and can often mirror others actions. I look for to remain professional at all times and act appropriately (STL20).My role as a Teaching assistant is to assist in enhancing children and young peoples knowledge base so they can grow in all aspects of their development. I differentiate my strategies and provide different levels of work for specific students with both lower, or high abilities (STL34, STL38, STL40, STL44). If I know a child/young person in my class is weak in certain areas such as their literacy or numeracy or even concentration, I know when to change my level of support so they feel able to communicate their ideas effectively and are confident in the task set. Maintaining positive rela tionships with students helps me in my role as you get to know what levels of avail students will need.For example, I know if I have students X, Y & Z in my class, X having dyslexia, Y having ADHD. I am aware that these particular students can get anxious when faced with a astronomic task and/or lashings of writing. I write set down instructions for these students before the lesson and break them down into small and simple steps. I will then wait for the student to be far decent into the task before giving another instruction. For student Z, being on the gifted and talented project in previous mainstream schools. I can find a more in depth and higher level equivalent of the task and check it over with the teacher before handing it to the student (STL23, STL24, STL34).I work alongside my teacher and have daily meetings and luck ideas and suggestions that I have with regards to the running of the class, for example ideas for lesson plans, displays for students work and projects (STL16, STL21, STL23, STL24, STL28, STL31). I also provide input, with documented evidence, for behaviour, numeracy and literacy targets and plans (STL30). As practitioners, we need to work as a team with other staff members and parent/carers in order to support the student and promote learning so that they will express their ideas and views and be able to voice these to a group. This will help them thrive to go after and feel confident in doing so (STL45, STL47). As well as working with my own class teacher I can be asked to go and support other staff in a different subject. I am expected to adapt very quickly to the environment and needs of the other class group and be aware of the lesson objectives and outcomes and I am always collecting and updating my wedge of lesson plans and tasks for such occasions. (STL28, STL62)2.1 Explain the importance of reflective practice in continuously improving the quality of proceeds provided Reflection means focusing on how you interact with colleagues, students, and the environment. It means thinking about how you could have make something differently, what you did well, what you could have done better. How you can improve what you have done and what would work better next time. Reflecting on your practice will allow you to obtain a clearer picture of your own behaviour and a better perceptiveness of your strengths and weaknesses. By doing this you can then take appropriate future action, continually improving your skills and approaches. Practitioners must review the key elements of effective practice to understand what effective practice looks like.They need to create a self-development plan and reflect on their work. If an employee doesnt have a standard of work or the standard is unclear, then it is difficult for them to know what or how or when they should be doing it. The absence of standards makes it impossible for an employee to effectively monitor their own exertion. If work standards dont exist, then thing s are open to personal interpretation and this can lead to appointmenting viewpoints. If some colleagues work to lower standards, it can affect the work of others. Itsimportant to agnisek feedback from colleagues to identify what is working well, identify areas for improvement and development. To show that you can continuously improve your practice with constructive feedback and show that you are able to learn and listen to others. Reflecting and improving your own practice will help meet the needs of the individuals and to enable you to develop new strategies and approaches.2.3 Describe how own values, belief systems and experiences may affect working practice Everyone has different values, beliefs and preferences. What you believe in, what you see as important and what you see as acceptable is an essential part of who we are. The way in which we respond to people is linked to what you believe in, control important and what interests you. People react positively to people who sh are the same values and mayhap less warmly to people who have different priorities. When you develop friendships, it is natural to spend time with people who share your interests and values. However, the professional relationships you develop with people you support are another matter. As a professional, you are required to provide the same quality of support for all, not just for those who share your views and beliefs.This may have the appearance _or_ semblance obvious, but knowing what you need to do and achieving it successfully are not the same thing. Working in any sector, you are bound to come across people whose views you do not agree with, and who never seem to understand your point of view. When there is a clash between your views and those of the people you are working with, you need to make the right responses. Awareness of differences, your reaction to them and how they affect the way you work is a crucial part of personal and professional development. If you allow your own preferences to dominate your work with people, you will fail to perform to the standards of the Codes of utilise for child care workers set out by the UK regulating bodies. The Codes of Practice require child care workers to respect and promote peoples individual views and wishes. Your own view may cause conflict with others or could help you understand others views and help improve communication with others.3.1 Evaluate your own knowledge, performance and understanding against relevant standards As a practitioner I follow a number of codes of practice.Working with children and young persons, I have set responsibilities and work to the principals of the sector and codes of confidentiality. These responsibilities are to ensure to meet learning needs of a child, Provide an environment that is warm, welcoming and stimulating, Work with parents/carers, colleagues and other agencies. To work as part of a team that provides a quality service for both children/ young people and paren ts/carers. I believe I have a good understanding and knowledge base of what is expected for effective practice in my role. I am always updating this by training from internal and external agencies of various courses such as safe guarding, behaviour management, updating and amending policies, updating and sharing pupil information, how to record and analyse data.I regularly familiarise myself with updated policies and procedures and also participate in peer mentoring activities with other colleagues to improve personal practice. I work on a Plan, Record and Review system. I think this is important to help improve my own practice. It helps me notice my strengths and weaknesses. This also helps when doing activities where you can see what event went well and what did not, how I could do things differently which may allow you to handle a situation differently in the future. It is good to get a second perspective of your performance as other colleagues could perceive situations in a diff erent way to yourself. Getting feedback from my teacher is always helpful as they can inform me of what I did will and what possibly could be improved. I am also always learning from my own experiences which benefits me in my personal development. I believe I am able to maintain positive relationships with both staff and students which aids me to promote positive outcomes in learning and well-being for all.4.1 Identify sources of support for planning and reviewing on own development I get support and feedback from my subject teacher, line manager and other colleagues. I attend performance appraisals and have regular meetings with my head teacher, line manager and teams of colleagues to discuss progress. My schools Peer Mentoring System for staff helps us all reflect on own and others practice methods and gain and share new ideas and strategies. It helps us see how different flairs, approaches and strategies can benefit different audiences and activities, while widening our understa nding andknowledge base. I work closely with my class teacher who gives me daily support in maintaining and improving my own practice and teaching me new skills on the job.5.1 Evaluate how learning activities have affected practiceI have had lots of training to help me deal with situations within my role appropriately. Working with children, young people and adults, you cannot guarantee that if a strategy worked in a situation before, that it will work again. This is why reflective practice and on-going training will help you deal with barriers that may arise. I have been fortunate enough to gain essential training on the job and with outside agencies to broaden my approaches and strategies. Having training in behaviour management, positive handling and de-escalation techniques, I know that a hands on approach is a last fixture within my setting but am confident in knowing when and how to use my TEAM pick up training and when not to. I feel I am able to use de-escalation techniqu es in most situations and I am always learning and progressing my strategies and knowledge from experiences.The learning needs of my students can differ in their preferred learning styles and by using a blended learning approach it is possible to provide learning experiences that meet the learning needs of all members of the group. In planning lessons it is important not single to consider what is being taught and how but also where. In order to facilitate the feeling of an inclusive group a teacher may take into account the physical learning environment and if possible alter it to support inclusivity. Where appropriate this may be as simple as moving the desks from theatre style to cabaret or horse shoe style to encourage group communication and ensure all students can view or access their teacher equally. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning. If students progressed quickly through an employment and then begun to get bored and wandering, it would be obvious that the task was too easy and not truly suitable or beneficial for that student or group or they need another task to complete.Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work hard to complete it. If the activities aretaking longer than expected and you can see that the students are really struggling, things again would need to be addressed. Most of my classes are mixed ability groups so I differentiate work to suit their ability and can simplify or choose higher grade material to accommodate for higher and lower ability students. On the other hand if a task is too hard for students, they can make up frustrated and lash out as they dont want to fail. Not providing engaging and stimulating activities could also cause other issues such as disengagement, behavioural issues or leaving the room as the student has finished the task set. It is all about knowing your audience where possible. You also have to be prepare for every eventuality and be ready for forthcoming events.I always plan appurtenance task for my lessons to keep my students engaged while others catch up. In my setting I deal with a high percentage of students with ADHD or ODD so am confident in dealing with challenging behaviour and de-escalating situations. I believe giving the students a choice of how to complete tasks makes them feel more empowered and in control of their options. I regularly discuss with students what the point of the task set is and how this will help them make progress. The students can then see that the task isnt pointless. If students are frustrated I will try and talk them through the task or give them a few proceedings to calm down and collect themselves outside. I work in partnership with my class teacher and take it in turns to swap and p resent a new face when needed in volatile situations.It is not always possible to achieve what you intended in a situation. As long as you know where you did achieve something positive, what you did well, what you could have done better and what will be your next step in settlement a situation then you can always learn from it and rectify it. Maintaining positive relationships is a broad part in helping with conflict resolution and maintain open lines of communication with students, parents/carers and other staff members will help put in place strategies and plans for progress and improvement and also aid in encouragement to succeed. I partake in pupil conference meetings and writing individual educational and behavioural support plans for students under my supervision. This helps staff members in knowing a students strengths and weaknesses as well as triggers, likes and dislikes etc.National Standards taken from https//www.gov.uk/government/uploads/system/uploads/attachment_data/ file/239935/NOS-SUPPORT_for_supporting_teaching_learning.pdf

Christianity vs. Pagan Beliefs in Beowulf Essay

Although there are many examples of heathenish depressions in the poem Beowulf, the poem points more toward a Christian influence and meaning. Beowulf is seen as a God to the Geat people, and they turn to the manufacturing business to save them from unrighteous. Grendel is portrayed as a monster of Cain and lives underground. He represents the darkness of the Pagan beliefs, as well as Hell. The battle amongst good and evil between Christianity and Pagan beliefs is continued throughout the poem.Hrothgar and the Danes seem to be protected by the Almighty. Grendel would not go near Hrothgars throne because it was protected by God. When Hrothgar is talking to Beowulf before Beowulf goes to struggle Grendel, he says, Surely the Lord Almighty could stop his madness, smother his lust Beowulf withal says that God forget decide who dies. They believe in God and his power to control the outcome. Grendel was created after the Lord Almighty swarm out all of the demons and the demons spl it into forms of evil, forever opposing the Lords Will. This would explain why Grendel was ply by the hatred of God. Whenever he terrorized Herot, some people turned to the Devil for help. They were heathens, and prayed to the old stone gods. Up until his battle with Beowulf, Grendel could kill his victims easily. However, Beowulf had the Lord on his side and was more potent, easily killing Grendel. This proves that Christianity was more powerful than the Pagan beliefs.Grendel and his mother represent Pagan beliefs in the poem Beowulf. The main example is that they live underground, and the lake higher up their home was described as a fiery flame. This is just like Hell. Grendel is referred to as a shepherd of evil, guardian of crime in the poem. For twelve years Herot stands deserted because of the fear Grendel put in people. He represents all things evil and malicious. Towards the end of the battle between Beowulf and Grendel, the poem stated that you could hear shrieks of the Almightys enemy in the darkness.Grendel is similarly referred to as hells captive before he dies. This makes it seem like Grendel did not choose to be evil, evil chose him. All of the kennings refer to Grendel and are a part of Pagan beliefs. Grendels mother was the same way. Whenever she battled Beowulf, she could not be injured in her home. Her evil character was her shield. Then, the Holy God sent him victory and gave judgement for truth and right. When Grendels mother was also slain, there was a light as bright as Heavens own candle. in one case again, Christianity overcomes Pagan beliefs.Beowulf often refers to fame and says that is all he wants. This is a Pagan belief. Wryd is also a Pagan belief and is talked about in the poem as well. Wryd means fate, and Beowulf believes that fate will determine who wins the battle. Although he believes in God and has confidence in His existence, he also has a few Pagan characteristics. One of these is voracity. To Christians, greed is pu nishable by sin. Beowulf is extremely greedy for fame and fortune. He genuinely does want to save his people, but he wants them to remember his name more than that. Grendel and his mother often refer to revenge and the drinking of blood, which is also a Pagan belief.There has been much debate over whether the author of Beowulf meant for the poem to be a Christian poem, or was originally a Paganistic poem that has turned into a Christian story. There are many influences of both Pagan views and Christian views in the character of Beowulf. He is seen as a Paganistic superhero, but also as a god to the Geat people. Grendel and his mother are seen as monsters, but with human qualities, which is a Pagan view. However, the poem claims that God decided their fate and that is why they were slain. Therefore, the conflict between Pagan and Christianity beliefs is not genuinely ever solved in the poem itself.

Exercise 29 Statistices

Exercise 29 Statistics work give-and-take SUMITHA THOMAS GRAND CANYON UNIVERSITY Exercise 29 Statistics work book Name____Sumitha K Thomas________________________________________ categorise ____________________ Date ___3/10/2013______________________________________________________________________________ ? EXERCISE 29 Questions to be Graded 1. Were the roots in this necessitate free-lance or dependent? Provide a precept for your answer. Groups are independent in this think.According to the above data independent groups define as if the two sets of data were non taken from the same subjects and if the scores are not related. In this study subjects are two different genders which is work force and women and scores are not charge related each other. Therefore this is an independent study. 2. t = ? 3. 15 describes the difference surrounded by women and men for what varying in this study? Is this value evidentiary? Provide a balancenale for your answer. T = -3. 15 describe s the kind health variability. This is a strong value because its tins the degree of immunity.According to the data above the significance of a t ratio can be narrowd by simile with the critical set in a statistical table for the t distribution using the degree of freedom for the study. The value is important because p value of it is 0. 002 which is sm wholeer than alpha value set for this test that is 0. 05 3. Is t = ? 1. 99 significant? Provide a precept for your answer. Discuss the meaning of this result in this study. t = -1. 99 is significant because it represent health functioning variables among men and women which compares men and women for perceived coping, quality of life and loving support.Smaller P value indicates more significant findings. The P value for health functioning is 0. 049 which is smaller than the alpha level 0. 05 in this study. 4. Examine the t ratios in Table VI. Which t ratio indicates the largest difference between the males and females post MI in this study? Is this t ratio significant? Provide a rationale for your answer. The largest difference between the males and females post MI indicates the mental health. It has t ratio of -3. 15. This is a significant ratio because it has a p value of 0. 02 which is smaller than alpha value that being sent for 0. 05 5. Consider t = ? 2. 50 and t = ? 2. 54. Which t ratio has the smaller p value? Provide a rationale for your answer. What does this result mean? t = -2. 50 has a p value of 0. 01 whereas t = -2. 54 has the p value of 0. 007 which is smaller than p value of 0. 01. This result means that t = -2. 54 has more significant findings, which indicate that better role- physical after post MI between men and women than the physical function score. 6. What is a Type I error?Is there a insecurity of a Type I error in this study? Provide a rationale for your answer. According to the data above, a fictitious character 1 error occurs when the researcher rejects the null hypothes is when it is in actuality true. The type 1 error is a good deal represented by the Greek letter alpha (a). In this study the level of significance or alpha was set at 0. 05 and multiple p value has gone above 0. 05 such as socioeconomic p value0. 58, family p value 0. 51. Therefore, there is type 1 error in this study. 7. Should a Bonferroni procedure be conducted in this study?Provide a rationale for your answer. Because this study has a jeopardize of a type 1 error, a boneferroni procedure should be conducted. This procedure is used to correct the risk of a type 1 error. The boneferroni procedure is a simple calculation in which the alpha is change integrity by the number of t-tests run on different aspect of the study data. 8. If researchers conducted 9 t-tests on their study data. What alpha level should be used to determine significant differences between the two groups in the study? Provide your calculations.Alpha/ number of t tests performed on study data = more stringent study to determine the significance of study results 0. 05/9 = 0. 0055. 0. 005 is the alpha level should be used to determine significant differences between the two groups in the study. 9. The authors reported multiple df values in Table VI. Why were different df values reported for this study? The author used multiple df values in table VI because concord to the data above, significance of a t ratio can be determined by comparison with the critical values in a statistical table for the t distribution using the degrees of freedom for the study.DF is a mathematical equation that describes the freedom of a particular scores value to vary establish on the other existing scores values and the sum of the score. The formula for the df = number in group 1+ number in group 2-2. This way author is becoming more specific by providing different df values which shows the comparison and differences between 2 independent groups. 10. What does the t value for the Physical division Score tell y ou about men and women post MI? If this result was consistent with previous research, how superpower you use this knowledge in your practice?The t value tells us about the differences between men and women post MI physical component score. In my practice using this t value, I would be able to work differently between men and women after post MI. Teaching might provide to women more about physical functioning, role physical, bodily pain and general health since these are all included in physical component score. The physical component score for women is 48. 5 compared to men 51. 1 (standard deviation). Therefore, women might need to educate more about the physical components than men.

Ibm Case

IBM CASE STUDY DECADE OF TRANSFORMATION The IBMs try to the top and its abrupt fall followed by its decade of transformation, boldly highlights the importance of a solid schema IBM was the synonym for greatness and lollyability during early 1990s but the lack of companys ability to foresee into the future & its inside issues cost the company bigtime. It registered its first loss during 1991 mainly due to its inability to adopt to the node central PC industry. anatomy 1 Incremental Improvement After registering his first loss, in order to cope up with its large fixed & warranty costs the company had no option but to cut endure the employees perks & worse made forced layoffs. Eventhough there were products and routine before hand they were not fully exploited. By 1993 about 40,000 employees were terminated Phase 2 Process Reengineering Change in management took place during 1993, Lou Gerstner was constitute as the new CEO. He immediately began the Phase 2 Process Re-engineerin g.He realized rather than fragment up the company he decided to turn it around by going to market as One IBM a centralized model where individual divisions pulled into as larger dividing line groups . By 1994 the clv data centers were trimmed to 3 regional megacenters fed by 11 server farms . The systems development process was also reengineered thus enabling the company to focus intensely. The results were positive,by the end of year 1994 the company registered a profit of 5 billion USD on revenue of 64 billion USD.Gerstner strongly believed in Putting customer first. He made sure that Individual sales group was formed and spearheaded by experienced managers dedicated for supporting the customers Phase 3 Emerging Opportunity Gerstner soon realised that eventhough the company could be healed from its current state, it may not gain its supremacy as Tech Giant,with its current Business model. He started to focus on Emerging Opportunity provided by the Internet. By 1995 he decide d that the company would focus on e-business.E-business was projected as IBMs strategy vision . Enormous capital were invested in Internet Products and services & umpteen aquistions were done,which helped the company to shift from software applications to middleware. The two major acquistions were Tivoli btought for 700 million USD and Lotus for 3. 5 billion USD Phase 4 Business Transformation By end of 1999 with its current business IBMs innovation process act to be focused within silos of existing line.Gerstner wanted to change this and the concept of Horizon was developed where the current and emerging business opportunities was classified among three Horizons H1 Mature Business H2 Rapidly growing business H3 Emerging business Each Horizon had different organizational and leadership model to cater its different needs. Reasons for failure IBM neglected its commitment to customers to provide efficient high quality technical and customer support,moreover they tried to compete in every product category which eventually made them as Jack of all trades and master of none.

Succubus Shadows Chapter 4

I spent the whole morning waiting restlessly for Roman. Surely he had to stick with home at close to point to sleep, right? Of course, being part greater immortal, hed put up a lot of the traits of his angelic pargonntage and angels and demons neer postulateed to sleep. Roman could similarly zero(pre noinal)plus by on very little rest and simply chose to sleep in as a dangerous deal as he did for the fun of it.I left a message on Jeromes cell phone, which was useless more than practically than non. I excessively kind of wished I hadnt parted from Carter so soon. Caught up in the Pictionary absurdity, Id totally for express ab bulge my siren song encounters. Indeed, Id nearly written them saturnine until fit nights repeat. But if Jerome was hard to get a hold of, Carter was impossible. He kept no cell phone and chancemed to take personal dress in showing up at unexpected trices.Left with no other options, I called my paladin Erik. He was a human who ran a blood line specializing in esoteric and pagan commoditys. He was often my backup for bizarre supernatural situations, some times knowing more than my friends did. As I dialed his stores number, I couldnt second barely marvel at the circles my life agnizemed to run on. I was repeating the same pattern everyw here and oer. Something preternatural would happen, Id fruitlessly attempt to contact my superiors, and end up seeking Erik for help.Why the fuck does this arrest disaster to me? I muttered as the phone rang. Cody never got stalked by paranormal forces. Neither did both of the others. It was equal I was specifically being targeted. Or cursed. Or simply imbued with bad luck. Yes, my life was a never-ending spiral, doomed to repeat the same patterns of annoying immortal threats and miserable romantic situations.Hello?Erik? This is Georgina. scarper Kincaid, he tell in his usual genteel voice. A pleasure to hear from you.I train your help with something. Again. Are you more or less? I inadequacyed to swing by before work.thither was a pause, and then I heard regret in his voice. Unfortunately, I have to run errands and close the store today. Ill be back this raseing. When do you finish work?Ill probably be free at ten. a nonher(prenominal) evening shift.I can meet you then.I felt bad. His store usually closed approximately cardinal. none nothats too late. We could tense up tomorrow.Miss Kincaid, he said gently, Im al routes happy to see you. Its no difficulty at all.I still felt guilty when we disconnected. Erik was acquire old. Shouldnt he be in bed by ten? Nine? There was nothing to be done for it now, though. He said hed do it, and Id seen him when he was obstinate. I had nothing to do but wait now and rely Roman would surface before I had to work. When he didnt, I simply left him a spirit advanceing I needed to talk to him immediately. It was the best I could do.At work, no one was out or best of all hung everywhere. I was caught up on my paperwork, which gave me a lot of free time. Whether that was good or bad, I couldnt say. It kept me from messing up my job but merely left me in a cycle of rumination.It was nearly closing time when I spy stage case-hardened at his usual air in the caf?. Maddie had worked the day shift, which meant I didnt have to face their cute couple antics. He caught my eye as I loss gameed finished, and against my better judgment, I sat down across from him.How goes it? I communicateed. My usual romantic obsession with him was put on pause when I saw that he looked agitated.He tapped the screen in annoyance. Bad. Ive been agaze at this screen for two hours and havent gotten anything done. He paused. No, thats not quite true. I ordered a wonderment Twins T-shirt and watched some videos on YouTube.I smiled and propped my chin up in my go across. Doesnt sound like a bad days work.It is when its been going on all week. My muse is an ungrateful harlot whos abandoned me to in truth come up with my own plots.Thats a record for you, I observed. Id seen him have fits of writers block when we dated, but it never surviveed more than a few days. Whens your deadline?Not for a while, but still He sighed. I dont like to be stalled out. Im not really sure what to do with my days if Im not writing.I started to say that he must have wedding stuff to do but then thought better of it. I kept to lighter topics. Maybe its time to pick up a hobby. Fencing? Origami?That slightly bewilder smile that was so characteristic for him crossed his lips. I try latch hook once.You did not.I did. Do you know how hard that is to do?Its actually pretty easy, I said, trying to hide my laughter. Kids do it, you know. Your nieces could probably do it.They can. And youre not qualification me tincture better. But those beautiful brown eyes were amused. I analyze them for a moment, loving the flair they would sometimes turn amber. A moment later, I snapped myself out of my lovesick spell. Theres always dancing, I said mischievously.This made him laugh too. I think weve proven how futile that is. Id tried twice to teach him how to do it swing and salsa all with disastrous results. bands talents lay in his mind, not his body. Well, upon notwithstanding consideration, I realized that wasnt entirely true.You havent found the right kind, I said. Id given up on concealment my grin.Whats left? Riverdance? Square dancing? And do not even suggest jazz. I saw Newsies and was traumatized for, like, five years.Harsh, I said. You could still probably expect your T-shirts with jazz dancing. I know you must have a Dancing Queen shirt somewhere. His shirt today sported Chuck Norris. Unless, of course, you wanted some variety. Square dancers have some pretty sweet costumes.He shook his head in exasperation. Ill leave the dancing getup to you. And no, no Dancing Queen shirt yet though I do have an Abba one. I think a Dancing Queen shirt would be better for you anyway, not me. H is eyes moved from my face to what he could see of my body at the table. You look like you could go dancing right now.I started to feel myself smash at his gaze and immediately utilized shape-shifting to nix it. The unseasonably warm weather lent itself to sundresses, and I had another on today. It was a cream-colored trapeze, sleeveless with a keyhole top that may or may not have been showing managerial-appropriate cleavage. He wasnt ogling me or anything, but I had learned long ago that lot was good at keeping his emotions off of his face. I wondered what went through his mind. Simple aesthetic admiration? hunger? Disapproval of non-managerial cleavage?This old thing? I asked breezily, uncomfortable for reasons I couldnt explain.You were wearing that color the counterbalance time we met. He utterly seemed embarrassed. Not sure why I remember that.You dont, I said. I was wearing purple. Now I felt flustered to remember that.He frowned in a way I found cute. Were you? Oh, yeah. I guess you were. The violet top and flowered skirt.Every detail. If hed mentioned me wearing a snakeskin jacket, I might have passed out. Yet, I had a feeling he did remember that. Probably my position and the way Id styled my hair too. An awkward silence grew. I might have been keeping the flush off of my face, but there was warmth spreading through me. And single half of it was desire. The rest was something elsesomething sweeter and deeper.I change my throat. Whats the book active? Cady and ONeill, right?He nodded, looking grateful for the subject change. The usual. Mystery and intrigue, sexual accent and life-threatening situations. He hesitated. Its the last one.I what? I felt my jaw drop. Whatever romantic feelings that had been move in me immediately got pushed to the back burner. You mean likethe end of the series? Seth had written a lot of mysteries over his career, but Cady and ONeill his intrepid art and archaeology explorer duo was his flagship series. Why?He s hrugged, eyes moving back to the laptop screen. Because its time.Howhow will you make your living?His smile turned dry as he looked back up at me. Ive written other books that arent close them, Georgina. Besides, you dont think my fansll have enough faith to follow me to a new series?True, I said softly. Well follow you anywhere. Id meant to say theyll, but it was too late.I hope so, he said, averting his eyes for a moment. When he looked back, I saw a spark of excitement. But Im actually into doing something new. Ive got this idea and its really great. I respectable want to lose myself in it, you know? I did know. Id seen him forget parts of his real life plenty of times while caught up in a book. I wondered if this new project he was so vehement about would intensify that zeal.So youve got the ending for Cady and ONeill figured out? I asked.No, he said with a sigh, glow dimming. Thats the problem. I dont know how this is going to end.I suddenly wondered if he was still talkin g about the books. Our gazes met again, and whatever might have come next was interrupted when Beth appeared at my side. Georgina? A friend of yours is here to see you.My heart leapt. Roman. Roman had read my note. His advice on that eerie siren song was about the whole thing that could have dragged me away from Seth. I sprang up from my seat, giving Seth an apologetic look. Ive got to go.He nodded, some troubled emotion in his eyes that I couldnt point. That troubled me in return. He might be good at keeping his emotions off of his face, but at one time, Id been pretty good at figuring them out.No problem, he said. Wistfulness? Was that the mystery emotion?I couldnt ponder it any longer. Roman was more important. I took the steps downstairs two at a time, anxious to see him. But when I reached the registers, where Beth had said my friend was waiting, it wasnt Roman I saw. It was Cody.Or, well, I think it was.It took me a moment to figure it out. He was dressed all in black and n ot just jeans and a T-shirt. We were talking full raiment a studded-leather jacket, steel-toed boots, and an ugh mesh shirt. His blond hair had black streaks in it, and heavy black eyeliner and lipstick over white foundation completed the look. I didnt know what to say, so I simply grabbed his arm and dragged him into my contribution before anyone else could see him.What the hell are you doing? The sun had only just gone down, which meant he must have doubled the speed limit to make it here so quickly.Im here to see Gabrielle, he explained, casting an anxious glance at my doorway. Where is she? I wanted to get here before you guys closed.Shes not working tonight. His face fell, but I couldnt help but add, And honestly, I think thats a good thing.Why? Peter had a copy of The Seattle Sinner, and after going through it, we thought this would be the way to get her attention. He helped dress me.Wait. Peter had a copy of ? Never mind. I dont want to know. take me, you would have gott en her attention. But Im not sure itd be the kind you want.Cody gestured to his attire. But shes into this scene. You said yourself that she dresses all in black.Yeah, I admitted. But yours seemsI dont know. Overdone. People like her are always on the lookout for wannabes. You try too hard, and youll just put her further off.He sighed and slumped into my desks chair, dejected. Then what am I supposed to do? That newspaper was my only lead.Well, for starters, dont let Peter dress you again. Ever. As for the restI dont know. Let me ask around and see if I can get you more to go on. Just please dont wear this outfit again.Okay, he agreed.Just then, Doug stuck his head in. It wasnt his night to work, so I was kind of strike, but not nearly as surprised as he was.Hey, Kincaid, I had a question about the schedu deliverer Fucking Christ What is that?Its Cody, I said.Doug walked gingerly into the office and peered at Codys face. Well, Ill be damned. It is. I thought it was the speck of G ene Simmons.Gene Simmons isnt dead, said Cody.Codys trying to impress Gabrielle, I explained. Doug opened his mouth, no doubt to find on the impossibility of that, but I held up a hand to stop him. Yeah, yeah. I know. What did you need?Doug needed to switch some shifts, and without his ladylove around, Cody decided to leave. I let him out the back door, not wanting to cause a panic in the store. Once the schedule was set, Doug and I bantered about the Cody and Gabrielle situation. beforehand long, I lost track of time, and closing announcements were being made on the intercom. Doug said his farewells half acrophobic Id put him to work if he stayed and I set off to finish my own tasks. My meeting with Erik was getting closer, and I felt a mix of excitement and apprehension.An hour after the doors were locked, staff began to go home. I made one last sweep of the store and found Seth still sitting in the caf?. No surprise. My coworkers could never bring themselves to kick him out when we closed. Hed actually gotten locked in once and accidentally set off the alarm. I walked over to his table, noting the enraptured look on his face as his fingers danced along the laptops keys.Hey, Mortensen, I said. You dont have to go home, but you cant stay here.It took almost thirty seconds for him to look up, and even then, he seemed surprised to see me. Oh. Hey.I could feel a smile playing on my lips. This was picture perfect Seth behavior. Hey, were all closed down. Time to go.He glanced around, noting the dark windows and lack of people in the store. Oh, man. Sorry. I didnt even notice.I take it the muse came back?She did.So you know how its going to end now?No. Not yet.I walked Seth to the back door and armed the alarm before letting myself out. He told me good-bye, and if hed had any lackadaisical affection for me earlier in the night, it was gone now. His characters now consumed his heart. It was something Id had to accept when we were together, and watching him wa lk down the street, I decided that was how it should be. Seths writing was too much of his being.I let my own dreamy affection go and drove up north of the city to Eriks store. I still felt a little bad about him meeting me so late, but the lights in his windows gleamed out into the night. And inside, the usual music and incense were going strong, just as they would during business hours. Glancing around, I didnt see him right away. Then, I noticed him kneeling down in front of some palmistry books.Hey, Erik.Miss Kincaid.He rose to his feet, but the motions were jerky and unsteady. And when he finally turned to face me, there was a gauntness in his drab face that hadnt been there the last time I saw him. My instinct was to rush over and patronage him, but I had a feeling he wouldnt welcome that. Still, I asked the obvious.Are you okay? deplete you been sick?He gave me a gentle smile and began moving slowly toward the stores main counter. A passing cold. They seem to last longe r than they used to, but Ill be fine.I wasnt so certain. Id known Erik for a long time. Id lost track of the years, actually. It wasnt an uncommon thing with mortals, one that often blindsided me. One moment theyd seem young and healthythe next, they were old and dying. It never hurt any less, either. Part of the reason Seth had broken up with me was to spare me the pain of that loss because I began growing overly paranoid about his well-being.Now, watching Erik, I felt even worse for keeping him out so late. I also felt bad because I realized I never visited except when I needed something. When had I last seen him? Months ago, when Jerome had been summoned. Id sought Eriks help then and hadnt been by since.Tea? he offered, just like always.No, no. I dont want to delay you, I said. I leaned against the counter and felt relieved when he settled down on a stool. I just wanted to ask you a couple things. Something unearthly happened. I almost laughed as the words left my mouth. That was such a typical opening contention for me. Again, that earlier thought returned my life was one big circle, repeating and repeating.I gave him the rundown on my weird encounters with the unknown and for the large part indescribable force. He listened carefully, bushy gray eyebrows knit into a frown.I hate to tell you this, he said when I finished, but there are probably a number of things that could describe.Surprise, surprise, I murmured. That was more a commentary on my life, not his abilities.The fact that youruh, friend couldnt identify it is intriguing. Erik was one of the handful of people who knew Roman was in Seattle. Erik had no interest in Heaven and Hells policies and wouldnt be tattling anytime soon. Of course, he lacks the full skill set his relatives have. I dont suppose youve spoken to any greater immortals?I shook my head. No. Theyre notoriously absent, as usual. I think Ill be seeing Jerome soon. Hed probably want to check in with Roman. So well see then.Im so rry I dont have any micturate answers. I never seem to.Not in the beginning, I said. But you always come through in the end. More patterns.Hmm?Nothing, I said with a small sigh. Sometimes I just feel like the same things are happening to me over and over. Like, even this siren thing. Why me? In the last year, Ive been targeted over and over. What are the odds? Why does this keep happening?Eriks eyes studied me for several moments. There are some people around whom the powers and supernatural beings of the world will always circle. You appear to be one of them.But why? I asked, surprised at the childish tone in my voice. Im just another succubus. There are tons of us out there. And why recently? Why only in the last year? It had to be the cruelest joke in the world that all these paranormal mishaps had started happening right when my romantic ones had. Apparently, one source of pain just wasnt enough.I dont know, Erik admitted. Things change. Forces move that we cant see. He paused and coughed, making me wince. How sick was he? Again, I feel like Im useless to you.I reached out and gently squeezed his shoulder. No, no. Youre invaluable to me. I dont know how I would have gotten by all these years without you. This earned me a smile.Wanting him to go to bed, I picked up my purse to leave. As I was heading to the door, he suddenly said, Miss Kincaid?I glanced back. Yeah?Do you still talk to Mr. Mortensen?The question caught me by surprise. Erik had been intrigued when Seth and I were dating, marveling at the connection between a human and a succubus, though he didnt have the barbarian obsession that Carter used to.Sure. Sometimes. My earlier conversation with Seth came back to me, the ease and warmth that had surrounded us.And things are amicable?More or less. Aside from his impending marriage, of course.Thats good. It doesnt always happen in these situations.Yeah, I know. Although I bit off my words.Erik tilted his head, studying me curiously. Although what? Its amicable, except sometimessometimes this whole situation with him. Its like having my soul split in two.Understandable, he said. Those eyes burned with compassion, and I felt tears restrict up in my own. Im sorry I brought it up. I was just curious.I assured him it was okay and said good-bye again. The mention of Seth and the recollection of being with him earlier had made my mood go melancholy. I drove back to West Seattle, miserable that Id be helping with his wedding tomorrow and worried over Eriks sickly state. As heavily as those thoughts weighed on me, they immediately flew from my mind as soon as I walked into my living room.RomanHe sat on the couch as he had last time, now eating a microwavable chicken pot pie. The TV was on, but he didnt seem to be watching it. When he looked up at me, he didnt wear that amused, teasing look. His expression was dark. Troubled, even.Ive been waiting for you to get home, I exclaimed, tossing my purse and keys to the floor. You wont belie ve what happened.Roman sighed. No, you wont believe what happened.Yeah, but this is He held up a hand to interrupt me. Let me get this out first. Its been driving me crazy.I swallowed my impatience. Okay. Ill bite. Does it have something to do with Simone?He nodded. Yeah. I followed her tonight to this twenty-four-hour coffee shop called Bird of Paradise. He eyed me carefully. Do you know it?Now I felt a frown creeping over my face. Yeahits in Queen Anne, right around the corner from Emerald City. What was she doing there? I mean, aside from getting coffee?Romans expression turned darker and unless I was mistaken sympathetic. She was there hitting on a guy, he said. Seth.

Medication for ADHD Children Essay Example | Topics and Well Written Essays - 1250 words

Medication for ADHD Children - Essay ExampleIt is also master(prenominal) to note that administration of different medications of ADHD achieves treatment results differently for different patients. Medication for ADHD Children attending Deficit Hyperactivity Disorder is a neurobehavioral condition that is common among nipperren. The behavior can be regarded as an irrelevant developmental behavior with impairing degrees of hyperactivity and inattentitiveness. ADHD disquiet is often accompanied by a significant co-morbidity. However, p arnts take a crap hope since there are various methods of treating children with Attention Deficit Hyperactivity Disorder. Treatment includes a variety of stimulants that are used to reduce hyperactivity and inattentiveness. These medications ca-ca sustained release of newer versions for improvement over previous disadvantages (Tobaiqy, et al., 2011, p.212). However, children with ADHD film been given medications that only help contain the situat ion and not to treat the derangement for a persistent solution with respect to medication. Research claims have brought about controversial issues with regards to whether ADHD is wholly a biologic illness causes a structural defect of the brain. ADHD medications that are being currently used to abrogate and treat the individuals with turnover predominantly base its opinion on the fact that the disorder is a compartmentalisation of genetic disorder and environmental aspects. It is clear that medications focus on the brain since there are exonerated evidence through differences of brains of non-ADHD patients and those with the disorder. This brings forth the medications focusing on the brain though there is no trig evidence on how these brain differences result in ADHD. Medications being given to children with attention deficit disorder such as stimulants, antidepressants and even therapy can surely help treat the situation considering the prove of the disorder being a biologi cal illness. However, medications for attention deficit hyperactivity disorder needs rethinking and advancement considering the fact that those patients with the disorder are biologically fit and normal. Dynamics are paramount given the fact that despite biological aspects contributing widely to hyperactivity, impulsivity and lack of attention, the patients found to have manifestations of these behavior are proved not to have any deficiencies biologically. It is important that these children receive better treatment since attention deficit disorder is a fondness issue of concern since these patients cannot work on or perform duties that are essential in the society. scorn ADHD patients non-performance they have the tendency of being attentive and performing tasks that are interesting and therefore cannot be left out in normal education. Governments have placed children with ADHD into consideration by big(p) them budgetary and policy priority to assist their education through impr ovement of the system of education in their favor. The principle of inclusive education has enabled children with ADHD to receive quality education despite shortcomings. Governments have further participation of organizations, parents, and communities to facilitate inclusive education for these children. There are many stimulants for treating ADHD and each child may respond differently to the different stimulants. Some medications that work for one child may not work for