Theme of Power Corruption in Animal Farm, by George Orwell Essay

Power can have the persuasive action in undoing the moral ethics of one’s character. This can be seen throughout history, such as World War II and proven by the actions of Napoleon in the allegory, Animal Farm, by George Orwell. As Lord Acton said â€Å"Power tends to corrupt and absolute power corrupts absolutely.† In history what was viewed as a villain or wrong doer is never the same as the perception. A leader does not begin wanting to do wrong, they start with the best intentions, but power is a tricky thing, showcased in Animal Farm as Utopian ideals but with failed practices. Most new societies that have a Utopian idea most likely stem from a traumatic event where humanity believed it had no other choice but to go to the extreme. Animal Farm does the same thing; these animals feel mistreated by their leader, Mr. Jones so they follow the pigs in order to create a Utopia. In The Giver, by Ray Bradbury, everything appears perfect but there is a glitch that is often hidden in the powers that rule. In The Giver it was the simple truth of life and how they, the powers that ruled, deemed to control it in order to create their own Utopia. These powers, whether the government is one single ruling body, or many, the slow gain of power feeds and justifies any wrong doing. As Napoleon first started out along with the other pigs, they made the seven commandments. Napoleon enforced "The Seven Commandments† which include statements such as, â€Å"Whatever goes up on two legs is an enemy,† â€Å"No animal shall wear clothes,† â€Å"No animal shall drink alcohol,† and â€Å"No animal shall kill any other animal.† By the end of the book, Napoleon breaks all of these commandments for his personal gain. Napoleon uses his power to alter the commandments in order t... ...mal Farm. Ed. Terry O'Neill. San Diego, Calif.: Greenhaven Press, 1998. 70-81. Rpt. in Short Story Criticism. Ed. Joseph Palmisano. Vol. 68. Detroit: Gale, 2004. Literature Resource Center. Web. 25 Nov. 2013. 3. Kirschner, Paul. "The Dual Purpose Of Animal Farm." Review Of English Studies 55.222 (2004): 759-786. Literary Reference Center Plus. Web. 25 Nov. 2013. 4. Richard I Smyer. Some Perversions of Pastoral Animal Farm: Pastoralism and Politics Twayne's Masterwork Studies 19. Boston: Twayne Publishers, 1988. p30-66. COPYRIGHT 1988 Twayne Publishers, COPYRIGHT 2010 Gale, Cengage Learning 5. Lowry, Lois. The Giver. Boston: Houghton Mifflin, 1993. Print. 6. Shakespeare, William. Macebeth. Ed. Rex Gibson. Cambridge: Cambridge University Press, 2005. Print. 7. "The Holocaust." National Parks Service. National Parks Service, 16 Nov. 2013. Web. 24 Nov. 2013.

Grade 12 Bio – Enzyme Lab

Enzyme Lab Purpose: To compare the action of the enzyme catalase, to a non-protein catalyst under different conditions. Observations: | |Observations |Rate of Reaction |Interpretations | |A |Sand |- Sand piled up at the bottom of |0 |- There is no reaction between sand and| | | |the test tube and no bubbles | |hydrogen peroxide, because sand does | | | |arose | |not contain any catalysts or enzymes to| | | | | |break down hydrogen peroxide | | |MnO2 |- Reaction occurred right away, |5 |- MnO2 acts like a catalyst which | | | |bubbles rose almost to the top of| |breaks down H2O2 into water and oxygen | | | |the tube | |gas with a lower activation energy | |B |Liver |- Reaction occurred right away, |4 |- Liver contains large amounts of the | | | |and big, white bubbles rose the | |enzyme catalase, which break down H2O2. | | | |top of the test tube | |This made the reaction occur quickly | | | | | |and form bubbles. | | |Potato |- Very little bubbles appeared |2 |- The reaction was very moderate and | | | |from the reaction, and did not | |did ot occur quickly because potato | | | |rise very high in the tube or | |does not have a lot of the enzyme | | | |occur quickly | |catalase | |C |Used liver + Fresh liver |- Some bubbles formed and the |3 |- The reaction should have had a higher| | | |reaction was moderate | |rate of reaction, because the enzymes | | | | | |in the used liver are still active and | | | | | |can be used in the reaction again. The | | | | | |fresh liver can also perform this | | | | | |reaction with its catalase enzyme. Due | | | | | |to an error or impurity of equipment, | | | | | |the reaction was not as strong. | |Used liver + H2O2 |- Reaction occurred quickly and a|4 |- The enzyme in the liver is still | | | |lot of big bubbles formed and | |active and can be used over again, | | | |rose to the top of the test tube | |because enzymes never get used up | |D |Crushed Liver |-Reaction happened immediately, |5 |- Liver contains a large amount of | | | |and a lot of bubbling occurred | |catalase enzyme, which breaks down H2O2| | | |for a while with large, white | |very quickly. Since the liver is | | | |bubbles, and rose to the top of | |crushed, this reaction occurred even | | | |the test tube | |faster because there is a larger | | | | | |surface area of the liver for the H2O2 | | | | | |to react with. | |Crushed Potato |- Very few bubbles that were |3 |- Since the potato is crushed, there is| | | |small formed and they did not | |more surface area for the H2O2 to react| | | |rise very high in the test tube | |with, but potato does not contain any | | | | | |enzymes to break down H2O2, so this | | | | | |reaction was moderate and did not occur| | | | | |quickly. |E |Boiled Liver | – No bubbles rose to the top of |1 |- No reaction and bubbles formed, | | | |the test tube, and a light, white| |because the boiling of the liver caused| | | |cover formed on top of the liver | |denaturing of the proteins, and | | | |with very little, small bubbles | |denatured catalase proteins can not | | | | | |function | | |Liver at 37( C |- Reaction occurred quickly and |5 |- This reaction occurred and formed | | | |large, white bubbles formed and | |large bubbles that rose to the top | | | |elevated up the test tube | |because the liver is 37( C, which is | | | | | |normal human body temperature.Catalase| | | | | |operates and breaks down H2O2 best at | | | | | |this temperature. | | |Liver at 0( C |- No bubbles formed or rose to |0 |- No reaction occurred when the liver | | | |the top of the test tube. No | |was at 0(C because this condition is | | | |reaction occurred. | |too cold for the catalase enzymes to | | | | | |function.Enzyme activity slows down at| | | | | |any temperature below 37( C, and it is | | | | | |the slowest at 0 degrees. Almost no | | | | | |enzyme activity occurs. | Questions: 1. The differences in the rates were mainly because of the different temperatures of the liver, the different p article sizes of the liver and potato, and the product used with H2O2 in the reaction. The reactions that had the fastest rates had liver as the product used in the reaction with hydrogen peroxide.Also, reactions that had liver at normal body temperature (37( C), and had a larger particle size for larger surface area had fast rates of reaction. 2. H2O2 breaks down when other catalysts that can be oxidized by it are present. Because H2O2 is an unstable molecule, some inorganic substances like MnO2 can be oxidized by it, and they release oxygen gas in the reaction. 3. Temperature affects the rate of enzyme action very much. At low temperatures, the enzyme activity is very slow, because the molecules have low kinetic energy and fewer collisions occur between them. This is proven in part E of the lab, where there was no reaction and enzyme activity when the liver was 0( C.At high temperatures, the enzyme activity increases because the molecules have higher kinetic energy and more collis ions occur. However, the maximum temperature the enzyme will stay active until is about 40( C. After the temperature reaches higher than 40( C, the protein enzyme will start to denature and slow down. Particle size also affects the rate of enzyme action. Smaller particles allow the rate of enzyme activity to be very high, because there is a larger surface area for the enzyme to react with and break down. This is proven in part D of the lab, where there was a very fast and active reaction with crushed liver and hydrogen peroxide. The large surface area of the crushed liver allows more space for the enzymes to work on and break down hydrogen peroxide. 4.No, the results would not be different if dog liver was used for this investigation. This is because the catalase enzyme will stay active as the temperature increases, up to about 40( C. If the liver is higher than 40 degrees, the enzyme will denature and not work. Since dog liver is exactly 40( C, the results will be the same, because the enzyme will work at a temperature of 40( C, but not any higher. In conclusion, this lab helped consolidate the understanding of how enzymes work, and how temperature and particle size affects the rate of enzyme activity. This activity was an interactive way to see how the enzymes actually function, through liver and potato. ———————– SBI 4U0-B

Emergency management Essay

The safety of child will always be my number one priority. I will always try my best to protect children in my care from hurting themselves, however, accidents do happen. My premises have been checked and they meet the requirements of the Early Years Foundation Stage in England. I also regularly review, update and practise my safety routines, including fire drills. 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 my utility room. Parent contact numbers are with the first-aid box. †¢ I hold written permission from parents in Childs Record Folder to seek emergency treatment for their child if it is needed. †¢ All accidents will be recorded in an accident book. †¢ As a registered provider I must notify Ofsted of any serious accidents, illnesses or injuries or the death of any child whilst in my care and any action I may have taken within 14 days of an incident occurring. If I am in need of support or advice regarding a serious illness or incident involving a child in my care I may contact National Childminding Association who will log information regarding the incident with regard to their safeguarding policy. A NCMA designated officer will be assigned to my case and all the information given to them will be kept confidentially unless their appears to be a child protection issue which will be reported accordingly. If an accident or incident involving a child in my care may result in an insurance claim I will contact my public liability insurance provider to discuss my case and be allocated a claim number. This may involve discussing details of the child in my care with a third party. I also have an arrangement with another registered childminder to provide emergency back-up cover if necessary. In the event of an accident whilst child in my care: †¢ First, I will reassure the injured child while making sure that the other children in my care are safe. This may mean strapping a baby in a buggy or sitting an older child somewhere where I can see them. †¢ Then, if possible, I will deal with the accident. If not, I will ring 999 for help. †¢ If I have to accompany or take a child to hospital, I will either take the other children with me, or call my emergency back-up cover. This will be another registered childminder or known responsible adult. These people will be known to you (please see below) If there is an accident or emergency, my emergency back-up cover may contact you and you will be expected to collect your child straight away. If I manage to deal with the accident myself, then I will tell the affected child’s parents immediately. If I accompany or take a child to hospital, I will contact their parents and ask them to meet me at the hospital. If I have an accident, I will get the nearest responsible adult to help, while my emergency back-up people are being contacted. After every accident, however minor I will: †¢ Record in my accident book †¢ Ask you to sign the report and then provide you with a copy If the incident requires any medical treatment: †¢ Inform Ofsted within 14 days of an incident occurring †¢ Inform my Insurance †¢ Contact the NCMA for advice/support In the event of an accident in the Childs home: †¢ Parents must inform me on child arrival of any accident at home and record it in the back of the accident book. †¢ If I will see an evidence of injury on a child which has not occurred whilst in my care and has not been reported to me, parents will be asked for information on the incident and instructed to write in the accident book I will do my best at all times to make sure the children in my care are safe, reassured and kept calm. Emergency back-up cover |Back-up registered childminder |Known responsible adult I have read and understand the Accident and emergency policy. I give my permission for the named emergency back-up people to have my contact details for use in an emergency. I give permission for my child ________________________ to be taken to hospital and be given emergency treatment providing every effort has been made to contact me. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for review | 27/07/2012 | Illness and emergencies policy I appreciate that as a working parent you need to be able to go to work, however if your child is unwell then they will be bettered cared for in their own home. It is my policy to keep children safe when they are in my care, promote good health and take necessary steps to prevent the spread of infection within my childcare setting: †¢ I will promote hand-washing in warm soapy water before eating or handling food and after using the toilet †¢ Each child will also have access to kitchen towel, which I will provide for each child under my care †¢ I will promote the use of tissues for children with coughs and minor colds †¢ All children in my setting who are excluded due to having an illness or an infectious disease such as a severe cold or stomach upset will not be allowed to return until they have been free from illness for 48 hours. This is in order to minimise the risk of the transmission of an infection to other children, myself or members of my family †¢ If a child arrives at my setting with a disease or illness I believe to be infectious or that poses a risk to the other children in the setting or myself I will expect the child not to attend my setting until they have been well for the recommended period of time (In accordance with the contract agreed with parents I expect to be paid for the child’s place even if they are excluded from my setting due to an illness or infectious disease) Children and babies can often become unwell with very little warning, if this happened whilst child in my care: †¢ I will contact you and expect you to pick up your child immediately and not return to the setting until your child well again †¢ If you cannot then an emergency contact will be called instead †¢ All parents are expected to provide emergency contact numbers other than their own in case they are unavailable to come and collect their child themselves I will inform the parents of the other children in my setting if there a child I care for has a diagnosed infectious disease If I, or one of the members of my family have a confirmed infectious disease, I will inform you as soon as I am able. (As I will not be able to offer my childminding service I will not charge you for the time the service is unavailable, as agreed with you in our contract) I am happy to care for a child with common coughs and colds providing they can join in with a normal day and do not need medication I will not accept a child with a high temperature as this is usually the first sign of illness and a very high temperature can sometimes lead to convulsions (Please do not bring your child if they are obviously ill as I will refuse care. Remember that I will not be able to give your child the extra atten tion that they need whilst care for other children.) I will ensure Ofsted is notified of any serious accident, illness or injury to any child whilst in my care, and the action taken in respect of it. Notification must be made as soon as is reasonably practicable, but in any event within fourteen days of the incident occurring. If you knowingly bring your child when ill this is a breach of contract and trust and in serious cases could result in termination of our contract By signing this policy you are agree that you have read and adhere to Illness and emergencies policy. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Behaviour policy Behaviour policy statement: I aim to offer a quality childcare service for children and parents. I recognise the need to set out reasonable and appropriate limits to help manage the behaviour of children in my care. †¢ By providing a happy, safe environment, the children in my care will be encouraged to develop social skills to help them be accepted and welcome in society as they grow up. †¢ I do not, and will not, administer physical or any other form of punishment with the intention of causing pain or discomfort, nor any kind of humiliating or hurtful treatment to any child in my care. †¢ I endorse positive discipline as a more effective way of setting boundaries for children. Behaviour Procedure: †¢ I keep up to date with behaviour management issues and relevant legislation by taking regular training from NCMA and Early Years Service and by reading relevant publications, such as Who Minds? †¢ I agree methods to manage children’s behaviour with parents before the placement starts. These are discussed with parents during initial visits before the contract is signed to ensure appropriate care can be provided. A copy of the house rules will be given to the parent to encourage positive behaviour. †¢ Wherever possible I try to meet parents’ requests for the care of their children according to their values and practices. Records of these requirements are agreed and kept attached to the child record forms. These records are revisited and updated during regular reviews with parents. †¢ I expect parents to inform me of any changes in the child’s home circumstances, care arrangements or any other change which may affect the child’s behaviour such as a new baby, parents’ separation, divorce, new partner or any bereavement. All information shared will be kept confidential unless there appears to be a child protection issue. †¢ I offer regular review meetings with parents to discuss their child’s care and any issues or concerns, preferably when the child is not present. If I do not share the same first language as the child’s parent, I will find a way of communicating effectively with them. This may include seeking guidance from the local early years team. †¢ I work together with parents to make sure there is consistency in the way the children are cared for. A consistent approach benefits the child’s welfare and helps ensure that the child is not confused. †¢ I will only physically intervene, and possibly restrain, a child to prevent an accident, such as a child running into the road, or to prevent an injury or damage. †¢ All significant incidents are recorded in an incident book and will be shared and discussed with the parents of the child concerned so that together we can work to resolve any behavioural issues. †¢ From time to time children will have difficulty learning to deal with their emotions and feelings and this is a normal part of child development. I will acknowledge these feelings and try to help children to find constructive solutions in liaison with their parents. †¢ Distracting and re-directing children’s activities are used as a way of discouraging unwanted behaviour. †¢ I encourage responsibility by talking to children about choices and their possible consequences. †¢ I aim to be firm and consistent so that children know and feel secure within the boundaries I set. †¢ I will respond positively to children who constantly seek att ention or are disruptive. †¢ I will help children maintain their self-esteem by showing I disapprove of their bad behaviour not the child themselves. I encourage appropriate behaviour by: †¢ Setting a good example, I aim to be a positive role model as children copy what they see. Children learn values and behaviour from adults. †¢ I readily praise, approve and reward wanted behaviour, such as sharing, to encourage it to be repeated. Using praise helps to show that I value the child and it helps to build their self esteem. †¢ I praise children to their parents and other people when they have behaved as expected. †¢ I try to be consistent when saying â€Å"no† and explain reasons why it is not appropriate and considered unwanted behaviour. †¢ My expectations are flexible and realistic and are adjusted to the age, level of understanding, maturity and stage of development of the child. †¢ I try to involving children in setting and agreeing house rules. Children are guided away from doing things which: †¢ Are dangerous or hurtful or offensive to someone else †¢ Are dangerous to the child †¢ Will make the child unwelcome or unacceptable to other people †¢ Damage other people’s property. By signing this policy you are agree that you have read and agree with my behaviour policy. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Safeguarding policy Safeguarding policy statement: My first responsibility and priority is towards the children in my care. If I have any cause for concern I will report it, following the local Safeguarding Children Board procedures in England. I understand that child abuse can be physical, sexual, emotional, neglect or a mixture of these. I must notify Ofsted in England of any allegations of abuse, which are alleged to have taken place while the child is in my care. Procedure: †¢ 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 copies of, and am familiar with, the local Safeguarding Children Board procedures. Every six months I check that I have the latest version of the relevant procedures. †¢ I have a copy of the relevant booklets and guidance; I have read them and understand them. If I am concerned about a child’s welfare, I may contact the local authority, the NSPCC, the National Childminding Association (NCMA), or other relevant support services for advice, providing this does not affect confidentiality. Child protection concerns that could identify a particular child are kept confidential and only shared with people who need to know this information. Parents must notify me of any concerns they have about their child and any accidents, incidents or injuries affecting the child, which will be recorded. I work together with parents to make sure the care of their child is consistent. If I notice: †¢ significant changes in behaviour †¢ unexpected bruising or marks †¢ any comments made which give me cause for concern †¢ deterioration in general wellbeing which causes concern I will implement the local Safeguarding Children Board (LSCB) procedures in England, without delay to minimise any risk to the child. I will call the local social services’ duty desk and follow it up with a letter within 48 hours. I will keep a factual record of the concern and will ask the parents for an explanation, providing it would not put the child at risk. The national standards for registered childminders in England and Wales require me to let Ofsted know of any concerns that I have reported without delay. If a child tells me that they or another child is being abused, I will: †¢ Show that I have heard what they are saying, and that I take their allegations seriously †¢ Encourage the child to talk, but I will not prompt them or ask them leading questions. I will not interrupt when a child is recalling significant events and will not make a child repeat their account †¢ Explain what actions I must take, in a way that is appropriate to the age and understanding of the child †¢ Write down what I have been told using exact words where possible †¢ Make a note of the date, time, place and people who were present at the discussion †¢ Then report my concerns immediately to the duty social worker who has the experience and responsibility to make an assessment of the situation. If an allegation is made against me, I will report it to Ofsted and social services following the Safeguarding Children Board procedures in England. I will also contact NCMA’s safeguarding children service on for advice and support. In all instances I will record: †¢ Child’s full name and address †¢ Date and time of the record †¢ Factual details of the concern, for example bruising, what the child said, who was present †¢ Details of any previous concerns †¢ Details of any explanations from the parents †¢ Any action taken such as speaking to parents. It is not my responsibility to attempt to investigate the situation myself. By signing this policy you are agree that you have read and agree with my Safeguarding Policy |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Useful telephone numbers NCMA allegations and complaints service for anyone concerned about the welfare of a child 0845 880 0044 NCMA Safeguarding Children Service 0845 880 0044 NSPCC child protection helpline – 24-hour helpline for people worried about a child 0808 800 5000 Equal Opportunities Policy Equal opportunities statement: I always aim to offer a quality childcare. I give all children in my care the opportunity to reach their full potential. Sometimes this means adapting an activity to the child’s ability and stage of development, providing additional resources or giving one child more attention and support than others during a particular activity or routine. I value and respect the different racial origins, religions, cultures and languages in a multi-ethnic society valuing all children equally, and treating each with equal concern and without discrimination. All children in my care are given the opportunity to play with all the toys (subject to health and safety with children under 3 years of age). No toys are just for girls or just for boys. I try to ensure my toys reflect positive images of children and people from different cultures and with different abilities. I have toys and resources that challenge stereotypical ideas on what careers are open to men and women. Equal Opportunities procedure: No child in my care will be discriminated against in anyway, whether for their skin colour, culture, gender, ability or religion. I will challenge any remarks that I feel are inappropriate. I will make sure that I actively promote equality of opportunity and anti discriminatory practices for all children: †¢ I encourage the children in my care to learn more about their own culture and to find out about the culture and religions of other children. We do in this in a fun way through sharing books, colouring sheets, cooking and eating food from around the world and celebrating special festivals. I provide resources such as woks and chopsticks, dressing up clothes, crayons and pencils. †¢ I encourage the children to develop a healthy respect of each other’s differences and to value everyone as an individual. †¢ I encourage Parents to share with us any festivals, special occasions or artefacts, which may enhance the children’s learning and understanding. By signing this policy you are agree that you have read and agree with my Equal Opportunities Policy |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Emergency Evacuation Procedure In order to keep the children and myself safe I have developed the following procedure to evacuate my home in the event of an emergency. This may be as a result of a fire, flooding, gas leak etc. The children will regularly practice the evacuation procedure with me so they will not be alarmed in the event of the situation being real. Practices will be carried out on different days of the week to ensure all children practice and the details recorded in the evacuation log. †¢ Sound the alarm (this is a whistle) †¢ Evacuate the children using the safest and nearest exit available (Babies and toddlers will be carried to safety) †¢ Take: o Attendance Record for the day o Contact numbers o Mobile phone †¢ Assemble across the road from the house (at the end of the garden if leaving via the rear of the house) †¢ Contact the emergency services †¢ Comfort and reassure the children †¢ Arrange safe place for the children to stay until parents can collect them †¢ Follow the instructions of the Emergency Services †¢ Do not return to the building until the Emergency Services have declared it safe to do so Unexpected Closure of Childminding Service I will do my best to provide a service for the hours and times that I have been contracted to work however very occasionally it may be necessary to close my childminding service. This may be as a result of me being unwell and therefore unable to work. If I have a cough or a cold I will continue to work, however if my illness is contagious then I will not be able to work, until I know I can not pass on the infection to the children or their parents. I will try to provide as much notice as possible if I am unable to work. There may be other occasions when I am unable to provide a service, for example: †¢ Following emergency evacuation of my premises (see evacuation policy) †¢ Loss of power to my home †¢ Mains water turned off †¢ Heating broken †¢ Flooding †¢ Medical emergency for myself or a member of my immediate family †¢ Death within the family I will advise parents as soon as I can if I am unable to provide a service. I will work with parents where possible to find temporary emergency childcare from amongst local childminders. I will not charge you if I am unable to provide a service. Childminding Safety On Outings Policy When taking Children on Outings it is essential that proper planning is done to ensure the safety of all children involved. I obtain written parental permission for all routine and special outings. I inform parents of any planned special trips for example to the coast or a local farm. I ensure that I take with me everything I may need, emergency Contact cards for the children, First Aid Kit, Nappies and changing bag (if required) spare clothes, mobile phone, drinks and a healthy snack. I have developed plans on what to do in the event of an emergency. I carry a contact card for each child. I have also a card on me that explains that I am a registered Childminder. I will make sure to organise outings to fit in with the needs of the children, and ensure that I have the necessary equipment and resources to keep them safe. Olly’s house rules My workplace is also my family home and I would expect all adults and children that I welcome in my home to treat me, my family and my belongings with respect. I have a few house rules that all children will be taught and expected to follow whilst in my home. This is for the safety and well being of everyone. †¢ We keep our coats, shoes and belongings tidied away †¢ Adults/Children leave dirty or muddy shoes at the door †¢ We wash hands after going to the toilet/touching the animals/before and after eating †¢ We like eating our meals at the table †¢ We walk in the house (Running, jumping, throwing, fighting or wrestling we enjoy when we play outdoor) †¢ Older children not allowed pick up babies or toddlers †¢ We say please, thank you and sorry when needed †¢ We will be kind to each other and look after each other †¢ We play nicely with the toys †¢ Sharing is a good thing to do and good manners should be used at all times †¢ We all walking together hading hands when out and about †¢ And we remember to have fun!!! (

Is Your Job Exempt From Overtime Pay

Is Your Job Exempt From Overtime Pay Are you wondering if you’re exempt from overtime pay? Thanks to the U.S. Labor Department and President Obama, there is a new overtime pay threshold for people working more than 40 hours per week.  By the current rule,   you would only be eligible for guaranteed time-and-a-half overtime pay if you made less than $23,660 per year. The new threshold is much higher: $47, 476 per year. This is part of a planned Fair Labor Standards Act update, the details of which have been in the works since 2014. Previous regulations made most white collar workers making a set salary, even a low one, ineligible for overtime pay.To quote the President, â€Å"It doesn’t make sense that in some cases this rule actually makes it possible for salaried workers to be paid less than the minimum wage†¦ If you’re working hard, you’re barely making ends meet, you should be paid for overtime. Period.†The only catch is that your employer might be reluctant to shell out. B e on the lookout for a pay raise that puts you at, say, $47,477 per year. Or a pay cut to compensate for the amount of overtime you would be making. As long as you’re making the state-regulated minimum wage, there’s nothing legally you can do to counter that sort of sneaky move.But, look on the bright side! Starting December 1 of this year, if you make less than $913 a week before tax, your employer is legally required to start paying you time-and-a-half overtime for any hour you work above 40. This rule will be due for an update again in 2020.Here’s hoping for more overtime protection for more workers, this year and in the future.

Free Essays on To Autumn

In the poem â€Å"To Autumn†, by John Keats, there are three stanzas, which are almost like three different poems in one. The first stanza describes summer, the next fall, and the last is looking for spring. In the first stanza, Keats begins to describe summer. He doesn’t tell you this right away, but from the wording and the metaphors you can figure it out. â€Å"Seasons of mists and mellow fruitfulness,† which is summer, â€Å"Close bosom-friend of the maturing sun,† which is saying that summer and sun go together. The entire wording in this first stanza makes summer sound like a person and really gives it a personality. Saying that summer and the sun are going to decide how and how much each plant will grow or bare fruit. They are the bestest of friends and will decide the fate of how nature is going to happen. Will this plant bare the most fruit, or will this one? But then they will decide when summer will end, â€Å"For Summer has o’er-brimmed their clammy cells.† When nature has had too much, that is. In the second stanza of John Keats’ poem â€Å"To Autumn†, the topic switches to autumn. How ironic. â€Å"Who hath not seen thee†¦Ã¢â‚¬  he asks. Where is Autumn? â€Å"Thy hair soft-lifted by the winnowing wind,† is such a greatly worded line. Here, the author is talking about Autumn, again like a person like he did with Summer. Keats is saying he Autumn has hair, and that Autumn’s hair is a billowing cloud of straw. Now, this isn’t what he is saying that happens really, it’s just a metaphor. But such a beautiful way to describe a season! Autumn is surrounded with the smell of poppies, and twined flowers. Autumn lays its head across a brook, or on a cider-press, and watches as it slowly fades away and becomes the next season, Spring. The last stanza, Keats describes the songs of Spring. A little different than the first two stanzas where he was describing the actual seasons. Instead of the season Spring, it’s the son... Free Essays on To Autumn Free Essays on To Autumn In the poem â€Å"To Autumn†, by John Keats, there are three stanzas, which are almost like three different poems in one. The first stanza describes summer, the next fall, and the last is looking for spring. In the first stanza, Keats begins to describe summer. He doesn’t tell you this right away, but from the wording and the metaphors you can figure it out. â€Å"Seasons of mists and mellow fruitfulness,† which is summer, â€Å"Close bosom-friend of the maturing sun,† which is saying that summer and sun go together. The entire wording in this first stanza makes summer sound like a person and really gives it a personality. Saying that summer and the sun are going to decide how and how much each plant will grow or bare fruit. They are the bestest of friends and will decide the fate of how nature is going to happen. Will this plant bare the most fruit, or will this one? But then they will decide when summer will end, â€Å"For Summer has o’er-brimmed their clammy cells.† When nature has had too much, that is. In the second stanza of John Keats’ poem â€Å"To Autumn†, the topic switches to autumn. How ironic. â€Å"Who hath not seen thee†¦Ã¢â‚¬  he asks. Where is Autumn? â€Å"Thy hair soft-lifted by the winnowing wind,† is such a greatly worded line. Here, the author is talking about Autumn, again like a person like he did with Summer. Keats is saying he Autumn has hair, and that Autumn’s hair is a billowing cloud of straw. Now, this isn’t what he is saying that happens really, it’s just a metaphor. But such a beautiful way to describe a season! Autumn is surrounded with the smell of poppies, and twined flowers. Autumn lays its head across a brook, or on a cider-press, and watches as it slowly fades away and becomes the next season, Spring. The last stanza, Keats describes the songs of Spring. A little different than the first two stanzas where he was describing the actual seasons. Instead of the season Spring, it’s the son...

Assimilation - Voiced and Unvoiced French Sounds

Assimilation - Voiced and Unvoiced French Sounds Assimilation is a pronunciation phenomenon which causes consonant sounds to change according to the sounds that surround them. More specifically, assimilation occurs when voiced and unvoiced sounds are combined. Because it can be difficult to pronounce voiced and unvoiced sounds together, one or the other is assimilated: either a normally voiced consonant becomes unvoiced or a normally unvoiced consonant becomes voiced.Voicing - La Sonorità ©Voiced sounds (les sons sonores) occur when the vocal cords vibrate, while unvoiced consonants (les consonnes sourdes) are pronounced without vibrating the vocal cords. To understand the difference, place your hand on your Adams apple and say D and T. You should feel your vocal cords vibrate with the first sound but not the second.The voiced French consonants and sounds are B, D, G, J, L, M, N, R, V, Z, and all vowels.The unvoiced French consonant sounds are CH, F, K, P, S, and T.All unvoiced consonants have a voiced equivalent; i.e., the pairs are pronounced in the same place in the mouth/throat but the first is unvoiced while the second is voiced: CH - JF - VK - GP - BS - ZT - D Assimilation absent [ap sa(n)]obturation [uhp tu ra syo(n)] mà ©decin exact seconde is pronounced [seu go(n)d] rather than [seu ko(n)d].

Romanticism and Russia Essay Example | Topics and Well Written Essays - 1000 words

Romanticism and Russia - Essay Example The basic premise of Romanticism is that everything cannot be explained by reason or logic. Romanticism also upholds the fact that the human emotion is pure and expressing it was important. This was a reaction to the previous movement which is Enlightenment. Enlightenment emphasizes the power of logic and the scientific method over anything else. The romantics, on the other hand, looked for deeper and more meaningful meanings other than numbers and the like. The romantics are more sensual and more rooted to conveying human emotion (Moscovici, 3). And in contrast with the Neo-Classicists, the Romanticists in not just an observer to the creations of the divine but now a creator of fragile meaning and beauty. Romanticists also point out the frailties of the human beings, hence, the common themes of depression and despair on romantic literature (Moscovici, 9). It also asserted the importance of the individual and personal experiences, making a unique hero, because promotes originality. E xamples of this would be Frankenstein and The Hunchback of Notre Dame. Romanticism also posits relativism in all aspects. There are no absolute truths unlike in Classicism or Enlightenment. For romantics, there is no right and wrong, even in aspects of morality, but each society was encouraged to make their own sets of rules . According to the Romantics, the theories of Enlightenment prevent emotions and creativity, turning man into a robot and man must liberate himself from these chains – through romanticism. Romanticists are also socially involved, as well as politically (Melani). However, they were also a bit aloof as they often distance themselves from the public, preferring to live in far flung areas. As noted, these romanticists express their own thoughts and feelings and as noted earlier too, this period was happening almost in the same era when the French Revolution also took place (late 1700s). Many authors tried to uphold romanticism in the revolution and the revolu tion, also partly owes some of its principles on Romanticism. With this, artist took stands, wrote works with highly politicized subjects. In other countries, like Germany for example, romanticism boosted nationalism by letting nationalism have an intellectual anchor. Romanticism links various branches of knowledge, from art and humanities to social sciences, psychology, politics and in philosophy . II. Russian Revolution There are two Russian Revolutions. The first one was in 1905, but it did not really gain momentum and failed to revolutionize the government, so to speak. This essay will focus on the 1917 revolution. The 1917 revolution transformed Russia into the Union of Soviet Socialists Republic from monarchy. This had two phases, one led by the peasants and the other phase led by the Bolsheviks (Palmer, Colton and Kramer, 725). The 1917 happened during the last phases of the World War 1. The World War 1 happened in 1914 and Russia was in it. Most of their resources were put o n the efforts for the World War 1 and many soldiers died. On March of 1917, when it was said to be one of the coldest and snowiest winters in St. Petersburg, many people were starving as the weather kept them from city markets (Banks, et al, 535). Workers, most of them hungry, lined up for hours just to get bread. These workers are quite impoverished compared to the Russian monarchy. They have very little money and they hope to spend it on little loaves of bread out in the cold (Banks, et al, 535). The people protested yet again (just like in 1905, Bloody Sunday) when the skies cleared. For four days, people went out in the streets of St. Petersburg and shouted statements like â€Å"Down with the government!†, â€Å"Down with war!†