Why David Cameron is right about legislation being needed to regulate the internet.
1) Since the 1970s there have been explicit cartoons coming out of East Asia, more recently they have spoofed many childrens cartoon series such as the Simpsons.
2) More extreme varieties are on credit card websites with also posted videos
3) The old ways in which cadets and charities funded themselves with calendars are now becoming perceived as sexist. Plus the purchase of magazines andtheir regulation are now out dated technologically. Put simply there isn’t the money in it or the business of Peter Stringfellow et. al.
4) A Hillingdon council house or shared ownership could not be supported by modelling for these magazines and starring in the amateur pornos made at the same time, let alone starting a family. One series has more underage at times and the other has extreme content. Whether the models are really 18 is open to question. To paraphrase the NSPCC, these ‘publications’ breach the underwear rule.
5) These products could put their models in danger in Muslim countries as a breach of Shariah Law.
6) Some adult dating sites could contain the content and email it to people of older ages the ‘bit.ly’ server in particular.
7) No classroom and internet can be 100% supervised and hacking the protocols to have a look is a technical challenge that many students, being more savvy in the updates in computer programming than their teachers, could theoretically achieve.
8) Hence software licencing and support should be by borough or district council so that there is ongoing technical update support for schools and liason with social services (provided that they do not produce such magazines).
Sunday 21 July 2013
Tuesday 25 June 2013
The structure of Samaritans
Best guess
Founded in 1940-50s by Revd Chad Varah after suicide of teen
girl (pregnant) and because at the time
the evil of back street abortionists had led to surgery that rendered women
barren (unable to have children). In other countries this was even more extreme
and the Revd set up an organisation to deal with it.
Contains church personnel and those of all faith and none to
counsel those who are distressed and suicidal by phone.
Centrally located through Londons Mental health personnel
and Clarence House.
Don’t do tracing services but handle written correspondence service.
Tracing is done by Red Cross.
Has devolved language provision and is based on years and
differing initiatives, Samaritans / samarriadd. Based on joking about the Ware
family from previous generations.
Not much use if you want to find out about whether you’re a
dad as its focused on how you are feeling.
Used by actors for material and also journalists.
As you can tell I phoned up this weekend and it made me feel
jaded.
Wednesday 19 June 2013
the alternaTIVE TO POSING WHEN UNDER 18
Student finance in England
After an application through UCAS or direct to some independent universities or external unis that offer taught programmes by residential fortnights (such as some London Business Schools). You have to make a paper or online application for student finance if your parents can’t afford to support you or you are a mature or disabled student.
Student finance is administered by Student Finance England:
Student finance England,
PO Box 210,
Darlington,
DL1 9HJ
0845 607 7577 for students to seek advice and check applications.
There are two components to the loan, the fee loan (up to £9,000 2012/13) and the combined maintenance loan / grant (grant up to £3250, loan £8382 2012/13). Once registered on a course, the University gets the fee component and once attendance is verified, you get your loan and grant.
The loan and grant count as income under DWP benefit rules so that disabled people lose there income support (£100 a fortnight) but keep their incapacity benefit (£220 a fortnight) and housing and council tax benefits. In some local authorities this is assessed on a case by case basis. Hence the continuation of the grant component of the money paid to the student in part lieu of this income support.
For NHS prescription costs (the other £2000 of the approx £5200 annual income lost with the cancellation of income support), English students on sickness benefits (IB / DLA / ESA / Universal Credit) can use form HC1 from the NHS. There is also a prescription prepayment certificate if not on these benefits at a high enough qualifying rate.
Disability Living Allowance is paid for care support but there is also the disabled student’s allowance that includes both equipment and learning support components (note taking, though this is often taken to mean accessing lecture handouts on a student portal or blackboard software).
The loans are combined at the end of the course and repaid at a personal earning income variable rate. This repayment amount increases with the amount a person earns above £21,000 a year (the average wage of a station assistant on the London Underground). The amount paid back is approx 9% of total income according to UCL.
If a student is in the fortunate position to work part time and want to study part time, they can apply for course fee grants and loans. If the Open University and disabled, some fee support / waiver is allowed if on benefits and disabled students allowance, letting you keep your state benefits (though you have to declare this with the Department of Work and Pensions and the OU would like a letter from the DWP confirming your receipt of benefits, for Housing benefit, the local authority can help at their office and council tax benefit reception). If a Four year part time intensity BA / Bsc / LLB degree at 90 credits a year part time you only get from student finance England a fee loan so would have to save for textbooks and stationery prior to the course starting and look at the feasibility of working part time.
This is opposed to 120 credits a year full time over three years or the Edinburgh / Oxford / Cambridge Masters included MA / MSC / LLM degree over four years (or the Six year Medical degrees), the disabled student keeps their benefits intact on a case by case basis or on the income reduced rate if they are working part time (such as £21 a week indefinitely income for things such as paper rounds, and £80-90 a week for a year if on transition to full time employment with disabled tax credits for those working over 16 hours a week). They get the full time student loans and grant. IF at Oxbridge (Oxford / Cambridge) they may get top up bursaries and loans for the even higher tuition fees set by the elite ‘Russell Group’ Universities. You need to check how these are repaid.
For standard tuition fee and maintenance loans if you fail to earn over £21k (nurses or social workers or bar staff / waiters) or are unemployed, you don’t pay anything back during that period. After 30 years the debt is written off.
POSTGRAD STUDY
This is funded separately by either university scholarships for the fees or fee grants from bodies such as the British Council, the Arts and Humanities funding council, Royal Society (Sciences). You have to amass your own funding and may be offered assistance by the university you apply to. You could be a warden for undergraduate students to get free accommodation if you are not privately renting on housing benefit if on a low income. Part time work is allowed if you are a part time student such as at Birkbeck or the Open University and that for mature students has included company or charity directorships on a pro rata part time salary. With The Open University it also includes full time work and distance learning.
After an application through UCAS or direct to some independent universities or external unis that offer taught programmes by residential fortnights (such as some London Business Schools). You have to make a paper or online application for student finance if your parents can’t afford to support you or you are a mature or disabled student.
Student finance is administered by Student Finance England:
Student finance England,
PO Box 210,
Darlington,
DL1 9HJ
0845 607 7577 for students to seek advice and check applications.
There are two components to the loan, the fee loan (up to £9,000 2012/13) and the combined maintenance loan / grant (grant up to £3250, loan £8382 2012/13). Once registered on a course, the University gets the fee component and once attendance is verified, you get your loan and grant.
The loan and grant count as income under DWP benefit rules so that disabled people lose there income support (£100 a fortnight) but keep their incapacity benefit (£220 a fortnight) and housing and council tax benefits. In some local authorities this is assessed on a case by case basis. Hence the continuation of the grant component of the money paid to the student in part lieu of this income support.
For NHS prescription costs (the other £2000 of the approx £5200 annual income lost with the cancellation of income support), English students on sickness benefits (IB / DLA / ESA / Universal Credit) can use form HC1 from the NHS. There is also a prescription prepayment certificate if not on these benefits at a high enough qualifying rate.
Disability Living Allowance is paid for care support but there is also the disabled student’s allowance that includes both equipment and learning support components (note taking, though this is often taken to mean accessing lecture handouts on a student portal or blackboard software).
The loans are combined at the end of the course and repaid at a personal earning income variable rate. This repayment amount increases with the amount a person earns above £21,000 a year (the average wage of a station assistant on the London Underground). The amount paid back is approx 9% of total income according to UCL.
If a student is in the fortunate position to work part time and want to study part time, they can apply for course fee grants and loans. If the Open University and disabled, some fee support / waiver is allowed if on benefits and disabled students allowance, letting you keep your state benefits (though you have to declare this with the Department of Work and Pensions and the OU would like a letter from the DWP confirming your receipt of benefits, for Housing benefit, the local authority can help at their office and council tax benefit reception). If a Four year part time intensity BA / Bsc / LLB degree at 90 credits a year part time you only get from student finance England a fee loan so would have to save for textbooks and stationery prior to the course starting and look at the feasibility of working part time.
This is opposed to 120 credits a year full time over three years or the Edinburgh / Oxford / Cambridge Masters included MA / MSC / LLM degree over four years (or the Six year Medical degrees), the disabled student keeps their benefits intact on a case by case basis or on the income reduced rate if they are working part time (such as £21 a week indefinitely income for things such as paper rounds, and £80-90 a week for a year if on transition to full time employment with disabled tax credits for those working over 16 hours a week). They get the full time student loans and grant. IF at Oxbridge (Oxford / Cambridge) they may get top up bursaries and loans for the even higher tuition fees set by the elite ‘Russell Group’ Universities. You need to check how these are repaid.
For standard tuition fee and maintenance loans if you fail to earn over £21k (nurses or social workers or bar staff / waiters) or are unemployed, you don’t pay anything back during that period. After 30 years the debt is written off.
POSTGRAD STUDY
This is funded separately by either university scholarships for the fees or fee grants from bodies such as the British Council, the Arts and Humanities funding council, Royal Society (Sciences). You have to amass your own funding and may be offered assistance by the university you apply to. You could be a warden for undergraduate students to get free accommodation if you are not privately renting on housing benefit if on a low income. Part time work is allowed if you are a part time student such as at Birkbeck or the Open University and that for mature students has included company or charity directorships on a pro rata part time salary. With The Open University it also includes full time work and distance learning.
Friday 24 May 2013
why these titles need to be banned
This summary is not available. Please
click here to view the post.
Sunday 17 February 2013
essay showing the issues
KE312 TMA 01
W4745067
a) Critically discuss the range of factors that affect communication with children. (1000 words)
Chapter 1 Communicating with children
Gill Crow, Pam Foley and Stephen Leverett
The introduction summary begins by defining communication as the fundamental nature of positive relationships, good practice and effective services for children with the following:
Knowing how to interact with children in ways that support the development of their abilities to think, learn and form good relationships with the people around them is a core skill for everyone working with children .
Before adding that the authors offer guidance for improving communication skills and explain just how this can contribute to children’s social and emotional development.
On page 22 the range of factors that affect communication with childen are defined as three. The first expressive skills for stating a point of view non defensively including emotional skills to express feelings.
The second is defined as listening skills for understanding another persons point of view, including the ability to wait before expressing the opinion of yourself in order to understand those of others. Examples of this include the vicars tea party where the interrogation is mild and set at ‘up to anything interesting.’ To which the response should be accurate, I tended to focus on my studies and history rather than what is theologically required such as “…well do I need confession for buying a porn mag with the girls from the youth club in, challenging one of the mothers about it and mailing it to the vicars wife to gte them on the housing register. Then when in relapse I bought them again and gave them to social services to protect them from the photographer when hes the commissioned lay minister. For which I’d rather be either Jewish or a reformed roman catholic as this position is anti many in the local Church of England as ‘art appreciators’ that includes Page 3 upwards on the relevant scale of imagery.”
Finally Crow et al define process skills that negotiate and manage the way people interact, identifying what information is needed and is appropriate. This requires an ability to manage and terminate the conversation. The problem with said position and line of argument is that it requires a belief that the mentally ill, disabled and aged can communicate with children as much as practicioners. This in a church setting requires a childrens advocate and interdisciplinary childrens ctte across all the youth work areas of the given parish area. That way the Scouts, Brigades and Guides can liase into provision and other churches that cooperate have statutory function into canon so that all can deal with their diverging perspectives on the issues involved in accordance with the law of the UK state parliament.
b) How can practitioners become better at communicating with the children they work with? (1000 words)
------------------------word count begins below this line-----------------------------------
Childrens practicioners are best at communicating with children in the context of positive families and relationships. The main part of the text that deals with this is chapter 3 by Rixon. In that he notes that the “…ability to form positive working relationships is fundamental to all those involved in practice with children and their families.”
On the DVD about Saltley Cluster there are examples of good practice from a range of practicioners, such as being reflective about what the children did during playtime and children build up their own profiles and develop into education plans that develop into learning plans at Further education colleges and universities. Valerie explains that that’s “…because we work with what they’re interested in and because we do that, we promote language, we promote all kinds of learning and… they’re moving at their own pace ”
Her examples is that a child “used the filiming as a medium for speaking, she uses the karaoke machines and the puppets that we have as a medium of communicating with us. ” Hence Valerie says “Being able to communicate is a real asset when working with children…” with body language being “so important” as well as the way that you behave to other children in front of them.
These diverse core skills are so important to show that theres a person whos both caring and empathetic and can feed into her colleagues’ Anita Chauhan is one of them in the family support team which manages housing advice, child protection etc under the Every Child Matters initiative brought in by government to include health provision. This is expanded with a discussion about stopping smoking and as once child Mustaf puts it “They learnt us about how to fund raise like activities so we don’t get bored…. They give you like, like after, they give you, after when we got out to our classes…” examples include quizzes and certificates. An example of this is given by Joanna and Simone in their class presentation.
Joanna and Simonnes example of best parcticve involves a dialogue with the children as to good diet, no smoking and alcohol and the basics of the criminal justice process.
Miss Howells approach is to invite all of the parents into school “…to work with the children, so they feel comfortable coming into school and so we can have lots of fun working together” Called the Year 3 connect club, the children come in and set challenges that are given to them. Some had their brothers and sisters there. One mum observed that they had learnt a lot from the experience.This is the every child matters initiative.
------------------------------------------------------------------------------------------------------
W4745067
a) Critically discuss the range of factors that affect communication with children. (1000 words)
Chapter 1 Communicating with children
Gill Crow, Pam Foley and Stephen Leverett
The introduction summary begins by defining communication as the fundamental nature of positive relationships, good practice and effective services for children with the following:
Knowing how to interact with children in ways that support the development of their abilities to think, learn and form good relationships with the people around them is a core skill for everyone working with children .
Before adding that the authors offer guidance for improving communication skills and explain just how this can contribute to children’s social and emotional development.
On page 22 the range of factors that affect communication with childen are defined as three. The first expressive skills for stating a point of view non defensively including emotional skills to express feelings.
The second is defined as listening skills for understanding another persons point of view, including the ability to wait before expressing the opinion of yourself in order to understand those of others. Examples of this include the vicars tea party where the interrogation is mild and set at ‘up to anything interesting.’ To which the response should be accurate, I tended to focus on my studies and history rather than what is theologically required such as “…well do I need confession for buying a porn mag with the girls from the youth club in, challenging one of the mothers about it and mailing it to the vicars wife to gte them on the housing register. Then when in relapse I bought them again and gave them to social services to protect them from the photographer when hes the commissioned lay minister. For which I’d rather be either Jewish or a reformed roman catholic as this position is anti many in the local Church of England as ‘art appreciators’ that includes Page 3 upwards on the relevant scale of imagery.”
Finally Crow et al define process skills that negotiate and manage the way people interact, identifying what information is needed and is appropriate. This requires an ability to manage and terminate the conversation. The problem with said position and line of argument is that it requires a belief that the mentally ill, disabled and aged can communicate with children as much as practicioners. This in a church setting requires a childrens advocate and interdisciplinary childrens ctte across all the youth work areas of the given parish area. That way the Scouts, Brigades and Guides can liase into provision and other churches that cooperate have statutory function into canon so that all can deal with their diverging perspectives on the issues involved in accordance with the law of the UK state parliament.
b) How can practitioners become better at communicating with the children they work with? (1000 words)
------------------------word count begins below this line-----------------------------------
Childrens practicioners are best at communicating with children in the context of positive families and relationships. The main part of the text that deals with this is chapter 3 by Rixon. In that he notes that the “…ability to form positive working relationships is fundamental to all those involved in practice with children and their families.”
On the DVD about Saltley Cluster there are examples of good practice from a range of practicioners, such as being reflective about what the children did during playtime and children build up their own profiles and develop into education plans that develop into learning plans at Further education colleges and universities. Valerie explains that that’s “…because we work with what they’re interested in and because we do that, we promote language, we promote all kinds of learning and… they’re moving at their own pace ”
Her examples is that a child “used the filiming as a medium for speaking, she uses the karaoke machines and the puppets that we have as a medium of communicating with us. ” Hence Valerie says “Being able to communicate is a real asset when working with children…” with body language being “so important” as well as the way that you behave to other children in front of them.
These diverse core skills are so important to show that theres a person whos both caring and empathetic and can feed into her colleagues’ Anita Chauhan is one of them in the family support team which manages housing advice, child protection etc under the Every Child Matters initiative brought in by government to include health provision. This is expanded with a discussion about stopping smoking and as once child Mustaf puts it “They learnt us about how to fund raise like activities so we don’t get bored…. They give you like, like after, they give you, after when we got out to our classes…” examples include quizzes and certificates. An example of this is given by Joanna and Simone in their class presentation.
Joanna and Simonnes example of best parcticve involves a dialogue with the children as to good diet, no smoking and alcohol and the basics of the criminal justice process.
Miss Howells approach is to invite all of the parents into school “…to work with the children, so they feel comfortable coming into school and so we can have lots of fun working together” Called the Year 3 connect club, the children come in and set challenges that are given to them. Some had their brothers and sisters there. One mum observed that they had learnt a lot from the experience.This is the every child matters initiative.
------------------------------------------------------------------------------------------------------
Tuesday 22 January 2013
An unnecessary risk that doesn't need idolising
Deployment of the princes
So should the Duke of Cambridge go to Afghanistan?
I’m gonna risk The wrath of Clarence house and say NO.
The Duke has saved life in North Wales and is about to become a dad. Under any normal circumstance (even in war) he’s soon due compassionate paternity leave.
Should a potential peacemaker and trade envoy / diplomat such as him in a reassigned job after the birth of his child(ren?) attract criticism from moderate middle eastern opinion at a time when negotiation is needed
He has to be treated as a normal dad in these circumstances.
The counter argument is that Prince Harry should assist the Duke in this or follow the training of the Duke of York in this role himself as it’s a job above the civil list, said civil list may be curtailed in the future.
And while I’m blogging the Israeli election I’m gonna dare to say vote Kadima for a moderate Likud- Kadima- Labour coalition to deliver a peace agreement. The settler parties have to be listened to in the context of either dual nationality or if their territory is within the negotiated west bank Palestinian state, resettlement within Israel proper or Palestinian citizenship under a moderate constitution and democratic assembly, possibly devolved from the Palestinian state proper’s joint Gaza – West Bank legislature.
So should the Duke of Cambridge go to Afghanistan?
I’m gonna risk The wrath of Clarence house and say NO.
The Duke has saved life in North Wales and is about to become a dad. Under any normal circumstance (even in war) he’s soon due compassionate paternity leave.
Should a potential peacemaker and trade envoy / diplomat such as him in a reassigned job after the birth of his child(ren?) attract criticism from moderate middle eastern opinion at a time when negotiation is needed
He has to be treated as a normal dad in these circumstances.
The counter argument is that Prince Harry should assist the Duke in this or follow the training of the Duke of York in this role himself as it’s a job above the civil list, said civil list may be curtailed in the future.
And while I’m blogging the Israeli election I’m gonna dare to say vote Kadima for a moderate Likud- Kadima- Labour coalition to deliver a peace agreement. The settler parties have to be listened to in the context of either dual nationality or if their territory is within the negotiated west bank Palestinian state, resettlement within Israel proper or Palestinian citizenship under a moderate constitution and democratic assembly, possibly devolved from the Palestinian state proper’s joint Gaza – West Bank legislature.
Monday 14 January 2013
The score groups history in Hillingdon from babyface
This summary is not available. Please
click here to view the post.
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