The Physics of Swinging :: Physics Swinging Essays

The Physics of Swinging My son begs to watch me swing on one of the swing sets at the park. I tell him that there is so much work involved and I don’t know if I have the energy to do all of the many things it takes to make a swing move. It’s such an innocent plea, but complicated in the terms of the actual process of it. The physics of swinging has so many components. From resonance to force, and from the period of the swing to the conversion of energy, the process of swinging is actually a complicated matter. While you watch a person swing, place your hand at the maximum point of the swing’s achieved height and then count how many seconds it takes to return back to that same height. You have just measured the period of the swing. The period of the swing is the time it takes the swing to make one full move back and forth. The equation used to solve for the period mathematically is T = 2p (square root of L/g), where L is the length of the pendulum, and g is gravity. There are a few things that can change the period of a pendulum. As length increases and as the force of gravity increases so will the period. Likewise, when both gravity and length of the chains decrease, the period does also. My reference Mark Nethercott says that if there are no outside influences, the period stays constant at about 15 degrees of arch, but the amplitude must be low. This statement corresponds with Newton’s first law of motion (law of inertia) that says, â€Å"Every object remains at rest or in motion in a straight line at constant speed unless acted on by an unbalanced force.† (Physics, A World View p.31). A force other than gravity and the length of the swing can alter the outcome of a period. While standing with your hand out, measuring the period, give the person on the swing a push. â€Å"Periodic motion is motion that repeats itself at regular intervals of time and resonance is periodic increases of the amplitude of periodic motion due to a force at a constant interval. So while you push the person on the swing, you are creating a form of resonance for the swing.† –Mark Nethercott. There is one last force that changes the period of a swing, and that is squatting and standing, or leaning back and forth.

Ptlls T1

Name: Caroline RandallDate: 06-03-13 PTLLS Describe what your role, responsibilities and relationships would be as a teacher in terms of the teaching/training cycle T1 unit 1 1. 1 1. 2 1. 3 1. 4 Unit 2 2. 1 2. 2 2. 3 Unit 3 3. 1 3. 2 I am working as a tutor, within a catering department, at a specialist Autistic school for learners from age 5- 22. I am currently teaching entry 3 to level 1 City and Guilds NVQ in Hospitality and Catering and level 2 City and Guilds professional Cookery.My role is to teach the students within the classroom environment this involves all aspects of teaching, including all cross curricular subjects, planning, schemes of work, assessing, making resources, preparing sessions, food ordering. We work as a close team, involving the whole catering department. I work closely alongside the students helping them to understand and practise safe cooking methods and procedures within their qualification.The vocational area of catering also has a range of other subjec ts mapped into the scheme of learning, I include this within the scheme of learning as well as supporting, advising guiding, reading, comprehension, mathematical work, ESD, PLTS, Reflection, I have to model appropriate behaviour and conduct within our working environments, allowing the students to be nurtured and grow within their roles.This includes using appropriate language, body language, eye contact, team work, appropriate discussions with colleagues, listening to others, respect for others, giving clear defined instructions, limiting language- as per each individuals needs, exceptional behaviour points-these are set where age appropriate at the beginning of each session.We use a 3 point behaviour system where students receive 1 point for attending the session, 1 point for meeting their exceptional behaviour point (this could be listen to staff, stay on task) and 1 point for staying on task and completing their work, following the â€Å"golden expectations at Heathermount† these are displayed in every classroom, so we are working from the same rules and expectations. These are discussed at the start of every session- â€Å"school is for learning. Learning is important for a good future. 1. Students and staff will be on time for all sessions. Students and staff will have the right equipment. . Students are expected to go to all of their sessions and take part. 3. Staff will make sure the work students are given meets their needs and strengths. 4. Everyone in Heathermount will be safe and treated with respect. There will be no physical violence. There will be no racism. 5. Everyone will be polite and kind at Heathermount. Remember: make the right choices for your future. I am also a qualified assessor, assessing within their work setting at the required standards, giving positive, constructive criticism if needed. Designing action plans to enable their achievement.Professionalism requires us to maintain appropriate standards and fulfil our responsib ilities to learners, institutions and colleagues. This is achieved by setting professional and personal boundaries which will enable us to be clear about what our limits are and what our professional role involves. It is our responsibility to identify areas outside of the professional boundaries of a teacher, either because of lack of necessary skills or expertise or because it is inappropriate for the teacher to deal with it. This is when external support from other professionals will be required.At Heathermount we work with multiple outside agencies these include: occupation therapists (OT), Speech and Language therapist SALTS, Education psychologists, literacy specialists, Team around the Child (TAC) team around the family (TAF) Internal Quality Assurance practitioners, External assessors, External Consultants, Connexions. Depending on the individual student we may link with. The OT, to improve our students well being, this may include completing exercises and massage with our st udents. I can only help our students once we have been shown by the OT, if the OT has not had time, we are unable to aid the student with this.SALTS work individually and in groups with our students. Each student has a plan from the SALT’s. This means that we as staff need to monitor and assist with this work; i can only work within what I have been shown to do by the SALT’s, as i am not trained in this area. The Education psychologist is a regular visitor to school and helps us as a team with regards to behaviours and well being of our students. The external literacy advisor, who visits Heathermount currently, attends a staff meeting once per week. This is a lengthy staff meeting. TAC and TAF- senior management often attend these meetings with our assistant psychologist.Information that can be passed on this is then passed onto staff at our weekly meetings. This can mean certain students need more attention and time/ observing. We can only help with information that h as been allowed to be passed on and is not confidential. Internal Quality Assurance Practitioners, independent assessors and external consultants- As a Qualified assessor we work closely alongside other professionals. Connexions- this can cause a student to be extremely upset if they realise that they cannot reach their aims and goals. Connexions alongside staff and parents make a realistic learning pathway for the future.Working with all external professionals often can create additional work, reports, actions and tasks for staff at Heathermount. This will always lead to staff needing to be clear to remove the barriers that can easily be formed. * Clear objectives / appropriate deadlines * Additional Time * Additional support to colleagues * Relevant support for students * Real reflection time for self * Ability to access time out! Our learners often show barriers, these may be caused by their disabilities or personality traits. This can lead to a variety of detrimental effects to varying degrees on the running of the class, * disruptive behaviour, non compliance, * refusal, * attitudes to learning, * close down, * Sensory issues, including smell. As we work in a catering environment an initial assessment needs to be produced, is it appropriate, is this the vocational area selected by the students, any issues we need to be aware of, how we can overcome this, how we can phase in if appropriate without these initial questions it could lead to a learner from not achieving. If this information isn’t shared with all relevant staff also this can create issue. It will also stop failure of relationship with staff and other students.As I am a part of a team, there is often staff movement to cover different areas, students, behaviours. This often involves a switch of staff and lead roles with other teachers and the teaching assistants. To ensure a smooth process, clear, honest direct communication is essential. We are all aware of each of our individual students ’ needs, as these are covered in our weekly staff reviews; we also use our internal email system to relate any issues that may occur. We have a daily briefing to communicate the day’s activities and any changes. This means we have to be flexible and work alongside any staff member at any time.We have an internal ordering system where we work alongside the admin team to receive orders. When we go on external trips with the students we have to work with the bursar, so we can collect any money needed for the trip. This entails getting a petty cash slip, which we have to put the amount of money we want, it is then signed off by management and given to the bursar to collect the money for the trip. We also have a purchase order system for larger items, which works the same way. Therefore we need to have a good working relationship with all colleagues to achieve our expectations within teaching.Each student has an individual profile that is readily available on our x drive wh ich we refer to, for all of their most important information. Appendix Student profile – exemplar Appendix EV’s-exemplar This enables staff (especially agency and visitors who are unfamiliar) to get a general overview of the student and their specific needs. These are kept in all teaching files and contain a picture of the child on them, so we can refer to them for planning and goal setting. The teacher’s role is accountable to many areas; I must meet school requirements as well as local authority and government requirements. Registers * Pupils Records * Annual reviews * Safeguarding * Health and Safety * OFSTED * Disability Act * Codes of conducts Registers Even though I am not personally accountable for the registers I have to ensure that I contribute the relevant information that is required on a regular basis as required by the school procedures. www. education. gov. uk 1. All schools must keep two registers of pupils. The admissions register, which records the personal details of every pupil at the school, and the attendance register which records every pupil’s attendance at every session the school is open to pupils. 2.The contents and maintenance of the school registers is governed by the Education (Pupil Registration) (England) Regulations 2006 (Statutory Instrument 2006/1751) and can be viewed on the Ministry of Justice database at www. statutelaw. gov. uk or on the Department for Children, Schools and Families (DCSF) website at www. dcsf. gov. uk/schoolattendance. The regulations took effect on 1 September 2006. 3. This guidance is designed to help schools and local authorities apply the pupil registration regulations and make links between issues around school registers and wider education and children’s services issues.It is also designed to help parents, pupils and others to understand the processes and legislation around pupil registration. 4. The guidance is not a substitute for the Education (Pupil Registratio n) (England) Regulations 2006 or other legislation; nor is it a substitute for guidance on other areas of attendance, education and child welfare. It should not be read in isolation from such legislation and guidance. Admissions Register The Admissions Register records valuable information about pupils at the school, including emergency contact details. The details that must be recorded in the Admissions Register are outlined below.It does not include details about the pupils’ attendance, or the subjects that they are studying or other pupil information. Pupils’ Information Schools must record the details of every pupil at the school in the admissions register. This includes pupils who are attending the school on a temporary basis e. g. travellers’ children, children who are accessing facilities not available at their normal school and â€Å"guest pupils†. The register must include the following information for every pupil: a. the pupil’s full name ; b. the pupil’s gender; c. the pupil’s date of birth; d. the date the pupil was admitted to the school; . the name of the school the pupil last attended; and f. where applicable, a statement that the pupil is a boarder. Parents and Carers In addition to the above information schools must also record the following for each pupil: a. the name and address of every parent and carer of the pupil that is known to the school; b. which of these parents and carers the pupil normally lives with; and c. emergency contact details of the parents and carers. However, some schools record additional details such as dates of birth and mother’s maiden name which they can use in security checks when parents contact the school.Schools may also keep additional information about parents which will ease communications with them. For example, it is useful to know that parents have a hearing impairment which prevents them using a telephone or record email addresses. Attendance Register There is a strong statistical link between attendance and attainment; schools with high attendance levels tend to have high levels of attainment at all key stages but those with low attendance levels tend to have low attainment levels.The attendance register is therefore an important tool in the work of schools to drive up standards and pupils’ attainment. It helps them to identify pupils who might need extra support to catch up lessons they may have missed along with action to tackle poor attendance. Schools must take the attendance register at the start of each morning session and during each afternoon session that they are open (see paragraph 11). On each occasion they must record whether every pupil was: a. present; b. absent; c. present at approved educational activity; or . unable to attend due to exceptional circumstances. They must also record whether the absence of a compulsory school-age pupil was authorised or not. There is no requirement to authorise/unauthorised absence of non-compulsory school-age pupils but schools can still use the national attendance and absence codes to help them identify/monitor vulnerable children. The Annual Review – Guidelines for Schools www. ace-ed. org. uk Introduction The school must have a copy of the statement of special educational needs.The statement consists of the statement cover and all the appendices. The statement and any previous reviews must be available to all those who work with the child in order to inform the individual education plan (IEP). The IEP should be updated when the annual review is completed and new targets set and reviewed at least termly. These guidelines provide specific advice and guidance to schools and independent non-maintained schools which provide placements for children with Statements of Special Educational Needs. Purpose of the Annual ReviewThe annual review should aim: To assess the child’s progress towards meeting the long term objectives specified in the s tatement and to collate and record information that the school and other professionals can use in planning their support for the child In the case of the first annual review, to assess the child’s progress towards meeting the targets agreed and recorded in the IEP’s following the making of the statement; and in the case of all other annual reviews to assess progress towards the targets in the IEP’s set at the previous reviewTo review the special provision made for the child, including the appropriateness of any special equipment provided, in the context of the National Curriculum and associated assessment and reporting arrangements. Where appropriate, the school should consider providing a profile of the child’s current levels of attainment in basic literacy, numeracy and life skills for pupils being assessed with P – levels, and English, Maths and Science for pupils under National Curriculum level 1, and a summary of progress achieved in other are as of the curriculum, including the National Curriculum.At Heathermount we use B Squared and CASPA are data programmes which we use to record the students’ achievements and progress academically. The B squared is updated by all teaching staff, a minimum of once per term. This is then merged into CASPA, which shows the students full progress within the school and nationally within the National Curriculum. This is kept within our central records. This enables us to work on the areas needed to bring the student up to the national curriculum level within each subject. We can access this at any time. This is used in core subjects alongside the national curriculum.Where the statement involves a Modification or dis-application of the National Curriculum, the school should indicate what special arrangements have been made for the child to consider the continuing appropriateness of the statement in the light of the child’s performance during the previous year, any additional sp ecial educational needs which may have become apparent in that time and any needs that have been met and are no longer an issue, and thus to consider whether to cease to maintain the statement or whether to make any amendments, including any further modifications or dis-application of the National Curriculum, and if the statement is to be maintained, to set new targets for the coming year; progress towards those targets can be considered at the next review. Objectives and Targets For practical purposes generally the following distinction is made: Long term objectives: the overall objectives set for the child’s progress for the duration of the statement * annual objectives: the medium term objectives set for the year * Targets: (SMART) specific short term targets related to the established long term objectives and annual objectives will appear in the IEP which should be reviewed on at least a termly basis. The Timing of the Annual Review The annual review process must be compl eted within one year of the date of the final statement and within each twelve months thereafter. The process is not complete until the Local Authority (LA) has circulated its recommendations; this can be up to six weeks after the annual review meeting is held.The annual review can be brought forward and this is sometimes helpful or necessary to: a) Bring the annual review meeting in line with the school’s other arrangements for reporting to parent(s)/carer(s) b) Spread annual reviews evenly over the year where there are many children with statements c) Deal with annual reviews at a single point of the school year where there are only a few children with a statement d) Reflect the circumstances of the child and the need for early decisions to be made regarding transfer between phases e) Enable the LA to respond to an exceptional change in circumstances. If the annual review is to be brought forward, the parent(s)/carer(s) should be consulted and the SEN Team informed. Ideally , arrangements for bringing dates forward should be made at the beginning of the academic year. The annual review cannot legally be delayed for over 1 year from the date of the statement or the date the LA issued recommendations from the previous review. Each school must produce a range of policies which formally set out the guidelines and procedures for ensuring equality. Health and SafetyWorking within the catering department, the training kitchen and the main kitchen for the school we all follow the required Health and Safety regulations, wear the advised PPE. Some of the basic risks for my allocated areas are: * Prevent contamination and you reduce or even eliminate the slip risk. * Avoid spillage and leakage onto the floor. * Most slip injuries happen on wet floors, so clean up spills immediately. * Dry floors after wet cleaning, e. g. after mopping. * Selecting and using the most appropriate footwear for the work environment can reduce the slip risk. Data from reported acciden ts reveals the priority areas for accident prevention in the industry are slips, trips, handling, cuts and exposure to hot and harmful substances.As staff we have completed PPE (personal and protective equipment), COSHH (control of substances hazardous to health) and HACCUP (hazards and analysis and critical control points) food hygiene course. This enables staff to be aware of risks within the catering environment and help to prevent them. We all have completed risk assessments in our rooms and we take precautions by locking unsafe equipment away, making sure students have the correct training when using this equipment. A full uniform is worn by students, which covers PPE regulations. Safety of students and staff is paramount and the management team try to minimalise the risks at all times, making sure we are adequately staffed. We follow the safety rules showing students how we expect tasks to be completed safely and appropriately.We discuss things as a group, not highlighting ind ividual mistakes. http://www. hse. gov. uk/risk/index. htm http://www. hse. gov. uk/risk/classroom-checklist. htm http://www. hse. gov. uk/risk/principles. htm By working in the catering department, I am fully aware of career inspirations and progression that our students would want to take. As part of this role I have to ensure with the catering team, that we have a real life work environment that supports the transition of our students into work placements and further along the line – work! With the current working statistics, this is going to be hard for anyone, so our students have to work at times twice as hard to prove their occupational competence.At this time we are expanding the opportunities within our department by outside catering, working in the main kitchen, mentoring younger students and work placements at various locations. The catering department are therefore working with our local community to enable the opportunities to expand. This includes community cent res, schools, colleges, banks, major stores and small businesses. Appendix – Room risk Assessment Appendix – Equipment risk assessment Appendix- lost child procedure What is safeguarding? It might be difficult to accept, but every child can be hurt, put at risk of harm or abused, regardless of their age, gender, religion or ethnicity. Safeguarding legislation and government guidance says that safeguarding means: * protecting children from maltreatment preventing impairment of children’s health or development * Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care. And â€Å"undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. † http://www. safenetwork. org. uk/getting_started/Pages/Why_does_safeguarding_matter. aspx We report and write a report of any safe guarding issues to our designated senior leadership team member. She then deal s with this, as it is confidential. Phone calls Appendix – Incident report from Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and are independent and impartial.They inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages. www. ofsted. gov. uk The purpose of the schools sections of the Disability Discrimination Act 1995 (As amended by the Special Educational Needs and Disability Act 2001) http://www. equalityhumanrights. com/uploaded_files/drc_schools_code. pd This Code covers young people over the age of sixteen when in school. The Disability Rights Commission (DRC) is issuing a separate Code of Practice to explain how the duties apply in further and higher education and to give practical guidance to providers of ‘post-16’ education that are not schools. There are three main sources of support available to disabled pupils in school.These come from different parts of the legislation. Support is available through: the disability discrimination duties the planning duties; and the Special Educational Needs (SEN) framework. The definition of disability which is the basis for all the duties is set out in the Disability Discrimination Act. We need to ensure we follow the reasonable adjustments duty. * Not to treat disabled pupils less favourably * To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage. Regardless of disabilities all students must be treated fairly and equally. Aids and disabled access should be added to the environment, so disabled people can access the site and workAt Heathermount on our x drive with in the staff hand book we have policies that will and do cover the following: * The rights of all individuals and groups within the school. * The values and practice which are part of all aspects of school life. * The legal duties of the school. Code of Professional Practice These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning's (IfL) Code of Practice (2008) which outlines the behaviours expected of teachers in the Lifelong Sector http://www. ifl. ac. uk/membership/professional-standards/code-of-professional-practice The Institute for Learning’s code of Professional Practice came into force on 1 April 2008.The Code was developed by the profession for the profession and it outlines the behaviours expected of members – for the benefit of learners, employers, the profession and the wider community. * Integrity * Respect * Care * Practice * Disclosure * Responsibility The members shall; Behaviour 1: Professional integrity 1. Meet their professional responsibilities consistent with the Institute’s professional values 2. Use reasonable professional judg ement when discharging differing responsibilities and obligations to learners, colleagues, institution and the wider profession 3. Uphold the reputation of the profession by never unjustly or knowingly damaging the professional reputation of another or furthering their own position unfairly at the expense of another 4.Comply with all reasonable assessment and quality procedures and obligations 5. Uphold the standing and reputation of the Institute and not knowingly undermine or misrepresent its views nor their Institute membership, any qualification or professional status The members shall at all times: Behaviour 2: Respect 1. Respect the rights of learners and colleagues in accordance with relevant legislation and organisation requirements 2. Act in a manner which recognises diversity as an asset and does not discriminate in respect of race, gender, disability and/or learning difficulty, age, sexual orientation or religion and belief. The members shall takeBehaviour 3: Reasonable c are Reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provisions to support their well-being and development. Behaviour 4: Professional practice The members shall provide evidence to the Institute that they have complied with the current Institute CPD policy and guidelines. Behaviour 5: Criminal offence disclosure Any member shall notify the Institute as soon as practicable after cautioning or conviction for a criminal offence. The Institute reserves the right to act on such information through its disciplinary process. Behaviour 6: Responsibility during Institute investigationsA member shall use their best endeavours to assist in any investigation and shall not seek to dissuade, penalise or discourage a person from bringing a complaint against any member, interfere with or otherwise compromise due process. Behaviour 7: Responsibility to the Institute The members shall at all time act in accordance with the Institute’s conditions of membership which will be subject to change from time to time. There are four sanctions which can be applied to members who breach the Code of professional practice: * A reprimand * A conditional registration order * A suspension order * An expulsion order The nature of the sanction imposed will depend upon the circumstances of the case. IfL has issued indicative sanctions guidance to the professional practice committee.Any disciplinary order imposed by IfL relates only to a member's class and status within IfL and bears no connection to relationships outside of that, such as membership of another organisation or employment. Lesson Plans evaluation/comments: Appendix Scheme of learning Appendix lesson plan Lesson plans alongside teaching folders are collected in termly, by the head teacher, assistant heads and education psychologist. These are reviewed as part of our good practise. As I teach and assess entry 3 and level 1 hospitality and catering and level 2 professional cookery. I follow set criteria by City and Guilds. This involves assessment plans being completed.I assess the students’ general tasks that need to be completed, specific techniques, ingredients and equipment that must be covered throughout the student, making sure they reach the required standard for that unit. I then complete the paperwork for that unit. In our folders this is dating, evidencing, mapping, photographs, observations, written evidence cross referenced cross referencing with the correct units and then mapping onto the specific unit being assessed. When I have assessed a specific unit the internal quality assurance practitioner assesses my ability to assess by checking the students work, making sure all of the assessments made by myself is carried out to the correct standards. They also standardise across all assessors.We may have a visit or a remote visit by external consultants who checks that our centre is operating the appropriate internal quality assurance processe s and procedures for the qualification in line with the awarding body requirements. We can then be approved to certificate! Vocational Tutors with subject specialism have responsibility as subject coordinators for the development and monitoring of curriculum delivery across the centre in the relevant subject. Main responsibilities and expectations * Knowledge and understanding * Planning and setting expectations * Teaching and managing students’ learning and care * Assessment and evaluation * Students achievement * Relations with parents and the wider community Managing own performance and development * Managing and developing staff and other adults * Managing resources * Strategic leadership As a member of staff of the catering department, we are all focused on CPD, we have to fulfil our assessor’s requirements, vocationally and knowledge based. This can be meetings, directed days, personal reflection, and standardisation. Our internal verifier for catering comes into school termly. She then reviews the students’ folders and units completed. We have standardisation meetings with her to ensure we are all assessing to the correct level and standard, reaching the set criteria. This is discussed at every visit, once termly.We all assess to TAQA- (training and quality assurance) At present our CPD for all staff has been focused on literacy. We have had an expert in from the Royal Borough of Windsor and Maidenhead (Jo Hefer) every week to help us improve the standard of literacy within the school as a whole. This has involved practical and group work. During INSET days we complete CPD activities and courses. We have all recently completed MAYBO www. maybo. co. uk/ leaders in conflict management course If staff want to apply for additional courses, a request is completed, which needs to be agreed by the Senior Leadership Team. We also have to be up to date with the vocational sector.This is by being registered with and tracking our sector skills council directive, apprenticeship guidance and at times government agendas. As government changes, funding bodies change names, location and funding streams, Heathermount has started to employ apprentices. I work alongside the Catering apprentices. The apprentices started in May 2012 which has been a steep learning curve for the Catering department. http://www. lge. gov. uk/lge/core/page. do? pageId=3577861#contents-4 An apprenticeship should therefore be a planned programmed in place for a defined period of time that combines work and learning and supports an individual to develop skills and knowledge, usually within the framework of achieving a qualification for a particular trade or profession.Managing apprentices As an employee, apprentices should be managed under the local authority’s normal performance management policies, and the employer can require the apprentice to comply with the employer’s normal policies and conditions of employment. However, there are sp ecial rights and duties to take account of if the local authority wishes to terminate the apprenticeship earlier than originally specified in the contract. Local authorities should be aware that misconduct that would normally justify the summary dismissal of an employee may not justify the dismissal of an apprentice. Traditionally apprenticeship schemes set the employer in loco parentis.This implies that the employer has a wider duty of care to support the personal growth and learning of the apprentice, in addition to providing professional development and skills. As a result, the local authority would be expected to exercise more leeway and provide additional support for an apprentice with conduct or capability issues. However, where a local authority can show that the conduct or capability of the apprentice is so bad that it is impossible to teach him or her agreed trade, then the early dismissal of the apprentice is capable of being fair (Newell v Gillingham Corporation). Appendi ces 1. Job Description 2. Student profile 3. Room risk assessment 4. Equipment risk assessment 5. Incident Form 6. Scheme of learning

The Torah Is The Most Important Text Of The Jewish Faith

Before we can compare the role of the Torah in Orthodox and Conservative Judaism, we need to know what the Torah is and what is contains. The Torah is the most important text of the Jewish faith. It contains the first five books of Moses in the Hebrew bible, or the Tanach. The first book, Genesis, talks about how the world was created by god then subsequently destroyed by him because of the wickedness within it. Exodus talks about how Moses, who was raised by the Egyptian Pharaoh, left Egypt, only to return for the Israelites and take them back to the land God Had ordained for them. Also in this book, Moses received the Ten Commandments from God on Mt. Sinai. Leviticus talks about rituals, sacrifices, and atonements that are performed by†¦show more content†¦The binding nature of halakhah is accepted among Conservative Jews, but they believe that the Law should be able to change and adapt with the world, while still remaining true to Jewish values. All of the Orthodox Jews share the key feature of the dedication to both the written and oral Torah (Orthodox Judiaism). Read loud in the synagogue, Shabbat Morning prayer is the Torah portion for the week. There can be several variations within Conservative synagogues. Some are unrecognizable from Reform Judaism, with the exception that more Hebrew is used. Other synagogues are practically Orthodox. Men and women sitting together is the exception. Some are very traditional in the reading of the Torah and prayers, but not in form, while others are more traditional in the form of the service, but not in the substance contain within it. Both sects of Judaism are very accepting of visitors, in fact, they encourage it. If a non-Jew were to visit, they should dress as if they were going to their own church with modesty and proper attire. Also, even though the synagogue may differ from your current house of worship, you should refrain from criticizing the dà ©cor. You would not walk into a stranger’s house and criticizes there home, would you? Many of weekly readings are not found in the Torah, but in the Oral Law which orthodox Jews are dedicated to, as well as the Torah. Many of the laws found within the Torah would not be able to be understood

Longing for Past or Looking Towards Future What Is Better

Longing for Past or Looking Towards Future What Is Better? There are people who tend to look back into their past so often that they don’t have time to enjoy the present; others live in their dreams of future. To my mind, the both groups of people are missing the most important period of time – the present, which is where they live, what they do and what they really are. Let us consider what the most wide-spread reasons for such unreasonable behavior are and the ways out of them. The first case – when a person â€Å"lives† in the past – can be explained by events that happened to this person some time ago. The person might have got so used to some environment, that when it changed, he or she just can’t find a reason to move forward and develop. Apart from some important reasons that can lead to this – such as death of a close person – people, unfortunately, can choose this line of behavior just because they don’t have a willing to improve themselves, think over some new ways of life or just change something. In this situation the best way out will be stringing oneself up to overcome this situation and start getting a charge out of present. The second – life in dreams of future – is usually observed in cases of dreamy people who haven’t enough will and concentration to implement their dreams in reality. Such people cannot feel the real happiness, as they are satisfied only in their dreams, while their actual surrounding can be far from the imaginary one. In such a situation the best way out is to collect oneself, write down the most verisimilar dreams and make a plan of their implementation. And, of course, the most important step will be the plan’s realization. On balance, the way out of both extremes is rather difficult and can cause lots of problems. Thus, it is better to learn how to live successfully right now and not waste even a moment of your precious life.

The Crucible By Arthur Miller - 825 Words

One may call self-preservation a natural, basic instinct. This will to survive is strong, but how far would you be willing to go to stay alive? In The Crucible, by Arthur Miller, a series of events unfold in the 1600s when a group of girls accuse others of conspiring with the devil. These accusations spread and the mass hysteria caused neighbors and friends to turn on each other. When unexplainable things happened, they attributed it to other performing witchcraft. The religious town of Salem took action against the accusations by making a court. This court prosecuted anyone suspected of being a witch or being affiliated with one. With little to no evidence, many innocent people were arrested and even killed in Salem. A recurring theme prevalent throughout The Crucible is self-preservation. Reverend Parris did many things to protect himself from other people in Salem. â€Å"I regard that six pound as part of my salary. I am paid little enough without I spend six pound on firewood†¦ demand the deed to this house†¦ I want a mark of confidence, is all! I am your third preacher in seven years. I do not wish to be put out like the cat whenever some majority feels the whim.† (Miller 17) Reverend Parris realized that he could be replaced at any given moment, considering Salme had three ministers in the past seven years. He wanted to make sure that he would not be so easy to replace or get rid of. Parris asked for a raise in pay, lumber, and the deed to his house. Having theShow MoreRelatedThe Crucible By Arthur Miller1269 Words   |  6 PagesAt first glance, the playwright Arthur Miller in The Crucible highlights the historical significance of the Salem Witch Trials of 1692, but in fact it is an allegorical expression of his perception of McCarthyism. If the reader has some background information on Arthur Miller’s victimization as a communist, it is evident that the play is a didactic vessel illustrating the flaws of the court system in the 1950’s. The communist allegations were launched at government employees, entertainers and writersRead MoreThe Crucible By Arthur Miller1681 Words   |  7 Pagesof their way to the last dying breath to make sure they leave with a good or bad reputation. In one of the recent literature study in class â€Å"The Crucible† by Arthur Miller, Miller uses characterization to illustrate reputation throughout the play. â€Å"The Crucible† takes place in Salem, Massachusetts. It is based upon the Salem witch trails. In â€Å"The Crucible†, we journey through the life of three characters who reputations plays a major role in the play. The three characters are John Proctor, AbigailRead MoreThe Crucible By Arthur Miller998 Words   |  4 Pagesmotivated by jealousy and spite. The Crucible is a four-act dramatic play production that was first performed on January 22, 1953. Arthur Miller used dialogue within the characters to cover the multiple themes; conflicts and resolutions, plus the few directions for the different actions of the play. The Salem Witch Trials were intended to be performed as the play however, when read, it can be more carefully examined and broken down to analyze the techniques. Miller, the playwright, uses literaryRead MoreThe Crucible By Arthur Miller1333 Words   |  6 PagesAs the various characters in The Crucible by Arthur Miller interact, the dominant theme of the consequences of women’s nonconformity begins to slide out from behind the curtains of the play. Such a theme reveals the gripping fear that inundated the Puritans during the seventeenth century. This fear led to the famous witch-hunts that primarily terrorized women who deviated from the Puritan vision of absolute obedience and orthodoxy. Arthur Miller presents his interpretation of the suffering by subtlyRead MoreThe Crucible By Arthur Miller1145 Words   |  5 PagesUnbalance Through The Centuries In Arthur Miller’s play, The Crucible, the author reflects the persecution of communists in America in the 1950’s through a recount of the Salem witch trials. It is often presumed that Miller based his drama directly off of events that were particularly prevalent in the years surrounding the publication of The Crucible- which was released in the year 1953, towards the conclusion of the Korean War. Although there was not a literal witch hunt occurring during this timeRead MoreThe Crucible By Arthur Miller1063 Words   |  5 PagesIn the English dictionary, there are three definitions of the word crucible. One is a metal container in which metals are mixed and melted. Another is a severe test. But the third definition, and the one that I think fits the best for this book, is a place or situation in which different elements interact to create something new. In my mind, this fits because all of the characters had their little grudges and dirty secrets. But when all th ose seemingly little things interact, they formed somethingRead MoreThe Crucible By Arthur Miller1285 Words   |  6 Pages Rationale, Morality, Stereotypes, Pressure, Self-Censorship, Unanimity, and Mindguards. Groupthink has also taken place in our history a a country. The play, The Crucible by Arthur Miller is about a the real-life Salem Witch Trials that happened in 1692 - 1693, in Salem, Massachusetts. Some symptoms of Groupthink found in the Crucible are Rationale, Pressure, and Self-Censorship. The Groupthink symptom, Rationale, is described as when victims of Groupthink ignore warnings: they also collectivelyRead MoreThe Crucible By Arthur Miller811 Words   |  4 Pages While The Crucible, by Arthur Miller, is only a four act play, it still resembles the format of a five act play. The five-act structure evolved from a three-act structure, which was made famous by Roman Aelius Donatus. Donatus came up with three types of plays: Protasis, Epitasis, and Catastrophe. The five-act structure helped to expand the three act structure, mainly made famous by Shakespeare through his many tragedies. Even though The Crucible contains only four acts, it still has the commonRead MoreThe Crucible By Arthur Miller1052 Words   |  5 PagesBuddy Al-Aydi Ms.Healy English 9 CP 14th October 2014 The Crucible Essay The Crucible was a novel written by Arthur Miller in the 1950’s. It was written in a format of the play, portraying an allegory of the Salem Witch-Hunts led by Senator Joseph McCarthy. The book is known to have a inexplicable plot. This plot is advanced by multiple characters in the book in order to ensure that the reader maintains interest with the material that is being read. The farmer, John Proctor, would be theRead MoreThe Crucible By Arthur Miller841 Words   |  4 PagesThe Crucible is a chaotic play, throughout this American classic Arthur Miller takes the reader through multiple events of terror and insanity. While creating a great on-stage play, Arthur Miller portrays his life through the events, the characters, and plot of The Crucible. Using vivid imagery and comprehensible symbolism, Miller manipulates the real personalities of the characters and events in 1600 Salem, Massachusetts to create a symbolic autobiography. Throughout this play, the reader experie nces

The Vampire Diaries The Fury Chapter Ten Free Essays

string(159) " silvery dress and her hair was all golden and blowing-â€Å" Elena raised her eyebrows at Damon, then looked meaningfully down at her sensible black attire\." December 12, Thursday morning Dear Diary, So after a week of work, what have we accomplished? Well, between us we’ve managed to follow our three suspects just about continuously for the last six or seven days. Results: reports on Robert’s movements for the last week, which he spent acting like any normal businessman. Reports on Alaric, who hasn’t been doing anything unusual for a history teacher. We will write a custom essay sample on The Vampire Diaries: The Fury Chapter Ten or any similar topic only for you Order Now Reports on Mrs. Flowers, who apparently spends most of her time in the basement. But we haven’t really learned anything. Stefan says that Alaric met with the principal a couple times, but he couldn’t get close enough to hear what they were talking about. Meredith and Bonnie spread the news about other pets besides dogs being dangerous. They didn’t need to work very hard at it; it seems as if everybody in town is on the verge of hysteria already. Since then there’ve been several other animal attacks reported, but it’s hard to know which ones to take seriously. Some kids were teasing a squirrel and it bit them. The Massases’ pet rabbit scratched their littlest boy. Old Mrs. Coomber saw copperhead snakes in her yard, when all the snakes should be hibernating. The only one I’m sure about is the attack on the vet who was keeping the dogs in quarantine. A bunch of them bit him and most of them escaped from the holding pens. After that they just disappeared. People are saying good riddance and hoping they’ll starve in the woods, but I wonder. And it’s been snowing all the time. Not storming but not stopping, either. I’ve never seen so much snow. Stefan’s worried about the dance tomorrow night. Which brings us back to: what have we learned so far? What do we know? None of our suspects were anywhere near the Massases’ or Mrs. Coomber’s or the vet’s when the attacks happened. We’re no closer to finding the Other Power than we were when we started. Marie’s little get-together is tonight. Meredith thinks we should go to it. I don’t know what else there is to do. Damon stretched out his long legs and spoke lazily, looking around the barn. â€Å"No, I don’t think it’s dangerous, particularly. But I don’t see what you expect to accomplish.† â€Å"Neither do I, exactly,† Elena admitted. â€Å"But I don’t have any better ideas. Do you?† â€Å"What, you mean about other ways to spend the time? Yes, I do. Do you want me to tell you about them?† Elena waved him to silence and he subsided. â€Å"In the basement,† chorused several voices. â€Å"And we’re all just sitting here. Does anybody have a better idea?† Meredith broke the silence. â€Å"If you’re worried about its being dangerous for me and Bonnie, why don’t you all come? I don’t mean you have to show yourselves. You could come and hide in the attic. Then if anything happened, we could scream for help and you would hear us.† â€Å"I don’t see why anybody’s going to be screaming,† said Bonnie. â€Å"Nothing’s going to happen there.† â€Å"Well, maybe not, but it doesn’t hurt to be safe,† Meredith said. â€Å"What do you think?† Elena nodded slowly. â€Å"It makes sense.† She looked around for objections, but Stefan just shrugged, and Damon murmured something that made Bonnie laugh. â€Å"All right, then, it’s decided. Let’s go.† The inevitable snow greeted them as they stepped outside the barn. â€Å"Bonnie and I can go in my car,† Meredith said. â€Å"And you three-â€Å" â€Å"Oh, we’ll find our own way,† Damon said with his wolfish smile. Meredith nodded, not impressed. Funny, Elena thought as the other girls walked away; Meredith never was impressed with Damon. His charm seemed to have no effect on her. She was about to mention that she was hungry when Stefan turned to Damon. â€Å"Are you willing to stay with Elena the entire time you’re over there? Every minute?† he said. â€Å"Try and stop me,† Damon said cheerfully. He dropped the smile. â€Å"Why?† â€Å"Because if you are, the two of you can go over alone, and I’ll meet you later. I’ve got something to do, but it won’t take long.† Elena felt a wave of warmth. He was trying to trust his brother. She smiled at Stefan in approval as he drew her aside. â€Å"What is it?† â€Å"I got a note from Caroline today. She asked if I would meet her at the school before Alaric’s party. She said she wanted to apologize. Elena opened her mouth to make a sharp remark, and then shut it again. From what she’d heard, Caroline was a sorry sight these days. And maybe it would make Stefan feel better to talk to her. â€Å"Well, you don’t have anything to apologize for,† she told him. â€Å"Everything that happened to her was her own fault. You don’t think she’s dangerous at all?† â€Å"Be careful,† Elena said as he started off into the snow. The attic was as she remembered it, dark and dusty and full of mysterious oilcloth-covered shapes. Damon, who had come in more conventionally through the front door, had had to take the shutters off to let her in through the window. After that they sat side by side on the old mattress and listened to the voices that came up through the ducts. â€Å"I could think of more romantic settings,† Damon murmured, fastidiously pulling a cobweb off his sleeve. â€Å"Are you sure you wouldn’t rather-â€Å" â€Å"Yes,† said Elena. â€Å"Now hush.† It was like a game, listening to the bits and pieces of conversations and trying to put them together, trying to match each voice to a face. â€Å"And then I said, I don’t care how long you’ve had the parakeet; get rid of it or I’m going to the Snow Dance with Mike Feldman. And he said-â€Å" â€Å"-rumor going around that Mr. Tanner’s grave was dug up last night-â€Å" â€Å"-you hear that everybody but Caroline has dropped out of the snow queen competition? Don’t you think-â€Å" â€Å"-dead, but I’m telling you I saw her. And no, I wasn’t dreaming; she was wearing a sort of silvery dress and her hair was all golden and blowing-â€Å" Elena raised her eyebrows at Damon, then looked meaningfully down at her sensible black attire. He grinned. â€Å"Romanticism,† he said. â€Å"Myself, I like you in black.† â€Å"Well, you would, wouldn’t you?† she murmured. It was strange how much more comfortable she felt with Damon these days. She sat quietly, letting the conversations drift around her, almost losing track of time. Then she caught a familiar voice, cross, and closer than the rest. â€Å"Okay, okay, I’m going. Okay.† Elena and Damon exchanged a glance and rose to their feet as the handle on the attic door turned. Bonnie peered around the edge. â€Å"Meredith told me to come up here. I don’t know why. She’s hogging Alaric and it’s a rotten party. Achoo!† She sat down on the mattress, and after a few minutes Elena sat back down beside her. She was beginning to wish that Stefan would get here. By the time the door opened again and Meredith came in, she was sure of it. â€Å"Meredith, what’s going on?† â€Å"Nothing, or at least nothing to worry about. Where’s Stefan?† Meredith’s cheeks were unusually flushed, and there was an odd look about her eyes, as if she were holding something tightly under control. â€Å"Nothing, or at least nothing to worry about. Where’s Stefan?† Meredith’s cheeks were unusually flushed, and there was an odd look about her eyes, as if she were holding something tightly under control. â€Å"Never mind where he is. Who’s coming up the stairs?† â€Å"What do you mean, ‘who’s coming up the stairs?’ † said Bonnie, rising. â€Å"Everybody just stay calm,† Meredith said, taking up a position in front of the window as if guarding it. She didn’t look overly calm herself, Elena thought. â€Å"All right,† she called, and the door opened and Alaric Saltzman came in. Damon’s motion was so smooth that even Elena’s eyes couldn’t follow it; in one movement he caught Elena’s wrist and pulled her behind him, at the same time moving to face Alaric directly. He ended in a predator’s crouch, every muscle drawn taut and ready for the attack. â€Å"Oh, don’t,† cried Bonnie wildly. She flung herself at Alaric, who had already begun to recoil a step from Damon. Alaric nearly lost his balance and groped behind himself for the door. His other hand was groping at his belt. â€Å"Stop it! Stop it!† Meredith said. Elena saw the shape beneath Alaric’s jacket and realized it was a gun. Again, she couldn’t quite follow what happened next. Damon let go of her wrist and took hold of Alaric’s. And then Alaric was sitting on the floor, wearing a dazed expression, and Damon was emptying the gun of cartridges, one by one. â€Å"I told you that was stupid and you wouldn’t need it,† Meredith said. Elena realized she was holding the dark-haired girl by the arms. She must have done it to keep Meredith from interfering with Damon, but she didn’t remember. â€Å"These wood-tipped things are nasty; they might hurt somebody,† Damon said, mildly chiding. He replaced one of the cartridges and snapped the clip back in, aiming thoughtfully at Alaric. â€Å"Stop it,† said Meredith intensely. She turned to Elena. â€Å"Make him stop, Elena; he’s only doing more harm. Alaric won’t hurt you; I promise. I’ve spent all week convincing him that you won’t hurt him.† â€Å"And now I think my wrist is broken,† Alaric said, rather calmly. His sandy hair was falling into his eyes in front. â€Å"You’ve got no one but yourself to blame.† Meredith returned bitterly. Bonnie, who had been clutching solicitously at Alaric’s shoulders, looked up at the familiarity of Meredith’s tone, and then backed away a few paces and sat down. â€Å"I can’t wait to hear the explanation for this,† she said. â€Å"Please trust me,† Meredith said to Elena. Elena looked into the dark eyes. She did trust Meredith; she’d said so. And the words stirred another memory, her own voice asking for Stefan’s trust. She nodded. â€Å"Damon?† she said. He flipped the gun away casually and then smiled around at all of them, making it abundantly clear that he didn’t need any such artificial weapons. â€Å"Damon?† she said. He flipped the gun away casually and then smiled around at all of them, making it abundantly clear that he didn’t need any such artificial weapons. â€Å"Oh, I’m sure,† Bonnie said. Elena walked toward Alaric Saltzman. She wasn’t afraid of him, but by the way he looked only at her, slowly, starting from the feet and then continuing up, he was afraid of her. She stopped when she was a yard from where he sat on the ground and knelt there, looking into his face. â€Å"Hello,† she said. He was still holding his wrist. â€Å"Hello,† he said, and gulped. Elena glanced back at Meredith and then looked at Alaric again. Yes, he was scared. And with his hair in his eyes that way, he looked young. Maybe four years older than Elena, maybe five. No more than that. â€Å"We’re not going to hurt you,† she said. â€Å"That’s what I’ve been telling him,† Meredith said quietly. â€Å"I explained that whatever he’s seen before, whatever stories he’s heard, you’re different. I told him what you told me about Stefan, how he’s been fighting his nature all those years. I told him about what you’ve been going through, Elena, and how you never asked for this.† But why did you tell him so much? Elena thought. She said to Alaric, â€Å"All right, you know about us. But all we know about you is that you’re not a history teacher.† â€Å"He’s a hunter,† Damon said softly, menacingly. â€Å"A vampire hunter.† â€Å"No,† said Alaric. â€Å"Or at least, not in the sense that you mean it.† He seemed to come to some decision. â€Å"All right. From what I know of you three-† He broke off, looking around the dark room as if suddenly realizing something. â€Å"Where’s Stefan?† â€Å"He’s coming. In fact, he should be here by now. He was going to stop by the school and bring Caroline,† Elena said. She was unprepared for Alaric’s reaction. â€Å"Caroline Forbes?† he said sharply, sitting up. His voice sounded the way it had when she’d overheard him talking with Dr. Fein’ berg and the principal, hard-edged and decisive. â€Å"Yes. She sent him a note today, said she wanted to apologize or something. She wanted to meet him at school before the party.† â€Å"He can’t go. You’ve got to stop him.† Alaric scrambled to his feet and repeated urgently, â€Å"You’ve got to stop him.† â€Å"He’s gone already. Why? Why shouldn’t he?† Elena demanded. â€Å"Because I hypnotized Caroline two days ago. I’d tried it earlier with Tyler, with no luck. But Caroline’s a good subject, and she remembered a little of what happened in the Quonset hut. And she identified Stefan Salvatore as the attacker.† â€Å"Don’t you understand? You’re not just dealing with high school students anymore,† Alaric said. â€Å"It’s gone too far. Caroline’s father knows about it, and Tyler’s father. They’re concerned for the safety of the town-â€Å" â€Å"Hush! Be quiet!† Elena was casting about with her mind, trying to pick up some hint of Stefan’s presence. He’s let himself get weak, she thought, with the part of her that was icy calm amid the whirling fear and panic. At last she sensed something, just a trace, but she thought it was Stefan. And it was in distress. â€Å"Something’s wrong,† Damon confirmed, and she realized he must have been searching, too, with a mind much more powerful than hers. â€Å"Let’s go.† â€Å"Wait, let’s talk first. Don’t just go jumping into this.† But Alaric might as well have been talking to the wind, trying to rein in its destructive power with words. Damon was already at the window, and the next moment Elena let herself drop out, landing neatly by Damon in the snow. Alaric’s voice followed them from above. â€Å"We’re coming, too. Wait for us there. Let me talk to them first. I can take care of it†¦Ã¢â‚¬  Elena scarcely heard him. Her mind was burning with one purpose, one thought. To hurt the people who wanted to hurt Stefan. It’s gone too far, all right, she thought. And now I’m going to go as far as it takes. If they dare to touch him†¦ images flashed through her mind, too quickly to count, of what she would do to them. At another time, she might have been shocked at the rush of adrenaline, of excitement, that coursed up at the thoughts. She could sense Damon’s mind beside her as they raced over the snow; it was like a blaze of red light and fury. The fierceness inside Elena welcomed it, glad to feel it so near. But then something else occurred to her. â€Å"I’m slowing you down,† she said. She was scarcely out of breath, even from running through unbroken snow, and they were making extraordinary time. But nothing on two legs, or even four, could match the speed of a bird’s wings. â€Å"Go on,† she said. â€Å"Get there as fast as you can. I’ll meet you.† She didn’t stay to watch the blur and shudder of the air, or the swirling darkness that ended in the rush of beating wings. But she glanced up at the crow that soared up and she heard Damon’s mental voice. Good hunting, it said, and the winged black shape arrowed toward the school. Good hunting, Elena thought after him, meaning it. She redoubled her speed, her mind fixed all the while on that glimmer of Stefan’s presence. Stefan lay on his back, wishing his vision wasn’t so blurred or that he had more than a tentative hold on consciousness. The blur was partly pain and partly snow, but there was also a trickle of blood from the three-inch wound in his scalp. If only he could collect his thoughts enough to call for help†¦ but the weakness that had allowed these men to overcome him so easily prevented that, too. He’d scarcely fed since the night he’d attacked Tyler. That was ironic, somehow. His own guilt was responsible for the mess he was in. I should never have tried to change my nature, he thought. Damon had it right after all. Everyone’s the same-Alaric, Caroline, everyone. Everyone will betray you. I should have hunted them all and enjoyed it. He hoped Damon would take care of Elena. She’d be safe with him; Damon was strong and ruthless. Damon would teach her to survive. He was glad of that. But something inside him was crying. The crow’s sharp eyes spotted the crossing shafts of headlight below and dropped. But Damon didn’t need the confirmation of sight; he was homing in on the faint pulsation that was Stefan’s life-force. Faint because Stefan was weak and because he’d all but given up. You never learn, do you, brother? Damon thought to him. I ought to just leave you where you are. But even as he skimmed the ground, he was changing, taking a shape that would do more damage than a crow. The black wolf leaped into the knot of men surrounding Stefan, aiming precisely for the one holding the sharpened cylinder of wood above Stefan’s chest. The force of the blow knocked the man ten feet backward, and the stake went skittering across the grass. Damon restrained his impulse-all the stronger because it fit the instincts of the shape he was wearing-to lock his teeth in the man’s throat. He twisted around and went back for the other men who were still standing. His second rush scattered them, but one of them reached the edge of the light and turned, lifting something to his shoulder. Rifle, thought Damon. And probably loaded with the same specially treated bullets as Alaric’s handgun had been. There was no way to reach the man before he could get a shot off. The wolf growled and crouched for a leap anyway. The man’s fleshy face creased in a smile. Quick as a striking snake, a white hand reached out of the darkness and knocked the rifle away. The man looked around frantically, bewildered, and the wolf let its jaws fall open in a grin. Elena had arrived. How to cite The Vampire Diaries: The Fury Chapter Ten, Essay examples

Racial Profiling in Airports Essay Example For Students

Racial Profiling in Airports Essay What is racial profiling? Racial profiling is a form racism that focuses on certainracial groups. Since 9/11 there have been certain groups of people thathave been focused on while in airports. Random searches do work; racialprofiling helps identify people who know attacked the U.S., and keep peoplesafe. On the other hand, there are people who would disagree with thesearguments. They would say that racial profiling is ineffective, randomsearches do not work, and is discriminatory. Racial profiling is the mosteffective tool that is used to prevent another attack; however, racial profilingshould only be used as a security measure only in airports. Racial profiling in airports is effective because random searches do work. Random searches work because they have the potential to stop not only foreignterrorists but also domestic terrorists from attacking airports. With the attacks on September 11, random searches can be used to screen morepeople who have intentions of harming innocent people. Understanding thenature of the threat is the first step in the process of determining thebest way to mitigate it (Pistole1of 4). In the same way random searcheshelps and makes sure that passengers, planes, and airports will protectedfrom any terrorist attacks or bombers. In a sense random searches aregood because it can stop a potential terrorist attack and it will make passengersfeel safe at airports and while on airplanes. Racial profiling helps identify people who know attacked the U.S. It is not hardto see who attacked us on September 11; all of the evidence points to theArab community. Spencer writes young Muslim Arab males are responsible forthe overwhelming majority of terrorist violence around the world today (1 of 3). Some of the recent attacks that were committed by Arabs are the Madrid train bombers in March 2004, London bombers in 2005. These groups of peopleare able to do this on a mass scale we need racial profiling more thanever. These people are willing to unthinkable acts to get their messageacross not matter how much the cost is even if it means that it willcost them their lives and the lives of others. If we are to learn from this, we need to profile any and everybody that fits the description of the peoplewho flew planes into buildings that killed thousands of Americans. How long do we have to wait until profiling can become a securitymeasure inairports, maybe until there is another terrorist attack? Keeping people safe is another reason for racial profiling. We need racial profilingto stop these Muslim Arabs from committing terrorist attacks usingairplanes. They are responsible for all of the hijackings that took placeon September 11th. All are willing to kill Americans even if it means sacrificingthemselves. Last but not least many lived in America for a long time. In order to keep these people in check, airports need the latest technology, Body scanners such as advanced imaging technology (AIT) machines (Ott1 of 5). This machine is capable of giving the screener an imageof a persons body without them having to take all of their clothes off. It shows that the person has no weapons in or around their body that couldcause harm to others. Since 9/11 cockpit doors have become more securedthat hijackers or anybody else for that matter can get inside a nd takethe plane over. U.S. Marshalls are now on planes to make people feel saferand to diffuse any situation that occurs if one was to come up. Furthermore the one tool that can keep people safe is each other. If every bodykeeps an eye open for suspicious activity it will make it easier for authoritiesto keep all of us safe in airports. Not only will these securitymeasures and procedures help cut down on attacks, but also drasticallyimprove airport security. .u99f0a28600c883a1c579ff583ead3a70 , .u99f0a28600c883a1c579ff583ead3a70 .postImageUrl , .u99f0a28600c883a1c579ff583ead3a70 .centered-text-area { min-height: 80px; position: relative; } .u99f0a28600c883a1c579ff583ead3a70 , .u99f0a28600c883a1c579ff583ead3a70:hover , .u99f0a28600c883a1c579ff583ead3a70:visited , .u99f0a28600c883a1c579ff583ead3a70:active { border:0!important; } .u99f0a28600c883a1c579ff583ead3a70 .clearfix:after { content: ""; display: table; clear: both; } .u99f0a28600c883a1c579ff583ead3a70 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u99f0a28600c883a1c579ff583ead3a70:active , .u99f0a28600c883a1c579ff583ead3a70:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u99f0a28600c883a1c579ff583ead3a70 .centered-text-area { width: 100%; position: relative ; } .u99f0a28600c883a1c579ff583ead3a70 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u99f0a28600c883a1c579ff583ead3a70 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u99f0a28600c883a1c579ff583ead3a70 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u99f0a28600c883a1c579ff583ead3a70:hover .ctaButton { background-color: #34495E!important; } .u99f0a28600c883a1c579ff583ead3a70 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u99f0a28600c883a1c579ff583ead3a70 .u99f0a28600c883a1c579ff583ead3a70-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u99f0a28600c883a1c579ff583ead3a70:after { content: ""; display: block; clear: both; } READ: Autism Essay Racial profiling is ineffective because it only focuses on certain group of peopleinstead ofevery body. To think that all terrorist look a certain wayare more likely to be terrorist. A terrorist could beany bodyin the worldthat has a plot to blow something up.Kleinerwrites, It is the positionof this note that racial profiling is wrong because it is both ineffectivein ensuring security and constitutionally unlawful (112). If lawenforcement spent all of their time on a group of people who may look liketerrorist then they have less time to get the actual people who are tryingto cause harm. The terrorist that hijacked those planes on September 11th were of Middle Eastern descent, but all terrorist and bombers do not fitthis description of young Arab men. Now that most Arabs are being targetedit gives others who feel the need to get a point across and blow somethingup. Homegrown terrorist are now becoming the new group that wants tocause harm. A number of these terrorists could be young, old, white or blackand people would never know the difference. The time spent just profilingArabs could be used in a more productive way in catching the terroristwho do have something planned in the future. For the people who saythat racial profiling their opinion terrorist do not have to look like aterrorist to be one. People who do not support racial profiling in airports say random searches donot work. Random searches do not work because they are not meant to catchanyone. If we randomly check every body that was going through securitycheck points it would take hours and many people would miss their flights. This would be a good thing because people would feel more secure thatthere is no threat on the plane that can potentially harm them. The majorityof these people would not fit the profile of a terrorist. In fact itdiminishes security because it wastes so much time and effort on people whoare obviously no threat. Most people would feel that by doing random searchesit would be a violation of their rights. The use of racial profiling, the terrorist have scared us into giving up our own rights. By givinginto the terrorists they have succeeded into changing are ways. Racial profiling in airports can also be discriminatory. The group that was involvedwith September 11th was of Arab background. These are the groups ofpeople who need to be stopped at all check pointsthrough outthe airport. Not to say that all terrorist attacks have been done by these groupof people, but many may say that this is some type stereotype or an actof racial discrimination. However these people are not American citizens. They are foreigners who do not have the citizenship of this country;therefore, theycan notbe discriminated against. But most people whofit this profile are innocent and others are completely guilty. Still peoplewould say this is racial profiling. This is why we do not need racialprofiling in airports because it is not fair to the people who are nottrying to be a terrorist. Racial profiling is a tool that is being used to keep potential terrorist attacksfrom happening. The main focus of racial profiling is to target one specificgroup for a particular situation that their race may be a part of. In public opinion some would say that racial profiling is something that is neededonly at airports because of the attacks that occurred on September 11 th.It helps to keep those who look like potential terrorist from trying to doit again. On the other hand people who do not support racial profiling maysay that it is mostly a waste of time and resources. Most people that gothrough airports on a daily basis do not fit the profile or come off as athreat as a terrorist. But in todays world would it be better to be safe orsorry?