Creating Suspense in Edgar Allen Poes The Tell-Tale Heart Essay

Creating Suspense in Edgar Allen Poe's The Tell-Tale Heart In the gothic genre there are numerous techniques the author can use to add interest and suspense to a story, such as the choice of words, the time of day and pathetic fallacy, to name but a few. In the Tell Tale- Heart Poe uses psychosis, detail, and appeal to the reader to keep us on the edge of our seats. These are just some examples of what makes the story so thrilling. The story is written in the first person in the style of a confession, an example of this would be when the narrator says, ‘I foamed- I raved- I swore.’ During the story the narrator is telling us of the terrible deed he has done, in the style of a confession. The reader feels that they are being allowed to find out something, but only they are being told, they feel that the story is exclusive to them. This creates a lot of tension throughout the play because the reader is feeling things that the narrator feels and is trying to fathom out what his next move will be. The very first word in the story creates a lot of the atmosphere because it is in capital letters and has an exclamation mark after it. This instantaneously awakens the reader and captures their interest. The word itself, ‘true,’ is also important because the narrator is replying to a question that the reader has supposedly asked before the story has even begun. This simple technique makes the reader want to read on, if only to find out what the question was. One of the first things the narrator says is ‘but why will you say I’m mad?’ It is an accusation that the reader is condemning him as mad. Of course Poe then goes on to prove that the narrator is mad through his feigned innocence: the more the narrato... ...ell- Tale Heart’ as well. The narrator believes that he can hear anything, and takes pride in this, almost as though it was a gift. However this ‘gift’ proves to be a major downfall, when the narrator starts hearing the old mans heart beating. It drives the narrator even more insane to the point where he confesses the murder to the police. In conclusion it appears that Poe uses many gothic styles throughout the story to increase tension. He uses punctuation, repetition, psychosis and imagery. This makes a very effect gothic story, and keeps the reader tense throughout. This is effective because as the pace of the story changes the reader feels differently towards characters. In fact not only does the pace of the story change but so does the actual nature of the narrator. He becomes unpredictable and irrational, creating a greater tension for the reader.

Phaedo Summary Essay -- essays research papers

Phaedo Summary   Ã‚  Ã‚  Ã‚  Ã‚  Socrates stands now before his disciples telling them he is not afraid of dying because he says death is what the true philosopher waits for all his life. The philosopher must have lived a good life, and when death is presented upon him, he should take the opportunity. Socrates formed a conclusion that: â€Å"That the real philosopher has reason to be of good cheer when he is about to die, and after death he may hope to obtain the greatest good of the world.† Socrates is saying that when death is presented upon him, he should have no reason but to be happy, and when that death comes; he will have achieved the best gift in the world.   Ã‚  Ã‚  Ã‚  Ã‚  Socrates states evidence of why he is not afraid of dying through multiple mini-conclusions. Socrates says to Simmias, â€Å"Why when his time comes should he repine at which he has always been pursuing and desiring?† Socrates is saying why should philosophers grieve at death when that should be the goal of their whole lives. He believes only philosophers can understand because he believes philosophers will be truly alive after death, and normal men will just die. Normal men do not know that true philosophers have always been pursuing death and dying, and the desire of death has been with them all their lives.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Through out his whole testimony, Socrates states questions to his disciples already knowing the answers, but he...

Religious Perspective of Cloning :: Argumentative Persuasive Topics

Religious Perspective of Cloning Many questions are raised about cloning a human being. It has moral and ethical issues and their affect on our society. The real question is, what is it to be a human being? Most of the organized religions' response to the issue of cloning is in an overwhelmingly negative fashion. They are not however outright eliminating the thought. Roman Catholics, Jewish, Protestants and other religions all have diverse opinions but there overall conclusions are the same. Their concerns are for the preservation of human dignity and the individual's freedom. Cloning is not only wrong it totally goes against the religious and biblical principles that have been deeply rooted for many centuries and have been past on from our ancestors many years ago. Cloning is condemned because of the violation of our dignity. Most religions are cautious against applying the new technology to humans, but for varying reasons. "Protestant theology emphasizes the view that nature is "fallen" and subject to improvement... But while they tend to support using technology to fix flaws in nature, Protestant theologians say cloning of humans crosses the line" (Herbert, Sheler and Watson 62). There are so many possibilities that cloning brings about; and most of them bring about nothing more than destruction of the human race. As we have known today and years ago, anything that is created with good intention will find it ways to destructive consequences. Religion has played a big part in our society today and will continue its role for many generations to follow. It is religion that provides us with moral and ethical senses. Once again we must seek their guidance. Roman Catholic Church argues their religious and ethical viewpoints. Their views are based largely on the interpretation of the story of creation. The dignity that has bestowed on us from God and cloning will violate our dignity as Godchildren. We are solely responsible for maintaining and preserving what God has created. "Cloned humans are manufactured in the image of existing people instead of created by a 'unique creative of God' " (Emig, Lau and Stone). Roman Catholics are strongly against any production of human cloning research, and believe an outright ban is needed. The Jewish on the other hand favor human cloning, with justifiable explanations. Their view on human cloning is based upon historical and sacred writings that focus on human destiny.

Last Words Essay

Her last words will live forever with me. The night before my grandmother died we said our last good-byes in hopes that she would rest in peace knowing that we loved her. I had known her for 35 years, and in those 35 years we had become extremely close. She was not only a grandmother to me but also a friend and a confidant. I feared the day that I would have to deal with the pain and the realization of losing her. Although I knew that day was coming, I didn’t want to let her go. She passed away almost ten years ago, in October, but it still feels like yesterday that I was standing over her deathbed and telling her that I loved her for the last time. I am just now coming to grips with the pain and loss I feel when I think of her. My family and I were sitting down at home having dinner, and we received a phone call. My mother answered the phone. It was a nurse calling from â€Å"Saint Francis Medical Hospital†, where my grandmother was a patient in intensive care unit (ICU), also known as a critical care unit (CCU). The nurse said to my mother, â€Å"Fermina is not doing very well and she might not make it through the night. You and your family might want to come and say your â€Å"good-byes.† My mother’s tan face turned pale white, and tears began to fill her deep brown eyes. She looked as though someone had punched her in the gut, as a long tear came down her face and a look of fear and sadness had over taken her to a different world. After she got off the phone she was shaking like a naked child on a cold night. Through great gasps of breath she filled the family in on what was going on. My mother was very upset to drive so I had to drive to the hospital. We wanted to be by my grandmot her side. In silence we reached our destination, and I was extremely hesitant to go in because I knew what I had to face. I was afraid of death, of losing my grandmother. When I found enough courage to at least enter the hospital ICU unit, I felt emptiness inside of me that I had never felt before. I was cold and the halls were dark, almost like I had entered a dungeon. As we were walking, my family and I passed the nurse’s station. I could tell that they  recognized who we were because the heavy-set one with red hair curled in a bun atop her head began to cry, and the other nurse that look thin as a noodle with brown hair even ran toward us and gave us hugs and her condolences . Trying to fight back the tears, the nurse said to me sadly, â€Å"Your Nana loves you very much; every time she sees you she gets a twinkle in her eyes.† As we embraced I began to think about all the times that I was with my Nana and how much fun we had. I began to cry. Sobbing, I realized that time was passing by and that I had not yet seen my grandma. Not wanting to accept the fact that she was going to die, I reluctantly began to walk toward her room. My shoes made slight squeaking sounds, but all I could focus on were the rectangular square white ceiling tiles and the sadness in my heart. The hallway that led to her room was dark and dreary; it smelled slightly of urine. There was a slight draft, and I heard the other residents moaning for help. I was horrified—reliving that feeling I got the last time I was in a haunted house. It seemed like the hallway had gotten so much longer since the last time I had walked down it. As I approached the thick, brown wood door, there was a blue and white nametag on it (about the size of a Pop Tart) that said â€Å"Fermina Pellot† in large, black block letters. I was not ready to go in and see my grandmother in her death bed. However, it was time to face the music; the moment in my life that I never wanted to happen was right before me. I chose to stay outside and get my composure. I watched my father and sobbing mother go in and say their good byes, and both come out with tears streaming down their faces. â€Å"Is she talking?† I asked. â€Å"Not a word,† cried my dad, his stern, olive face now broken red with sadness. It was my turn; the thought of not even going in crossed my mind, but I knew I would regret it. Hesitantly I took one step into her room, and I saw one of my most favorite people in the world laying in the bed on the left. She just lay there with her eyes softly closed in a state of tranquility. I smiled at her, and she did not respond; at that time a sense of loneliness overcame my body. Her complexion was transparent, her body skinny and fragile and her light pink mouth was gapping open. I walked closer to the bed and she began to breathe heavier and heavier. She could sense my presence. I reached for her hand,  and it was ice cold. It was difficult for me to see her like that. There was so much that I wanted to say, but the words caught on the lump in my throat. Forcing them, I spoke loudly in hopes that she would answer, â€Å"Hi, Nana; it’s me Luis. We just came to see you, and it looks like you’re not doing very well. I brought you your favorite drink, Coca Cola.† No words came from her mouth, not even a whisper. But she gave my hand a squeeze. I leaned over the rail on the bed and gave her a hug. I pushed back her spider-web-like hair with my mouth and whispered to her â€Å"When you leave you will be taking a big piece of my heart, but you will be leaving an even bigger piece of yours.† Having not said one word all night, she looked up at me and whispered loudly, â€Å"Mijo (son), I love you so much,† as a tear trickled down her face from her right eye. Then she returned to her comatose state. I wiped the tear off of her face and said, â€Å"I love you.† Even though that was one of the worst feelings that I ever had, it was also a relief to know that she loved me. That night left me empty and sad, but when I woke up the next morning, I knew that she had passed, and I was okay with it because I knew that she was in a better place. Even though Nana is gone and it has almost been 10 years since her death, it is still hard to fathom the idea that she is no longer physically in my life. I miss her, but I know that she loves me because of her last words. She still lives on within me and her words carry enormous weight. More than we sometimes think. They often impact people for decades, providing the courage to press on or one more reason not to give up on life.

The Pueblo Revolt of 1680

Running head: PUEBLO REVOLT The Pueblo Revolt of 1680 Kelley Christy Grand Canyon University HIS 103 May 17, 2009 The Pueblo Revolt of 1680 The English and Spanish strategies at colonization in the late 1600’s were very different, resulting in very different outcomes. The English methods of displacement and extermination of the native populations led to wholesale destruction of the cultures targeted. On the other hand, the Spanish attempted to peacefully associate with the local populations. This lead to the creation of a hybrid culture of Spanish and Indian peoples. The birth of this new culture demonstrated the success the Spaniards had in the waning days of the century (Otermin, 2007). The Spaniards used the idea of converting the native populations to Christianity and forcing their values to match their own (Otermin, 2007). Eighty years after the establishment of the first colony in the Rio Grande Valley by Juan de Onate in 1598, Spanish missionaries had built thirty missions as well as thirty religious stations. The Pueblo tribes and the Spanish colonists coexisted but not without conflict. Thousands of Pueblos were converted to Christianity. The converts adopted the rituals of the Christians, such as the Christian form of marriage and baptism. They also practiced the Christian burial rituals. However, these converts also observed their native religious rituals. This straddling of both religions angered the Franciscan missionaries. This anger drove the Franciscans to destroy religious objects and shrines of the natives, and punish Indian ceremonial leaders (Otermin, 2007). In addition, the Spanish forced the natives to provide slave labor to build churches, as well as work in mines and farms for the encomenderos. These encomenderos were Spanish colonists whose role was to protect the local natives from hostile Indian tribes. Late in the seventeenth century, diseases imported by the Spaniards such as smallpox and measles, began to decimate the Indian population. Natural disasters such as crop failures and major droughts added to the misery of the natives. Attacks by the hostile Navajo and Apache tribes aggravated the strained relationship between the Spanish colonists and the Pueblos (Otermin, 2007). In 1670, a missionary claimed he was bewitched by a Pueblo community. Several Indians were executed and several more were beaten for this offense. From this, the seeds of revolt were planted. Ten years later, Pope, one of the beaten natives rose to lead a massive revolt. Pope’s united forces sought to drive all traces of Spanish influence from their lands. The Pueblo Revolt of 1680 was successful in ridding the Pueblos of the Spaniards for a decade. Pope’s efforts united the Pueblos against an oppressive Spaniard regime and gained their people a few more years of independence. Reference Otermin, D. A. Mexican American Voices: Resistance and accommodation in New Mexico. (2007). Digital History. Retrieved May 14, 2009, from: www. digitalhistory. uh. edu/mexican_voices/voices_display. cfm? id=24

Love and conflict in Romeo and Juliet Essay

Shakespeare’s Romeo and Juliet shows how love between the Capulet Romeo and Montague Juliet resolves an â€Å"ancient† conflict between the two families. The play was first performed in 1595, the play was Shakespeare’s first tragedy genre. Shakespeare believes the two lovers are bound by fate, â€Å"star-crossed†. We know that the hatred shown between both families is an â€Å"ancient grudge†, and that the rivalry is passed down the family tree. The prologue summarises the whole play in advance, this gives an overview of Romeo and Juliet’s actions. Shakespeare uses different styles of speech to represent social classes in the play. The upper class speak in a more knowledgeable blank verse, while the lower classes speak in prose. A clear example of this is the way the servants at the beginning insult each while speaking in prose, however as soon as soon as more aristocratic people come in, they speak in blank verse. From the start of the play we see the servants of both houses show their dislike to each other. This is one of the major conflicts in the play. Sampson and Gregory are servants of the house of Capulet. The fact that the family rivalry and hatred is present in the low status of a servant, shows how â€Å"The quarrel is between our masters and us their men. † The two Capulet servants show they are low in power as they speak in prose. They use puns as insults, â€Å"I mean, an we’ll be in choler we’ll draw†, as â€Å"choler† also means â€Å"anger†. They argue about their hatred for their enemy, insulting and mocking them in the process. They use sexual innuendo; Sampson says how he will rape the women of Montague, after he has dealt with the men, he will † be cruel to the maids- I will cut off their heads. † Gregory replies â€Å"The heads of the maids? † Sampson then answers his question with â€Å"Ay, the heads of the maids, or their maidenheads. † â€Å"maidenheads† meaning virginity. The servants try to denote the Montague servants by referring to them as animals, † A dog of the house of Montague moves me. † Shakespeare inserts dramatic action to the play; he applies it to the fight between the servants that is bound to occur. He achieves this by causing excitement over the argument of the servants, and the intimidation shown to start a fight. The Capulet servants show they have pride and look down on Montague men, but they do not want to start a fight and get the blame for it, â€Å"I will frown as I pass by, and let them take it as they list. † The Capulet servants provoke the other house into fighting, by saying that they are leering them towards a fight, and if they reject they are cowards, â€Å"I will bite my thumb at them, which is a disgrace to bear it. † Shakespeare intensifies the dramatic action by showing verbal duelling between the two houses. Montague â€Å"Do you bite your thumb at us sir? † Capulet â€Å"I do bite my thumb sir† Montague â€Å"Do you bite your thumb at us sir? † Capulet â€Å"No sir, I do not bite my thumb at you sir, but I do bite my thumb sir. † This verbal duelling creates suspense to the physical fight, by both houses verbally fighting. Following the servants’ conflict, another conflict occurs between Benvolio and Montague Tybalt. The peacemaker Benvolio comes to the scene to try and resolve the conflict in a non-violent method, while â€Å"the fiery† Tybalt comes only to stir more trouble and fight. Benvolio is seen as a negotiator, he tries to talk to Tybalt to make him stop the fight, â€Å"I do but keep the peace. Put up thy sword or manage it to part these men with me. † Benvolio appears mature and sensible, we get the impression that he wishes to avoid any means of conflict and see the household grudge resolved. The â€Å"fiery† Tybalt on the other hand is violent and resents the house of Capulet with intensity. Unlike Benvolio he puts violence over peace, as he compares his hatred to that of hell, â€Å"What, drawn and talk of peace? I hate the word, as I hate hell, all Montagues and thee. † Because of his desire for violence, we see Tybalt as less mature and intelligent as Benvolio. The conflict between Benvolio and Tybalt sees uses of imagery and blank verse language; this shows their high status. Benvolio speaks calmly and peacefully, while he is commanding in his speech. His desperation to try and resolve could be because he likes to be in control, or he feels it is the right thing to do, or he is in fear of his life. His desperation is shown by his imperative tone. â€Å"I do but keep peace. † There is an opposite antithesis as Benvolio is calm in his speech, while Tybalt is argumentative and shows his inner ferocity and anger. â€Å"Have at thee coward! † Both men use their imagery based on fire. Benvolio describes Tybalt as â€Å"fiery†. Tybalt uses his infernal imagery as he shows his Montague hatred, equal to his hatred of hell, hell being a fiery place of evil. â€Å"As I hate hell, all Montagues. † Shakespeare again creates dramatic action in the conflict between Benvolio and Tybalt. The opposite interests of both men create this effect, as one is desperate to fight, while the other is desperate to stop the fight. Benvolio is demanding and desperate to keep peace, â€Å"I do but keep the peace. Put up thy sword, or manage it to part these men with me. † Dramatic action for Benvolio is created by his goal to resolve the conflict and search for peace. Tybalt wants to fight with his enemy and has no interest in peace, his violent conscious creates his dramatic action. I will now look into the triple way conflict between the Prince and the two houses. The Prince shows signs of resent to both houses, as they do not keep peace; he calls them â€Å"rebellious subjects,† and â€Å"enemies to peace†. The Prince, like Benvolio wants peace over brawling, he dislikes the way peace has been broken in Verona, where it is his job in his high state of Authority to keep peace and deal with disruptions against laws of Verona. â€Å"Three civil brawls bred of an airy word. By thee, old Capulet, and Montague. Have thrice disturbed the quiet of our streets. † As the Prince is the highest in authority, he rightly feels he should be respected by the houses, and the fact that they have again broke his laws and not listened to his warnings makes him believe they do not respect him as they should. This leads to the Prince becoming angry, and causes him to make a final deadly warning, that if any further violent outbreaks occur, lives shall be taken. â€Å"If you ever disturb our streets again, your lives shall pay the forfeit of the peace. † As a further punishment, the Prince tells the citizens to be angered of the wrong doing which has taken place, this leads to extra guilt on the houses, â€Å"And made Verona’s ancient citizens Cast by their grave beseeming ornaments. † Looking back at where the families went wrong, they did not show signs of keeping peace, possibly because if a family gives in and backs away from the other, they will look the weaker and more cowardly family, and with the strong pride that is present in both households, it is not a desired option. Capulet â€Å"What is this? Give me my long sword! † Montague â€Å"Thou villain Capulet! Hold me not! Let me go! † The Lords of both family have the same desire to fight as the servants, however this is not the way high class Lords should be acting. The Prince wants to be in control, and proves this by speaking in a commanding and powerful manner. He threatens lives of people that go against his orders, as he requires high amounts of respect because he is so high in authority. The Prince uses rhetorical language to display his anger at the families disobeying his laws and orders, â€Å"Will they not hear? † The Prince uses imagery of fiery blood, to show the houses’ violent rage, â€Å"That quench the fire of your pernicious rage, with purple fountains issuing from your veins. † The families speak angrily as they want to fight, â€Å"Give me my long sword! † Lady Capulet adds comedy to the play as she mocks her husband’s old age, â€Å"A crutch, a crutch! † Lady Montague shows her control over her husband, as she orders him not to get involved in the fight, â€Å"Thou shall not stir one foot to seek a foe. † Both families speak in blank verse to show their high status. The lords’ violent conscious adds dramatic action to the scene, as they immediately want to fight each other, â€Å"My sword I say! Old Montague is come! † Lady Montague adds comedy; this decreases the build up of tension, â€Å"A crutch, a crutch! † Romeo has an internal conflict, as he loves Juliet, but he feels he should hate her, as she is Capulet. The conflict is between his love for her and the traditional rivalry of the houses. â€Å"O dear account, my life is in my foes debt. † Romeo wants to still be loyal to his house, but he wants to love Juliet. He feels guilt when he marries her because he keeps it secret against his family and friends. â€Å"I pray, that thou consent to marry us today! † Romeo is also in fear as he is going against his family and house, â€Å"Ay, so I fear the more is my unrest. † Romeo’s love is so strong, he finally comes to the conclusion that he is ready to give up his name, so he can love Juliet without the guilt of being a Montague, â€Å"Call me but ‘love’ and I’ll be new baptised. Henceforth I never will be Romeo. † This is a big step for Romeo, he is ready to give up his pride and dignity of being a Montague. Romeo speaks in blank verse; this shows he is of a high social status. Romeo is desperate and eccentric in his speech as he is so infatuated with Juliet; he proves this by immediately wanting to kiss Juliet. â€Å"My lips, two blushing pilgrims ready to stand. To smooth that rough touch with a tender kiss. † He compares Juliet with the shining dominant beauty of the sun, â€Å"what light yonder window breaks? It is the east, and Juliet is the sun. † He speaks rhetorically about his love, â€Å"Did my heart love till now? † When Romeo first lays eyes on Juliet, he speaks in praise of her as if she is an angel, and is too beautiful for this earth, â€Å"Beauty too rich for use, for Earth too dear. † Romeo then goes on to kiss Juliet, and then comes out with a rather fast decision that he is in love. Dramatic action is then created when his perfect love is spoilt when he discovers she is a Capulet, â€Å"Is she a Capulet? O dear account, my life is in my foes debt. † Dramatic action is then intensified when he decides he will give up his name for Juliet, â€Å"Call me but ‘love’ and I’ll be new baptised. Henceforth I never will be Romeo. † Romeo firstly is in sexually attraction to fellow Montague Roseline, his love is unrequited. â€Å"out of her favour where I am in love. † Romeo is depressed and in despair for he is â€Å"out of her favour† as his love is not being returned. The love is one way. Romeo is so mixed up with his love he is lost in thought, this causes Romeo to lose track of time, as he believes the day is dragging on, â€Å"Ay me sad hours seem long. † Romeo wrongly thinks he is in true love, however his attraction to her is only based on her beauty, â€Å"Love is a smoke made with the fume of sights. † This is courtly love. When Romeo speaks about his false love for Roseline, he shows his state of depression and despair, â€Å"Not having that, that makes them short. † Romeo uses imagery of Cupid to say that Roseline will not fall for his love. â€Å"She’ll not be hit with Cupid’s arrow. † He says she has â€Å"Diane’s whit† as Roseline will not show love back for his unrequited love, and she will not love anyone. Romeo uses oxymoron in his words to show his despair and confusion in his love. â€Å"O heavy lightness. Serious Vanity. † Shakespeare again creates dramatic action in Romeo’s love for Roseline, Romeo’s point of desperation and depression causes this. Romeo is in an illusion by thinking he is in true love while it is truly courtly love, this shows his inexperience in love, this also creates slight humour. â€Å"Why such is love’s transgression. Grieves heavy on my breast. † Romeo passes on his depression in his conversation with Benvolio. Romeo â€Å"Dost thou laugh? † Benvolio â€Å"No coz, I rather weep. † Romeo â€Å"Good heart, at what? † Benvolio â€Å"At thy good heart’s oppression. † The main love in the play is that of Romeo and Juliet. They fall in love at first sight, as they’re both attracted to each other’s beauty. Romeo shows Juliet’s beauty by saying she outshines the brightest torches in the room, â€Å"O she doth teach the torches to burn bright. † Again we see Romeo falling easily to sexual attraction, as he did with Roseline. â€Å"And touching her makes my hand rude. † He considers Juliet a holy object and therefore untouchable. Unlike Roseline, Juliet answers back to Romeo’s love, â€Å"My only love sprung from my only hate. † Romeo uses imagery to compare Juliet to the beauty of angels, â€Å"Beauty too rich for use, for Earth too dear. † He again refers to Juliet as holy, as he says his lips are pilgrims that have travelled to her to kiss her holiness, â€Å"My lips, two blushing pilgrims ready to stand. † Romeo uses hyperbole terms to express Juliet’s beauty, â€Å"O she doth teach the torches to burn bright. † Romeo and Juliet’s language is both really for the moment, as they wish for the moment never to end. They are both very lustful, as they both have the same desire to kiss each other. Romeo â€Å"My lips two blushing pilgrims ready stand to smooth that rough touch with a tender kiss. † Juliet â€Å"Then have my lips the sin that they have took. † Both lovers speak in blank verse showing their high role in their houses. Dramatic action is created in the way that both Romeo and Juliet both fall in love at first sight. A big shock for both is when find out they are from rival families. Romeo says, â€Å"My life is in my foes debt. † Juliet shows the same reaction, â€Å"My only love sprung from my only hate. † Romeo’s praise of Juliet helps strengthen dramatic action. I believe Shakespeare wrote the play to show the power of love. He shows the dangers and advantages in the play. Because there love was so strong, Romeo and Juliet died and many people were killed. The advantages t this love is obvious, the way their tragic death and love resolves a great conflict between the two houses.

Discrimination and Special Educational Needs

HOME BASED CHILDCARE CYPOP5 TASKS 1-3 TASK 1 (Produce an information sheet which outlines the following: the current legislation for home based childcare and the role of regulatory bodies. ) The current legislations are as follows: * Sex Discrimination Act (1975) This backed by the Equal Opportunities Commission and its aims is to make sure people are not discriminated against on the basis of their gender. * Race Relations Act (1976) which has been amended in (2000) This is to ensure individual are given a fair opportunity and the appropriate measures are put into place to achieve that goal. Education Act (1981) This brought a significant change in through the wishes of parents ‘rights’ so that children with disabilities could be educated in ordinary schools. * Public Health (Control of Disease) Act (1984 This explains in great detail the notification and exclusion periods for certain infectious diseases. * Education Reform act (1988) This brought about the process of th e (National Curriculum) in schools. * Education Act (1993) This made some very important changes to the Education Act 1981 and the law relating to children with special educational needs. These changes are now consolidated in the Education Act 1996. The Code of Practice and the SEN Tribunal were the major innovations as was the enforcement of strict time limits for completing assessments of special educational needs by Local Education Authorities. * Code of Practice for the Identification and Assessment of Children with Special Educational Needs (1994 which was revised in (2001) This is guidance specifically aimed at children who have Special Educational Needs (SEN) for the Local Authorities and the aim was designed to promote a high level of standards for all pupils through inclusive education. Reporting of Injuries, Diseases and Dangerous Occurrences Regulation (RIDDOR) (1995) Outlines certain incidents or accidents that must be reported by law; For e. g. A Fracture, other than to fingers, thumbs and toes. * Food Safety (General Food Hygiene) Regulations (1995) This is about Food Temperature control and general food safety; this is not yet applicable to childminders to register for although good hygiene practices must be adhered to. * Family Law Act (1996) Guidance relating to safeguarding children. * Disability Discrimination Act (1995) This was established by the Parliament for to ensure the rights of disabled individuals in the United Kingdom. * Education Act (1997) This combined all the Acts since 1944 into one Act. This entailed a full framework of identifying and assessing a child’s particular needs as set out in the (The Code of Practice) * Code of Practice for First Aid (1997) Gives guidance on detailed specification for trained First Aiders and First Aid Requirements. * Human Rights Act (1998) This came into force in (2000) and was set out by the European Convention on Human Rights, this outlines basic rights. (I. E. The right to life) * Protection of Children Act (1998) A Private members bill, which was introduced by Debra Shipley (MP) its provisions are designed to help strengthen procedures for vetting people who work with children. * Data Protection Act (1998) The Act covers any data about a living and identifiable individual and prevents confidential information being passed on without the individuals permission. In practice it provides a way for individuals to control information about themselves, in the case of children parents must give permission. * Special Educational Needs & Disability Act (2001) The act required schools, colleges, universities, adult education providers, statutory Youth service and local education authorities to make ‘reasonable provisions' to ensure people with disabilities or special needs were provided with the same opportunities as those who were not disabled. For e. g. wheelchair access if required Although was replaced by the Disability Discrimination Act 1995. * Care of Substances Hazardous to Health (COSHH) Regulations (2002) This deals with identification by risk assessment, control of exposure, health surveillance and incident planning, storage of cleaning fluids. * Health Protection Agency Act (2004) The Health Protection Agency is an independent UK organisation that was set up by the government in 2003 to protect the public from threats to their health from infectious diseases and environmental hazards and it does this by providing advice and information to the General Public, Health Professionals such as Doctors and Nurses and to the Local/National government * Children Act (2004) This Act's ultimate purpose is to make the UK better and safer for children of all ages the idea behind the Act is to promote co-ordination between multiple official entities to improve the overall well-being of children. Every Child Matters’ 5 Outcomes are Identified: * Be Healthy * Stay Safe * Enjoy and achieve * Make a Positive Contribution * Achieve economic well-being * Childcare Act (2006) Introduced the Early Years Foundation Stage (EYFS) in England. TASK 2 (In order to operate a registered home base childcare service the following policies and procedures must be in place: accidents, ill ness and emergencies; behaviour; safeguarding; equal opportunities. ) Write a policy for each of the above, and write a procedure to explain how each of the policies will be implemented. policies and 4 procedures are required ACCIDENT POLICY The safety of your child is paramount and I will take every measure I can to protect your child from hurting themselves. My premises have been checked and they meet the EYFS Welfare Requirements for childminding outlined by Ofsted. I also regularly review, update and practice safety routines. As a registered childminder, I am legally required to have a valid first aid certificate. I can administer basic first aid treatment, and my first aid box is clearly labelled and easily accessible. It is stored in the kitchen. Parent contact numbers are with the first aid box. I hold written permission from parents to get emergency treatment for their child if it is needed If an untoward incident occurs I will follow the following process: ACCIDENT PROCEDURE * Comfort and reassure the child Carry out First Aid if necessary. * Call an ambulance if necessary and attend hospital with the child. * I will also contact you immediately if a serious accident has occurred or if a minor accident has happened will contact you once the child has settled down. Fill in an accident report sheet and give you a copy of this. * Inform Ofsted and get additional advice/support from relevant bodies. * Other children in my care will be looked after by another child minder Details are as follows Atia Begum or in exceptional circumstances where Atia is not available my sister Aisha Qamar will take over. * Ask you to keep me advised of your child's condition following an accident if we have had to seek medical attention ILLNESS AND EMERGENCIES POLICY There is no charge for any period of non-attendance due to childminder illness. Although Full fees apply for any period of non-attendance due to child or parent illness. Unwell children are welcome to attend their scheduled hours so long as they meet the following criteria, based on Ofsteds national standards. Your child is welcome to attend so long as he/she 1. Does not have a contagious or infectious illness 2. Has not had vomiting or diarrhoea within the last 48 hours 3. Has eaten within the last 12 hours. 4. Is not coughing. 5. Does not have a raised temperature 6. Is not restless, irritable or over-tired 7. Is not bunged up or congested, or has thick and permanent runny nose. ILLNESS ND EMERGENCIES PROCEDURE Children who are coughing may attend so long as the cough is non-productive and they are being treated with a cough medicine. Children with runny noses may attend if they are being treated with medicine to treat their cold. All medication required by the child must be signed for, prior to the child’s attendance. If a form is not signed, no medication will be administered. A signature is required for all medication administered during the child’s scheduled hours. If the child becomes unwell, or does not meet the above criteria during their attendance, it may become necessary to send the child home. If you are in any doubt about a child’s ability to attend childminding hours, please telephone to discuss. If the child is not attending, please give as much notice as possible. If the child is unwell but able to attend, please mention this when they are dropped off so that plans may be changed if required. If you are unsure about a child’s health, or if medication is required, please speak to the child’s doctor, health visitor or a pharmacist. BEHAVIOUR POLICY * Do not feed or play with the animals without permission. * Keep coats, shoes and belongings tidied away. * Always sit when eating, ideally at the table. * No aggressive behaviour, biting, hitting, calling names. * Do not pick up babies or toddlers. * Always wash hands after going to the toilet or touching the animals. No jumping on the furniture. * Always wash your hands before eating. * Flush the chain after using the toilet, and replace the lid. * Treat other children and adults with respect and good manners. Handle toys with care. * Always remove shoes when upstairs. * No running ahead when out walking. * Always ask permission before removing car seat belts or opening car doors. * Never hang toys or limbs out of car doors or windows. BEAVIOUR PROCEDURES The NCMA (National Child Minding Association) recommended method of dealing with ‘naughty’ behaviour is through a time out session lasting only one minute per year of age. This involves encouraging t he child to sit quietly until the period is over. No child will be smacked or excluded from the room. Ongoing disobedience will be brought to your attention so a suitable solution can be reached. If it becomes necessary to restrain your child (For example a temper tantrum by the road side) you will be notified in writing. Good behaviour will be rewarded and encouraged by the use of praise, certificates and gold stars. The house rules are laid down to help children know what is expected of them while within the childminding setting. These rules are for the safety of your child and the other children around them, as well as the house and pets. Your child will not be punished for breaking the rules but will be encouraged not to. Please help with this, even if you do not follow the same rules within your own home. SAFEGUARDING AND EQUAL OPPORTUNITIES Omar I wouldn’t put the Safeguarding procedure and Equal opportunities together, they need to be separated. The safeguarding policy needs ,more information in regards to what you would do if you suspected a child had been abused – recording, speaking to parents if appropriate, making a referral if necessary I have given you some information with this on. I understand that child abuse can be physical, sexual, emotional and neglectful, or a mixture of these. I must notify Ofsted of any allegations of abuse that are alleged to have taken place while the child is in my care. Signs of abuse can vary widely and require professional involvement, which is why all childminders and anyone who had regular contact with another person’s child, must be aware of child abuse and report any suspicions. Under the Child Protection Act I am required, by law, to keep a record of any accidents or injuries which occur within my care or outside of my care. I have accident report forms which I will complete for any injury which occurs in childminding hours, which will require your signature. I also require you to fill in ’existing injury forms’ for any bumps and bruises received at home. In addition to being an equal opportunities environment, no child will be turned away due to ethical background or religious beliefs. Every attempt will be made to respect any cultural beliefs and wishes. Children with disabilities are welcome, providing their needs can be catered for. Children within my childminding setting will be exposed to and educated about a wide range of different religious and cultural beliefs. This will be used to teach all children to appreciate cultural diversity and to respect the beliefs of others around them. It will also help children feel confident and proud of their own background, whatever it may be. As part of their voyage into equality and diversity, children will be encouraged to join in celebrations into other country’s culture, religious festivals,  charity events and their own family background. It is important to remember that equal opportunities are not about treating everyone the same, but to understand their differences with an open and tolerant mind. Children will learn through positive awareness that differences are good things and should be celebrated and respected. SAFEGUARDING AND EQUAL OPPORTUNITIES PROCEDURES As a registered childminder, I have an obligation to report any suspicious incidents or accidents to the relevant authorities following the Local Safeguarding Children Board procedures. I keep up to date with child protection issues and relevant legislation by taking regular training courses and by reading relevant publications. This helps me be aware of the signs of abuse or neglect and what to do if I have a concern. I have a copy of and am familiar with the Local Safeguarding Children Board procedures. If I am concerned about a child’s welfare, I will contact the local authority, the NSPCC, NCMA or other relevant support services for advice, confidentially will be assured only when it is clear that there is no risk of harm to a child. The following numbers will always be to hand Ofsted (08456 404040) NCMA Information Line – for help and support for with all areas of childminding, including allegations of child abuse. 0800 169 4486 NCMA Legal advice line – offers free, professional advice to NCMA members on any legal problem related to their childminding business. (01253 777468) NSPCC child protection helpline – 24-hour helpline for people worried about a child (0808 800 5000) POLICY FOR ALLEGATIONS OF ABUSE AGAINST A CHILDMINDER As a Childminder working alone I may be vulnerable to allegations of abuse being made against me or another adult in my home. I will take precautions to protect myself from this happening by: * Ensuring all household members aged 16 and over are CRB cleared. * Ensuring all visitors to the house do not have unsupervised access to the children under any circumstances. * Ensuring, where possible, that no workmen/women are in the house during minded hours, unless it is to repair an emergency service or for health and safety reasons. Documenting every accident and incident that occurs whilst children are in my care, informing parents of such events and requesting them to sign my records. * Noting any noticeable marks on the children when they arrive and asking parents to inform me of any accidents that have occurred whilst outside my care. * Ensuring the children are within sight and/or hearing at all times according to the child’s age & stage of ability. * Keeping accurate records on each child. * However, if an allegation is made I will then follow the procedure detailed below in order to gain support and professional advice: Contact : The Local Authority Designated Officer (LADO) immediately to discuss the nature of the allegation and the appropriate action to be taken. 01274 434343 * Ofsted to advise them of the allegation 0300 123 1231 I will write a detailed record of all related incidents, including what was said and by whom, with times and dates. After seeking advice/approval from the LADO I will ask witnesses (if there were any) to also write a statement detailing the incident they witnessed and giving their contact details in case it needs to be followed up by the authorities. Task 3 Confidentiality and data protection are vital when running a home based childcare service. Write an explanation of the importance of both. * Confidentiality-privacy, discretion keeping information secret. * Data Protection Act (1998)- This is designed to prevent confidential and personal information being passed on without a person’s consent. This now includes not just information stored on computers but also on paper and screen, including photographs. It is paramount for me as a childminder to safe guard the children in my care from any form of vulnerability, in order to achieve this I must be highly vigilant in my approach, I should never discuss issues of children with different parents. * Password protect my computers * Have a secure locked cupboard where I can keep personal information about the children in my care. The ultimate manner in which to run a successful business is to be professional at all times, this is a key focus as this can not only endanger the children but can also give out the wrong impression to parents. In addition to having confidentiality this is expected on both sides, as there will be information I will be sharing with parents i. e. contract details, fees, contact details, my experience etc. This will be a mandatory requirement on both sides, although my primary goal is to keep the children safe and healthy by implementing the good practices that the NCMA recommend, which is to have a lockable separate business filling system that cannot be accessed by the rest of my family or other visitors to my setting.