Succubus Blues CHAPTER 9

Returning to Queen Anne, I discovered I still had a lot of evening left. Unfortunately, I had nothing to do. A succubus without a social life. Very sad. It was made sadder still by the fact that I could have had any number of things to do but had dropped the ball on them. Certainly Doug had asked me out often enough; no doubt he was now enjoying his day off with a more appreciative woman. Roman I had also turned down, beautiful eyes and all. I smiled wistfully, remembering his easy banter and quick, bright charm. He could have been O'Neill, made flesh from Seth's novels. Thinking of Seth reminded me he still had my book and that I was going on Day 3 without it. I sighed, wanting to know what would happen next, to be lost in the pages of Cady and O'Neill. Now that would have been a way to spend the evening. The bastard. He'd never bring it back. I'd never find out what – With a groan, I suddenly wanted to smack my forehead for my own stupidity. Did I or did I not work for a large bookstore? After parking my car, I walked over to Emerald City and found the massive display of The Glasgow Pact that was still up from the signing. I grabbed a copy and carried it to the front counter. Beth, one of the cashiers, was momentarily free. â€Å"Will you demagnetize this for me?† I asked her, sliding the book over the counter. â€Å"Sure,† she said, running it across the pad. â€Å"Are you using your discount on it?† I shook my head. â€Å"I'm not buying it. I'm just borrowing it.† â€Å"Can you do that?† She passed the book back to me. â€Å"Sure,† I lied. â€Å"Managers can.† Minutes later, I showed my prize to an unimpressed Aubrey and turned on the water in my bathtub. While it filled, I checked my messages – none – and sorted through the mail I'd picked up on the way in. Nothing interesting there either. Satisfied nothing else required my attention, I stepped out of my clothes and sank into the watery depths of the tub, careful not to get the book wet. Aubrey, crouching on a nearby counter, watched me with squinty eyes, apparently pondering why anyone would willingly immerse themselves in water ever, let alone for extended periods of time. I figured I could read more than five pages tonight since I'd been deprived for the last couple of days. When I finished the fifteenth, I discovered I was three pages from the next chapter. Might as well end with a clean break. After I was done, I sighed and leaned back, feeling decadent and spent. Pure bliss. Books were a lot less messy than orgasms. The next morning, I went to work, happy and refreshed. Paige found me around lunchtime as I sat on the edge of my desk and watched Doug play Mine Sweeper. Seeing her, I leapt from my position while he hastily closed down the game. Paige ignored him, fixing her eyes on me. â€Å"I want you to do something with Seth Mortensen.† Uneasily, I remembered the love slave comment. â€Å"Like what?† â€Å"I don't know.† She gave a small, unconcerned shrug of the head. â€Å"Anything. He's new to town. He doesn't know anyone yet, so his social life is probably dismal.† Recalling his cold reception yesterday and conversational difficulties, I wasn't exactly surprised by this news. â€Å"I took him on a tour.† â€Å"It's not the same.† â€Å"What about his brother?† â€Å"What about him?† â€Å"I'm sure they're doing social things all the time.† â€Å"Why are you fighting this? I thought you were a fan.† I was a fan – a major one – but reading his work and interacting with him were proving to be two very different things. The Glasgow Pact was amazing, as was the e-mail he'd sent. Spoken conversation was a bit†¦ lacking. I couldn't tell Paige this, of course, so she and I went back and forth a bit on the issue while Doug looked on with interest. Finally, I agreed against my better judgment, dreading the prospect of even proposing the venture to Seth, let alone embarking upon it. When I finally made myself approach him later in the day, I was fully braced for another brush-off. Instead, he turned from his work and smiled at me. â€Å"Hey,† he said. His mood seemed so improved that I decided yesterday must have been a fluke. â€Å"Hey. How's it going?† â€Å"Not so well.† He tapped the laptop's screen lightly with his fingernail, eyes frowning as he focused on it. â€Å"They're being a bit difficult. I just can't quite get the grip I need on this one scene.† Interest swept me. Bad days with Cady and O'Neill. I had always imagined interacting with such characters must be a nonstop thrill. The ultimate job. â€Å"Sounds like you need a break then. Paige is worried about your social life.† His brown eyes glanced back to me. â€Å"Oh? How so?† â€Å"She thinks you aren't getting out enough. That you don't know anyone in town yet.† â€Å"I know my brother and his family. And Mistee.† He paused. â€Å"And I know you.† â€Å"Good thing, because I'm about to become your cruise director. â€Å" Seth's lips quirked slightly, then he shook his head and looked back at the screen. â€Å"That's really nice – of you and Paige both – but not necessary.† He wasn't dismissing me as he had yesterday, but I still felt miffed that my generous deal was not being embraced, especially since I was offering it under duress. â€Å"Come on,† I said. â€Å"What else are you going to do?† â€Å"Write.† I couldn't argue with that. Writing those novels was God's Own Work. Who was I to interfere with their creator? And yet†¦ Paige had given a directive. That was nearly a divine commandment in itself. A compromise popped into my head. â€Å"You could do something, I don't know, research-related. For the book. Two birds with one stone.† â€Å"I've already got all the research I need for this one.† â€Å"What about, uh, ongoing character development? Like†¦ going to the planetarium.† Cady had a fascination with astronomy. She would often point out constellations and link them to some symbolic story analogous to the novel's plot. â€Å"Or†¦ or†¦ a hockey game? You need fresh ideas for O'Neill's games. You'll run out.† He shook his head. â€Å"No I won't. I've never even been to a hockey game to begin with.† â€Å"I – what? That's†¦ no. Really?† He shrugged. â€Å"Where†¦ do you get the game info from then? The plays?† â€Å"I know the basic rules. I pick up pieces on the Internet, patch it together.† I stared, feeling betrayed. O'Neill was absolutely obsessed with the Detroit Red Wings. That passion shaped his personality and was reflected in his actions: fast, skilled, and at times brutal. Believing Seth to be meticulous about every detail, I had naturally assumed he must know everything about hockey to have written such a defining trait into his protagonist. Seth watched me, confused by whatever stunned look I wore. â€Å"We're going to a hockey game,† I stated. â€Å"No, we – â€Å" â€Å"We are going to a hockey game. Hang on a sec.† I ran back downstairs, kicked Doug off our computer, and got the information I needed. It was just as I'd suspected. The Thunderbirds' season had just started. â€Å"Six-thirty,† I told Seth, minutes later. â€Å"Meet me at Key Arena, at the main window. I'll buy the tickets.† He looked dubious. â€Å"Six-thirty,† I repeated. â€Å"This'll be great. It'll give you a break and let you actually see what the game's like. Besides, you said you were blocked today.† Not only that, it would fulfill my obligation to Paige in a way that didn't require much talking. The stadium would be too loud, and we'd be too busy watching to need conversation. â€Å"I don't know where Key Arena is.† â€Å"You can walk to it from here. Just keep heading for the Space Needle. They're both part of the Seattle Center.† â€Å"So when are you meeting me?† There was a warning note in my voice, daring him to cross me. He grimaced. â€Å"Six-thirty.† After work, I set off to run my own errands. I had nothing new to work on with the vampire hunter enigma until Erik got back to me. Unfortunately, the mundane world still had its own share of requirements, and I spent most of my evening taking care of miscellany. Like restocking my supply of cat food, coffee, and Grey Goose. And checking out the new line of lip glosses at the MAC counter. I even remembered to pick up a cheap, assemble-it-yourself bookshelf for the fire-hazard stacks of books in my living room. My productivity knew no bounds. For dinner, I grabbed Indian food and managed to land at Key Arena precisely at six-thirty. I didn't see Seth anywhere but didn't panic just yet. The Seattle Center was not easy to navigate; he was probably still wandering around the Needle, trying to make his way over here. I bought the tickets and sat down on one of the large cement steps. The air had turned chilly tonight, and I snuggled into my heavy fleece pullover, shape-shifting it a bit thicker. While waiting, I people-watched. Couples, groups of guys, and excited children were all turning out for Seattle's fierce little team. They made for interesting viewing. When six-fifty rolled around, I started getting nervous. We had ten more minutes, and I worried Seth might have gotten seriously lost. I pulled out my cell phone and dialed the store, wondering if he was there. Nope, they told me, but Paige did have his cell number. I tried it next, only to get voice mail. Annoyed, I snapped my phone shut and huddled farther into my own embrace to stay warm. We still had time. Besides, Seth not being at the store was a good thing. It meant he was on his way. Yet, when seven and the start of the game arrived, he still wasn't there. I tried his cell again, then looked longingly at the doors. I wanted to see the beginning of the game. Seth might never have watched hockey, but I had and liked it. The continual movement and energy held my attention more than any other sport, even if the fights sometimes made me squirm. I didn't want to miss this, but I'd also hate for Seth to walk up and not know what to do when I wasn't where I said I'd be. I waited fifteen more minutes, listening to the sounds of the game echoing toward me, before I finally faced the truth. I had been stood up. Such a thing was unheard of. It hadn't happened in†¦ over a century. I felt more stunned than embarrassed or angry by the revelation. The whole thing was just too weird to fathom. No, I decided a moment later, I was mistaken. Seth had been reluctant, yes, but he wouldn't just refuse to come, not without calling. And maybe†¦ maybe something bad had happened. He could have been hit by a car for all I knew. After Duane's death, one could never predict when tragedy might hit. Yet, until I had more information, the only tragedy I faced now was missing the game. I called his cell again, this time leaving him a message with my number and whereabouts. I would come outside and retrieve him if needed. I went into the game. Sitting alone made me feel conspicuous, driving home the sadness of my situation. Other couples sat nearby, and a group of guys kept eyeing me, occasionally nudging one of their number who wanted to come talk to me. Being hit on didn't faze me, but looking like I needed it did. I might choose not to date, but that didn't mean I couldn't do it when I wanted. I didn't like others perceiving me as desperate and alone. I felt that way enough sometimes without outside confirmation. At the first break, I bought a corndog to console myself. While sifting through my purse for cash, I found the slip of paper with Roman's phone number. I stared at it while I ate, remembering his persistence and how bad I'd felt refusing him. My sudden painful abandonment fired the need to hang out with someone, to remind myself I really could have social contact when I wanted. Common sense froze me briefly as I was about to dial, cautioning that I would be breaking my decades-long vow of not dating nice guys. There were more prudent ways to deal with an unused hockey ticket, that reasonable inner voice reminded me. Like Hugh or the vampires. Calling one of them would provide a safer interaction. But†¦ but they treated me like a sister, and while I loved them like family too, I didn't want to be a sister just now. And anyway, it wasn't like this was even a real date. This would be a simple matter of companionship. Plus, the same precautions it had provided for Seth – lack of interaction – applied for Roman too. It would be perfectly safe. I dialed the number. â€Å"Hello?† â€Å"I'm tired of holding on to your coat.† I could hear his smile on the other end. â€Å"I figured you'd thrown it away by now.† â€Å"Are you crazy? It's a Kenneth Cole. Anyway, that's not really why I called.† â€Å"Yeah, I figured.† â€Å"Do you want to come to a hockey game tonight?† â€Å"When does it start?† â€Å"Um, forty minutes ago.† A Seth-worthy pause. â€Å"So, you just now thought to invite me?† â€Å"Well†¦ the person I was going with didn't exactly show up.† â€Å"And now you call me?† â€Å"Well, you were so adamant about going out.† â€Å"Yes, but I'm†¦ wait a minute. I'm your second choice?† â€Å"Don't think of it like that. Think of it as more like, I don't know, you're stepping up to fulfill what someone else couldn't.† â€Å"Like the Miss America runner-up?† â€Å"Look, are you coming or not?† â€Å"Very tempting, but I'm busy right now. And I'm not just saying that either.† Another pause. â€Å"I'll stop by your place after the game, though.† No, that wasn't how this was supposed to play out. â€Å"I'm busy after the game.† â€Å"What, you and your no-show have other plans?† â€Å"I†¦ no. I have to†¦ put together a bookcase. It's going to take a while. Hard work, you know?† â€Å"I excel at that handy-type stuff. I'll see you in a couple hours.† â€Å"Wait, you can't – † The phone disconnected. I closed my eyes in a moment of exasperation, opened them, then returned to the action on the ice. What had I just done? After the game, I skulked back home. The elation of winning couldn't overpower the anxiety of having Roman in my apartment. â€Å"Aubrey,† I said upon entering, â€Å"what am I going to do?† She yawned, revealing her tiny, domestic-sized fangs. I shook my head at her. â€Å"I can't hide under the bed like you. He won't fall for it.† Both of us jumped at the sudden knock at the door. For half a second, I did consider the bed before deigning to let Roman in. Aubrey studied him a moment, then – apparently being too overwhelmed at the sight of a sex god in our midst – darted off for my bedroom. Roman, casually dressed, stood bearing a six-pack of Mountain Dew and two bags of Doritos. And a box of cereal. â€Å"Lucky Charms?† I asked. â€Å"Magically delicious,† he explained. â€Å"Requisite for any sort of building project.† I shook my head, still amazed at how he had managed to weasel his way over here. â€Å"This isn't a date.† He cut me a scandalized look. â€Å"Obviously. I'd bring Count Chocula for that.† â€Å"I'm serious. Not a date,† I maintained. â€Å"Yeah, yeah. I get it.† He set the stuff on the counter and turned to me. â€Å"So, where is it? Let's get this started.† I exhaled, uneasily relieved by his matter-of-fact manner. No flirtation, no overt come-ons. Just honest, friendly helpfulness. I'd get the shelf built, and then he'd be gone. We tore into the huge box, dumping out loose shelves and panels, as well as an assortment of bolts and screws. The directions were short on words, mostly containing some cryptic diagrams with arrows pointing to where certain parts went. After minutes of scrutiny, we finally decided the large backboard was the place to start, laying it flat on the floor with the shelves and walls placed on top. Once everything was properly aligned, Roman picked up the screws, studying where they joined the various parts together. He examined the screws, looked at the box, then turned back to the shelf. â€Å"That's weird.† â€Å"What is?† â€Å"I think†¦ most of these things usually have holes in the wood, then they include a little tool to put the screws in.† I leaned over the wood. No premade holes. No tools. â€Å"We've got to screw these in ourselves.† He nodded. â€Å"I've got a screwdriver†¦ somewhere.† He eyed the wood. â€Å"I don't think that'll work. I think we need a drill.† I felt awed at his hardware prowess. â€Å"I know I don't have that.† We hightailed it over to a big chain home store, walking in ten minutes before they closed. A harried salesclerk showed us to the drill section, then sprinted off, calling back a warning that we didn't have much time. The power tools stared back at us, and I looked to Roman for guidance. â€Å"Not a clue,† he finally admitted after a span of silence. â€Å"I thought you excelled at this ‘handy-type stuff.' â€Å" â€Å"Yeah†¦ well†¦Ã¢â‚¬  He turned sheepish, a new look for him. â€Å"That was kind of an exaggeration.† â€Å"Like a lie?† â€Å"No. Like an exaggeration.† â€Å"They're the same.† â€Å"No they aren't.† I let the semantics go. â€Å"Why'd you say it then?† He gave a rueful headshake. â€Å"Partially because I just wanted to see you again. And the rest†¦ I don't know. I guess the short answer is you said you had something hard to do. So I wanted to help.† â€Å"I'm a damsel in distress?† I teased. He studied me seriously. â€Å"Hardly. But you are someone I'd like to get to know better, and I wanted you to see I've got more on my mind than just getting you into bed.† â€Å"So if I offered you sex here in this aisle, you'd turn me down?† The flippant remark came off my tongue before I could stop it. It was a defense mechanism, a joke to cover up how confused his earnest explanation had made me. Most guys did just want to get me into bed. I wasn't quite sure what to do with one who didn't. My glibness succeeded in killing the pensive moment. Roman became his old confident and charming self, and I almost regretted the change I'd wrought, wondering what might have followed. â€Å"I'd have to turn you down. We've only got six minutes now. They'd kick us out before it was done.† He snapped his attention to the drills with renewed vigor. â€Å"And as for my so-called handy skills,† he added, â€Å"I'm a remarkably fast learner, so I wasn't really exaggerating. By the end of the night, I will excel.† Not true. After arbitrarily picking out a drill and coming home, Roman set himself to aligning the bookcase's pieces and putting them together. He fit one of the shelves to the backboard, lined up his screw, and drilled. The drill went through at an angle, missing the shelf entirely. â€Å"Son of a bitch,† he swore. I moved in and yelped when I saw the screw sticking through the back of my bookshelf. We took it out and stared bleakly at the conspicuous hole left behind. â€Å"Probably it'll be covered by books,† I suggested. He set his mouth in a grim line and attempted the same feat again. The screw made contact this time but was still at an obvious angle. He pulled it out again, finally inserting it correctly on his third try. Unfortunately, the process only repeated as he continued. Watching hole after hole appear, I finally asked if I could try. He waved his hand in a defeatist gesture and handed me the drill. I fitted in a screw, leaned over, and drilled it in perfectly in my first attempt. â€Å"Jesus,† he said. â€Å"I'm completely superfluous. I'm the damsel in distress.† â€Å"No way. You brought the cereal.† I finished attaching the shelves. The walls came next. The backboard had small hash marks to help with alignment. With careful scrutiny, I tried to line it up cleanly along the edges. It proved impossible, and I soon realized why. Despite my perfect drilling, all of the shelves were affixed crookedly, some too far to the left or right. The walls could not fit flush with the backboard's edges. Roman sat back against my couch, running a hand over his eyes. â€Å"My God.† I munched on a handful of Lucky Charms and considered. â€Å"Well. Let's just line them up as best we can.† â€Å"This thing'll never hold books.† â€Å"Yeah. We'll do what we can.† We tried it with the first wall, and though it took a while and looked terrible, it sufficed as serviceable. We moved on to the next one. â€Å"I think I finally have to admit I'm not so good at this,† he observed. â€Å"But you seem to have kind of a knack. A regular handywoman.† â€Å"I don't know about that. I think the only thing I have a knack for is barely scraping by with things I have to do.† â€Å"That was a world-weary tone if ever I heard one. Why? You got a lot of things you ‘have to do'?† I nearly choked on my laugh, thinking about the whole succubus survival scene. â€Å"You might say that. I mean, doesn't everyone?† â€Å"Yes, of course, but you've got to balance them with things you want to do. Don't get bogged down with the have- to's. Otherwise, there's no point in being alive. Life becomes a matter of survival.† I finished a screw. â€Å"You're getting kind of deep for me tonight, Descartes.† â€Å"Don't be cute. I'm serious. What do you really want? From life? For your future? For example, do you plan on being at the bookstore forever?† â€Å"For a while. Why? Are you saying there's something wrong with that?† â€Å"No. Just seems kind of mundane. Like a way to fill the time.† I smiled. â€Å"No, definitely not. And even if it was, we can still enjoy mundane things.† â€Å"Yes, but I've found most people harbor dreams of a more exciting vocation. The one that's too crazy to ever actually do. The one that's too hard, too much work, or just too ‘out there.' The gas station attendant who dreams of being a rock star. The accountant who wishes she'd taken art history classes instead of statistics. People put their dreams off, either because they think it's impossible, or because they'll do it ‘someday' â€Å" He had paused from our work, his face serious once more. â€Å"So what do you want, Georgina Kincaid? What is your crazy dream? The one you think you can't have but secretly fantasize about?† Honestly, my deepest longing was to have a normal relationship, to love and be loved without supernatural complications. Such a small thing, I thought sadly, compared to his grandiose examples. Not crazy at all, just impossible. I didn't know if I wanted love now as a way of making up for the mortal marriage I'd destroyed or simply because the years had shown me that love could be a bit more fulfilling than being a continual servant of the flesh. Not that that didn't have its moments, of course. Being wanted and adored was an alluring thing, a thing most mortals and immortals craved. But loving and longing were not the same things. Relationships with other immortals seemed a logical choice, but employees of hell proved nonideal candidates for stability and commitment. I'd had a few semisatisfying relationships with such men over the years, but they'd all come to nothing. Explaining any of this, however, was not a conversation Roman and I were going to have anytime soon. So instead, I confessed my secondary fantasy, half-surprised at how much I wanted to. People didn't usually ask me what I wanted from life. Most just asked me what position I wanted to do it in. â€Å"Well, if I weren't at the bookstore – and believe me, I'm very happy there – I think I'd like to choreograph Vegas dance shows.† Roman's face split into a grin. â€Å"There, you see that? That's the kind of wacky, off-the-wall thing I'm talking about.† He leaned forward. â€Å"So what holds you back from bare breasts and sequins? Risk? Sensationalism? What others will say?† â€Å"No,† I said sadly. â€Å"Simply the fact that I can't do it.† † ‘Can't' is a – â€Å" â€Å"I mean, I can't choreograph because I can't write routines. I've tried. I can't†¦ I can't create anything, for that matter. Anything new. I'm not the creative type.† He scoffed. â€Å"I don't believe that.† â€Å"No, it's true.† Someone had once told me that immortals were not meant to create, that that was the province of humans who burned to leave behind a legacy after their short existence. But I'd known immortals who could do it. Peter was always concocting his original culinary surprises. Hugh used the human body as a canvas. But me? I had never been able to do it as a mortal either. The lack was in me. â€Å"You don't know how hard I've tried to do creative things. Painting classes. Music lessons. I'm a dismal failure at worst, a copycat of another's genius at best.† â€Å"You've been pretty adept with this building project.† â€Å"Another person's design, another person's directions. I excel at that part. I'm smart. I can reason. I can read people, interact with them perfectly. I can copy things, learn the right moves and steps. My eyes, for example.† I pointed to them. â€Å"I can apply makeup as well or better than any of the department store girls. But I get all my ideas and palettes from others, from pictures in magazines. I don't make up anything of my own. The Vegas thing? I could dance in a show and be perfect. Seriously. I could be the star of any revue – following another's choreography. But I couldn't write any moves myself, not in any major or significant way.† The wall was done. â€Å"I don't believe it,† he argued. His passionate defense both surprised and charmed me. â€Å"You're bright and vivacious. You're intelligent – extremely so. You have to give yourself a chance. Start small, and go from there.† â€Å"Is this the part where you tell me to believe in myself? The sky is the limit?† â€Å"No. This is the part where I tell you it's getting late, and I need to go. Your shelf is finished, and I have had a lovely evening.† We stood up and lifted the bookcase, leaning it against my living room wall. Stepping back, we studied it in silence. Even Aubrey appeared for the inspection. Each shelf sat at a crooked angle. One of the sidewalls almost lined up straight with the backboard's edge, the other had a quarter-inch margin. Six holes were visible in the backboard. And most inexplicably of all, the whole thing seemed to lean slightly to the left. I started laughing. And I couldn't stop. After a moment of shock, Roman joined me. â€Å"Dear Lord,† I said finally, wiping tears away. â€Å"That's the most horrible thing I've ever seen.† Roman opened his mouth in disagreement, then reconsidered. â€Å"It just might be.† He saluted. â€Å"But I think it'll hold, Captain.† We made a few more mirthful comments before I walked him to the door, remembering to give him his coat back. In spite of his jokes, he seemed more genuinely disappointed about our shelf failure than I did, like he had let me down. Somehow, I found this more appealing than his perfectly timed lines or charming bravado. Not that I didn't love those too. I studied him as we said goodbye, thinking about his â€Å"chivalry† and passionate belief in me following my heart's desire. The lump of fear I always carried around people I liked softened a little. â€Å"Hey, you never told me your crazy dream.† The aqua eyes crinkled. â€Å"Not so crazy. Just still trying to score that date with you.† Not so crazy.Just like mine. Companionship over fame and glamour. I took the plunge. â€Å"Well, then†¦ what are you doing tomorrow?† He brightened. â€Å"Nothing yet.† â€Å"Then come by the bookstore just before closing. I'm giving a dance lesson.† The dance lesson would have lots of people. It would be a safe compromise for us. That smile faltered only slightly. â€Å"A dance lesson?† â€Å"You have a problem with that? Are you changing your mind about going out?† â€Å"Well, no, but†¦ is it like the Vegas thing? You covered in rhinestones? Because I could probably get into that.† â€Å"Not exactly.† He shrugged, the charisma on high-beam. â€Å"Well. We'll save that for the second date.† â€Å"No. There's no second date, remember? Just the one, then that's it. We don't see each other anymore. You said so. Super-secret Boy Scout†¦ whatever.† â€Å"That might have been an exaggeration.† â€Å"No. That would be a lie.† â€Å"Ah.† He winked at me. â€Å"I guess those two aren't the same then after all, eh?† â€Å"I – † My words halted at the logic. He gave me one of his roguish bows before sweeping away. â€Å"Farewell, Georgina.† I went back inside, hoping I hadn't just made a mistake, and found Aubrey sitting on one of my shelves. â€Å"Whoa, be careful,† I warned. â€Å"I don't think that's structurally sound.† Although it was late, I didn't feel tired. Not after this wacky evening with Roman. I felt wired, his presence affecting both my body and mind. Inspired, I shooed Aubrey off the bookcase and started transferring my stacks. With each new weight addition, I expected collapse, but the thing held. When I got to my Seth Mortensen books, I suddenly remembered the cataclysm that had sparked this whole evening. Anger kindled in me once more. I'd heard nary a word from the writer the entire time. The getting-hit-by-a-car thing might still be a possibility, but my instincts doubted it. He had stood me up. Half of me considered kicking his books in retaliation, but I knew I could never do that. I loved them too much. No need to punish them for their creator's shortcomings. Longingly, I picked up The Glasgow Pact, suddenly anxious to read my next five-page installment. I left the rest of my books unshelved and settled on the couch, Aubrey at my feet. When I reached the stopping point, I discovered something incredible. Cady was developing a love interest in this one. It was unheard of. O'Neill, ever the charming ladies' man, got around all the time. Cady remained virtuously pure, no matter the number of sexual innuendoes and jokes she traded across the table with O'Neill. Nothing tangible had happened thus far in the book, but I could read the inevitable signs of what was to come with her and this investigator they'd met in Glasgow. I kept reading, unable to leave that plotline hanging. And the farther I read, the harder it was to stop. I soon took a secret, irrational satisfaction at breaking the five-page rule. Like I was somehow getting back at Seth. The night wore on. Cady went to bed with the guy, and O'Neill became uncharacteristically jealous and freaked out, despite his usual surface charm. Holy shit. I left the couch, put on pajamas, and curled up in my bed. Aubrey followed. I kept reading. I finished the book at four in the morning, bleary-eyed and exhausted. Cady saw the guy a few more times as she and O'Neill wrapped up their mystery – as enthralling as ever, but suddenly less interesting compared to the interpersonal developments – and then she and the Scotsman parted ways. She and O'Neill returned to Washington, D.C., and the status quo resettled. I exhaled and set the book on the floor, unsure what to think, mainly because I was so tired. Still, in a valiant effort, I got up from bed, found my laptop, and logged into my Emerald City e-mail. I sent Seth a terse message: Cady got some. What's up with that? Then, as an afterthought: By the way, the hockey game was great. Satisfied I'd registered my opinion, I promptly fell asleep†¦ only to be awakened a few hours later by my alarm clock.

Leadership: do traits matter? Essay

Managers need skillful and talented leaders to make an organization successful. The reason is that talented leaders can drive their subordinates to achieve goals and objectives of an organization. That will enable organizations to stay competitive in the market. To be a successful leader there should be several qualities. Such as effective communication skills, effective decision making, effective planning, effective coaching skills, effective people management skills and effective motivating skills. These qualities of a competent leader are needed to plan to meet the requirements of an organization. Sailan also should have leaders who have above-mentioned qualities while facing a turbulent situation. As mentioned above Sailan has been failing to produce good advanced level and ordinary level results. Because of that, it has been difficult to achieve the competitive advantage for them as well. (ukessays, 2017) The following methods can be used to review current leadership requirements of Sailan international school. 360-degree feedback – according to Linda (2014) through this 360 feedback employees or managers can get feedbacks regarding their strengths and weaknesses or competencies from peers, supervisors, direct reports and customers. According to (Neil, 2017)this method can be used to evaluate the performance of the whole organization. Especially weaknesses of employees can be identified. This method is so important for Sailan. The reason is that while facing a turbulent situation identifying weaknesses of teachers and the principal is very important. If there is any weakness in teaching the principal/ leader can arrange training programs to improve teaching skills. If there is any weakness in controlling teachers of the principal, director of education can send him for some leadership programs. When this happens Sailan will be able to produce good results and achieve the vision. Even teachers can get a clear picture of their performance by this method. Blake and Mouton managerial grid – according to Peiris (2016) the managerial grid includes various techniques to evaluate leadership requirements. This grid is an important tool for managers to analyze their own leadership styles. According to Patty (2013), this grid has 81 leadership styles. Some of them are impoverished management, country club, task management, middle of the road, team management and team management. With the problem that Sailan faces at the moment team management is appropriate for Sailan. According to this leaders encourage and motivate their employees. Even leaders get a lot of respect from their employees. The principal can appoint sectional heads who can get respect from teachers. Then Sectional heads/ leaders of Sailan can motivate teachers to produce good results and achieve the vision. When teachers become loyal to the sectional heads those teachers will give their best to Sailan. That will enable Sailan to provide high-quality teaching for students . SWOT analysis – SOFT analysis can be used to recognize strengths, weaknesses, opportunities, and threats of an organization. Internal and external factors can be identified by this analysis. (Mike, 2016)Â   When considering the strengths of Sailan, which has got a lot of facilities in comparison to other international schools in that particular area. For example, they have their own ground, an auditorium that more than 1500 people can be seated. Even an indoor stadium (almost finished) and a swimming pool have been under construction. The discipline of Sailan has been really good when compared with other international schools. That is one of the main reasons that most of the parents are willing to send their children to Sailan. The main opportunity of Sailan is that this is mainly a Muslim community-based school. So easily they can get the attraction of Muslims who are living in that particular area rather than other international schools. The main weakness of this is lack of results. In last few years A/L and O/L results have been low compared to other schools. When talking about threats, there are a lot of competitive international schools situated around Sailan. Such as gateway, ST’Thomes, ST’ Nicholas, Lyceum, Leeds, Negombo south etc. Especially Leaders of Sailan should consider the weaknesses and threats. Leaders of Sailan such as Director of education, principal, and sectional heads need to correct if there is an error in the education system of Sailan. Principal or sectional heads can supervise teaching.Sectional heads can get feedbacks about the teaching of teachers from students. Even teachers can be asked to write lesson plans. Training programs can be provided for teachers. By moni toring teachers and providing training programs quality of teaching can be improved. It will lead to producing good O/L and A/L results. Then weaknesses of Sailan can be avoided. When producing good results Sailan can face threats easily. Even leader of Sailan should be able to exploit strengths and opportunities as well. 3.2 plan for the development of future situations requiring leadership. The leadership plays a major role in achieving competitive advantage in the industry. The leaders usually create strategies to drive employees to attain vision and mission of an organization. (research papers, 2013) As mentioned above Sailan has threats from its rivals. Even when the school develops more teachers will be recruited in the future. Then leadership will be required to control them. Controlling a large number of teachers will not be an easy task. Leaders of Sailan will need more skills to control those teachers. And also recruitment and selection process has to be considered by leaders at Sailan when it develops. Especially Proper recruitment method and recruiting cost is very crucial for Sailan. Some suggestions are mentioned in the following which can use to identify how to plan for the development of future s

Vitality and prosperity of the University

I am most pleased to apply for the A. Bannister scholarship. I have been exposed to persistence and hard work since I worked in a restaurant to support my schooling. I have also worked effectively with teams. The atmosphere in my past student life is one of great openness for new insights, possibilities and differing opinions.I know that in most situations, I need to be a veritable leader, integrating the different inputs, troubleshooting tasks to be sure that each person is contributing what is needed at the right moment, and controlling the flow of events through the postproduction conclusion. I view my experience in the restaurant as one of the most substantial accomplishment to date because of the great challenge it represented to me. Part of that learning is to have faith in my ability to meet difficult challenges.I believe in team productivity that would help serve self-development and personal fulfillment, and by extension, the vitality and prosperity of the University. I have the passion to create myself through everyday work, yet I thrive in that and I cannot wait to channel my energies towards these worthy efforts at the University. During my first college search process, I still did not realize that one’s personality must be congruent with the university he wants to study. I would have spent more time deciding where I want to attend college.I would have challenged my ideas of what I wanted to do. I am once again faced with the chance to do things I did not do the first time around. Now that I am more mature and have a better idea of what my priorities are, I will have a better grasp of what I really want to do in my life later on. I will take an active role in organizing groups whose efforts are focused on the spiritual area of one’s life and not only the academic part.From my talks with friends, I learned that this University provides the intellectual and social experiences from which the students can develop skills, knowledge, interes t and attitudes that characterize people as individuals that shape their abilities to perform adult roles. Some of these influences are intentional, such as instruction in a specific subject, and some are unintentional—for example competitive grading, possibly leading to low motivation. In a changing society, the challenge continually facing educators is how to transmit the society’s diverse cultural heritage, as well as prepare individuals for the future.I know that I have cultivated the habits that encourage me to become an energetic team member. This has sharpened my sensitivity in working well with people of varied backgrounds and I am able to utilize the specific strengths of others to develop workable solutions to problems. In a team environment, one is required to both give and take. I have had the chance to develop these skills in the past.These are the reasons why I think I am deserving of the A. Bannister scholarship considering my career goals. This seems al l abstract to me now but I believe in the school’s overall thrust and I feel that this is one big step towards achieving my personal goals and at the same time contributing my own share to the university.  

Narrative Essay Example | Topics and Well Written Essays - 500 words - 3

Narrative - Essay Example In the eighteenth and nineteenth century, racial discrimination was rampant and color of the skin played important role in the society. Through deliberate use of powerful lobby, Whites maintained a racial divide within the society mainly due to financial advantages that they enjoyed over the less privileged colored population, the Native Americans and Afro American who were initially brought as slaves. Education was denied to blacks and they were also not allowed to participate in social activities. This was important issue with Whites because depriving them with education meant that they would not be able to improve their economic status through better jobs and thereby remain unequal socially and economically. By the end of the century, raced based slavery had become a full-fledged tradition amongst the Whites with Africans and non-whites becoming slaves for life. The Pueblo revolt, Cherokee war and Salem witch craft were major events that raised the issue of exploitation of indigenous population and non-whites as slaves. Interestingly, the increased trade and business activities created conflicting interests with the English settlers and resulted into war which was later known as ‘seven years’ war’. It also became the foundation for American revolution and war of independence of American citizens. French settlers were more empathetic to the Native Americans who were recognized as individuals with distinct culture. They also indirectly promoted the cause of independence of the Native Americans. American Revolution (1775-1783) was the major event of eighteenth century that significantly impacted the social dynamics and political geography of the world. It lead to the emergence of America where empowerment of people and democratic process were valued. The efforts to eradicate slavery were made through changes in the

Death penalty Essay Example | Topics and Well Written Essays - 1250 words

Death penalty - Essay Example According to the research findings it can therefore be said that in a world characterized by all forms of crimes, law and justice are very important aspects in the society. There are different levels of crimes. Some are civil while others are capital. Governments and religious organization dictate the course of justice to the offended and the punishment to the convicted in the society. There are various forms of justice and punishment applied by governments and religious groups. Different crimes require different punishments. Among such punishments is the death penalty. However, in also most all cases the power to prescribe a punishment rests with the courts of law that are arms of the government. Death penalty also known as capital punishment is a governments pre-meditated, and planned lawful infliction of death as a punishment to a legally convicted person. Generally, there is a decreasing tread of death penalty punishments in the recent times. American citizens, political leaders, and religious leaders have been victims of this punishment. Indeed, the numbers are significant. According to Amnesty International, most countries did not use the punishment in 2009. About two-thirds of the countries abolished the death penalty in law or in practice, while 58 countries retained the death penalty in 2009. Consequently, eighteen countries actually carried out executions, killing more than 700 people. However, these figures did not include unreported executions carried out in China. From 1976 to April 2008, execution took place on about 1,099 people in the U.S while those on the death row were 3263. According to Amnesty international, in the year 2008 there were 1718 executions in China were, 346 in Iran, 102 in Saudi Arabia, 37 in United States, 36 in Pakistan, 34 in Iraq, 19 in Vietnam, 17 in Afghanistan, 15 in North Korea and 66 in Japan and other countries. Similarly, by April 1, 2008, 37 states in the U.S were practicing death penalty. To date, the USA, Japan, s ome African states, China, many Asian and Middle Eastern countries retain the death penalty crimes (Amnesty international web). The only conclusion we can make from these statistics is that death penalty is still exists in many countries. Certainly, it is because of its effectiveness in controlling capital offences and rendering justice. The crimes that may lead to a death penalty vary from one country to another and from one religion to another. Same case applies to the methods of carrying out the execution. Some of the crimes that can warrant a death penalty are murder, treason, rape, terrorism, and even adultery in the Muslim religion. Islam law specifically outlines intentional murder, treason, adultery as crimes befitting a death penalty. Generally, in all cases, intentional murder warrants a death penalty. Hanging, stoning, firing squad and beheading are some of the execution methods that Islam recommends. Again, executions take place in public to serve as warnings to would-be criminals. Under the Islam law, enough evidence must be produced against a convict in a due court process for this penalty to be given. Since the early times, there have been debates and opinions in support and against the death penalty. In the United States, there is an equal division in relation to death penalty. Amnesty international condemns the death penalty in all cases regardless of the characteristics of the offender, nature of crime, or the method of execution. According to the Universal Declaration of Human Rights, the penalty is a denial of the right to life. It also quotes that death penalty is a violent practice, and does not accord justice to either the accused or the offended. However, murder is also a violent act, and he who commits it is violent. Thus, it is only fair that he should expect an equally violent punishment like a death penalty. Others argue that it is more expensive to kill a person than to put him in a jail.

Argument about how the spend the money in wors and not for study Essay

Argument about how the spend the money in wors and not for study - Essay Example Various cases particularly in budgeting clearly bring out how our government has attached much importance to wars rather than education over the past years and even currently. The funds used to sustain a single military officer can be adequate for paying one-year college fee for over thirty students in college. With the increasing college fees which is a result of cutting government funds on education, there are many students who do not make it to colleges due to lack of adequate funds to sustain the students in college. This implies that dreams may be shuttered as education plays a vital role in helping most people attain goals. According to (Gardner, Web) the cost of keeping one soldier in Afghanistan is nearly $ 850,000. This amount of money with no doubt can cater for one-year school fee for many students in college or high school. (Gardner Web) also adds that most of the US funding goes to the military as compared to any other government sector and the government tops all other countries in military expenses (Wittner, Web). This clearly shows how our government prioritizes wars over education. This may have serious consequences in the future if the situation is not addressed accordingly. Education is highly valued in most nations and even after the world war, the government of the United States considered education equally important. History shows that after World War II, there was an increase in quest for education, which was highly supported by the government. The government took the initiative to sensitize its citizens on the importance of education to the society. However, the big and controversial question is whether the government really values education as it claims to value it like wars. According to Osborne (Web), modern weapons can cost the government a fortune. For instance, cruise missiles may cost up to 1.5 million dollars (Osborne, Web). The huge amount of money spent on purchasing modern weapons compared to hiring teachers shows how the gove rnment is attaching much importance to wars rather than education. The 1.5 million dollars can pay the salary of over twenty-five teachers in the state schools or these sums of money can be directed in any other way to promote the education sector. There is a possibility of cutting down the military expenses and directing them to the education system without compromising the nation’s security. With the changing world, education has become an important aspect in the lives of people and therefore the US government need to set aside much funds on education just like in the military sector. However, the case has been quite different, the large populations of soldiers needed and the increasing numbers of veterans that need care is alarming. Funds from the government are used to cater for the needs of these war veterans, these are some factors that inflate the military budget. This implies that large amounts of money are needed to sustain these veterans. Although taking care of the se war veterans is as well important, in is as well important for the government or the military sector to come up with ways of generating income to help the veterans. In this way, the government is able to cut the expenses on the military, which can in turn be directed towards the education sector. According to the 2011 US budget, the government spent $ 115,000 more on the

To what extent is death socially orchestrated Essay

To what extent is death socially orchestrated - Essay Example It is in the remembrance of a loved one that death event is organised and celebrated, though it is manifested into the colours of grief and sorrow. Rather than confiscation, an ‘invisibility’ of sorts sets in, items being dispersed or located within secular ‘non-death’ settings where their significance remains vital only for the bereaved. The social celebration of death depends upon the relationships death set up as a tool for memory and material culture. Death can be understood as a life crisis which is estimated by some conjuncture of changes where transformations of the physical body, social relations and cultural configurations are set up by the society. A dying experience, death and the response of the society towards death acts as a phase of transition involving loss and adjustment (Peveto & Hayslip, 2005, p. 1), therefore death is treated differently in every culture, religion and race. Examining the ways in which memory comes into play, death provides the opportunity to analyse various aspects of the process of dying, mourning and grief. Facing death, either of the self or of others, has come to entail ritualised social practices that mobilise domains of material objects, visual images and written texts. In the West death experience is counted towards attending a diverse range of materials, which are not only associated with death in historical and contemporary contexts but are also concerned with the issues of metaphor, temporality, and social space, all of which impinge upon and shape memory as a cultural process and a social experience. The process of recognising death develops anthropological and historical perspectives that we find in memories at work in visual images of death, in textual forms and in rituals which we trace as interconnected fields, related in their focus on the body, its structures, capacities and limits. We celebrate memory of our loved ones through the material

Negotiating for Jobs, Salaries and Everything Else (Guide) Research Paper

Negotiating for Jobs, Salaries and Everything Else (Guide) - Research Paper Example In this similar context, several aspects need to be considered while negotiating job and salary structure among others with prospective employers. The aspects include remuneration with yearly bonuses, job responsibilities, potential salary hikes or job promotion and cost of living in accordance with salary structure that offers by an organization (Rowe, â€Å"Negotiating for Jobs, Salaries and Everything Else†). This discussion intends to prepare a plan for negotiating jobs, salary structures and other similar aspects by taking into concern certain significant factors. The factors comprise area of interests and power sources of the candidates as well as the prospective employers. I have a good friend who has recently passed out from a renowned management institute and applied for a HR manager post in a mid-sized private organization. He already faced first round of interview and is selected for this post. As a consultant, I prepared a plan for my friend when he was called for second interview round in which the organization would be discussing about his job responsibilities and salary structure. By communicating with the other members of the organization, my friend came to know that the organization would offer a salary structure that ranges between $7000 and $9000 per annum for the post. Moreover, the members also provided a brief idea about the job profile to my friend which the organization is going to offer him. When he told about the job profile and salary structure to me, I was quite surprised to hear him. The job profile is to look after the overall production function of the organization. Contextually, the job profile of a HR manager is to look after various important operational areas of an organization such as recruitment, training programs and performance appraisal relating to the entire workforce through which

Define strategic management within the framework of total quality Essay

Define strategic management within the framework of total quality service - Essay Example With the rise of competition consumers have more options than ever. Therefore a dissatisfied is most likely to leave a company and move to another company. Therefore all the major companies round the globe have set customer satisfaction as the prime objective leading to evolution of total quality management. However, before discussing the concept of TQM one has to explain quality. According to experts there is no concrete definition of quality. But still quality can be defined as the fitness for use. It is conformance to requirements. Quality of a product or service can be defined as the ability to satisfy the needs and expectations of the customers. So it can be said that quality is a journey, but not a destination. The concept of TQM has existed for many years, although the meaning and perception towards TQM has evolved over the year. After the World War II the quality became more quantifiable in nature. In the early 50’s statistical sampling were used to analyze the quality of the products leading to the true evolution of TQM. By 1960 thanks to the quality gurus the concept took a broader meaning. TQM can be defined as a method to increase the customer satisfaction. It reduces defects of an organization and increases the productivity. However, TQM is not supposed to be restricted to the production department only (Kundu, 2009, p.130). TQM can be successfully implemented through an integrated approach adopted by the organization. This requires the involvement of the employees of all the departments, as well as the involvement of top management. A successfully implemented TQM system can help the organization gain strategic leverage. The study looks to explore various key elements of TQM and relationship strategic importance of TQM with respect to various organizational departments and corresponding activities. Total quality management has deep implications on human resource management. This emphasizes on autonomy, self control and

“The God That Sucked” by Thomas Frank Essay Example for Free

â€Å"The God That Sucked† by Thomas Frank Essay Thomas Frank wrote the article â€Å"The God That Sucked†. It would be no exaggeration to say that this article shocks, astonishes and makes people look on their lives differently. The god that sucked. Who is this god? Why did he suck? The god is the market. The rule of the life is to obey to the market, because it is something great, incomprehensible. The explanation why the market must rule is ‘globalization’. The market is spread throughout the world not leaving anything behind its borders. Every person is involved in the market and society cannot exist without it. It is like a whirlpool which sucks you in and will not let you go until it does not need you anymore. The market is a god of the whole humanity. In spite of everything, all his demands must be appeased. All the people must entrust their welfare to its hands. Why? Because it ‘decides’ who will become richer and who will become poorer. That’s the law of life. The market is called ‘god’ because ‘big bosses’ are praying to him to favour them. If people have any troubles in their lives, for example, lose their jobs because it is cheaper for the company to do their job somewhere else, or they don’t have health insurance, person realizes that god sucks. The market is the reason of rising prices and non-rising wages. But at the same time the market can not be held responsible for anything. â€Å"Smart† guys say that if something goes wrong, that only we are to blame. Due to the theological teaching, everybody has the choice and every step in the economics depends on it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One the one hand all this is merely a guess on my part but on the other hand not much explanation will be elicit the fact that all humanity is swallowed up by the market and none can escape from it. It is deplorable to confess that according to the laws of the market poor people become poorer and rich people become richer. This flow of ideas can easily lead to the conclusion that people become the slaves of the market and they cannot leave it. But those, who are the active part of the society can overcome it and achieve success not only in their career but also in their private lives. It is very difficult but possible to make the market the god that helps but not rules.

Fault Tree Analysis

Fault Tree Analysis Fault Tree Analysis Fault tree analysis (FTA) is a failure analysis in which an undesired state of a system is analyzed using boolean logic to combine a series of lower-level events. This analysis method is mainly used in the field of safety engineering to quantitatively determine the probability of a safety hazard. An Overview of Basic Concepts This quick subject guide provides an overview of the basic concepts in Fault Tree Analysis (FTA, system analysis) as it applies to system reliability and a directory of some other resources on the subject. History of Fault Tree Analysis (FTA) Fault Tree Analysis (FTA) is another technique for reliability and safety analysis. Bell Telephone Laboratories developed the concept in 1962 for the U.S. Air Force for use with the Minuteman system. It was later adopted and extensively applied by the Boeing Company. Fault tree analysis is one of many symbolic analytical logic techniques found in operations research and in system reliability. Other techniques include Reliability Block Diagrams (RBDs). Fault Tree Analysis (FTA) was originally developed in 1962 at Bell Laboratories by H.A. Watson, under a U.S. Air Force Ballistics Systems Division contract to evaluate the Minuteman I Intercontinental Ballistic Missile (ICBM) Launch Control System. Following the first published use of FTA in the 1962 Minuteman I Launch Control Safety Study, Boeing and AVCO expanded use of FTA to the entire Minuteman II system in 1963-1964. FTA received extensive coverage at a 1965 System Safety Symposium in Seattle sponsored by Boeing and the University of Washington. Boeing began using FTA for civil aircraft design around 1966. In 1970, the U.S. Federal Aviation Administration (FAA) published a change to 14 CFR 25.1309 airworthiness regulations for transport aircraft in the Federal Register at 35 FR 5665 (1970-04-08). This change adopted failure probability criteria for aircraft systems and equipment and led to widespread use of FTA in civil aviation. Within the nuclear power industry, the U.S. Nuclear Regulatory Commission began using probabilistic risk assessment (PRA) methods including FTA in 1975, and significantly expanded PRA research following the 1979 incident at Three Mile Island. This eventually led to the 1981 publication of the NRC Fault Tree Handbook NUREG-0492, and mandatory use of PRA under the NRCs regulatory authority. Fault Tree Analysis (FTA) attempts to model and analyze failure processes of engineering and biological systems. FTA is basically composed of logic diagrams that display the state of the system and is constructed using graphical design techniques. Originally, engineers were responsible for the development of Fault Tree Analysis, as a deep knowledge of the system under analysis is required. Often, FTA is defined as another part, or technique, of reliability engineering. Although both model the same major aspect, they have arisen from two different perspectives. Reliability engineering was, for the most part, developed by mathematicians, while FTA, as stated above, was developed by engineers. Fault Tree Analysis usually involves events from hardware wear out, material failure or malfunctions or combinations of deterministic contributions to the event stemming from assigning a hardware/system failure rate to branches or cut sets. Typically failure rates are carefully derived from substantiated historical data such as mean time between failure of the components, unit, subsystem or function. Predictor data may be assigned. Assigning a software failure rate is elusive and not possible. Since software is a vital contributor and inclusive of the system operation it is assumed the software will function normally as intended. There is no such thing as a software fault tree unless considered in the system context. Software is an instruction set to the hardware or overall system for correct operation. Since basic software events do not fail in the physical sense, attempting to predict manifestation of software faults or coding errors with any reliability or accuracy is impossible, unless assumptions are made. Predicting and assigning human error rates is not the primary intent of a fault tree analysis, but may be attempted to gain some knowledge of what happens with improper human input or intervention at the wrong time. FTA can be used as a valuable design tool, can identify potential accidents, and can eliminate costly design changes. It can also be used as a diagnostic tool, predicting the most likely system failure in a system breakdown. FTA is used in safety engineering and in all major fields of engineering. More on Fault Tree Diagram (FTD) Fault tree diagrams (or negative analytical trees) are logic block diagrams that display the state of a system (top event) in terms of the states of its components (basic events). Like reliability block diagrams (RBDs), fault tree diagrams are also a graphical design technique, and as such provide an alternative to methodology to RBDs. An FTD is built top-down and in term of events rather than blocks. It uses a graphic model of the pathways within a system that can lead to a foreseeable, undesirable loss event (or a failure). The pathways interconnect contributory events and conditions, using standard logic symbols (AND, OR etc). The basic constructs in a fault tree diagram are gates and events, where the events have an identical meaning as a block in an RBD and the gates are the conditions. Fault Trees and Reliability Block Diagrams The most fundamental difference between FTDs and RBDs is that in an RBD one is working in the success space, and thus looks at system successes combinations, while in a fault tree one works in the failure space and looks at system failure combinations. Traditionally, fault trees have been used to access fixed probabilities (i.e. each event that comprises the tree has a fixed probability of occurring) while RBDs may have included time-varying distributions for the success (reliability equation) and other properties, such as repair/restoration distributions. Drawing Fault Trees: Gates and Events Fault trees are built using gates and events (blocks). The two most commonly used gates in a fault tree are the AND and OR gates. As an example, consider two events (or blocks) comprising a Top Event (or a system). If occurrence of either event causes the top event to occur, then these events (blocks) are connected using an OR gate. Alternatively, if both events need to occur to cause the top event to occur, they are connected by an AND gate. As a visualization example, consider the simple case of a system comprised of two components, A and B, and where a failure of either component causes system failure. The system RBD is made up of two blocks in series (see RBD configurations), as shown next: The fault tree diagram for this system includes two basic events connected to an OR gate (which is the Top Event). For the Top Event to occur, either A or B must happen. In other words, failure of A OR B causes the system to fail. Relationships Between Fault Trees and RBDs In general (and with some specific exceptions), a fault tree can be easily converted to an RBD. However, it is generally more difficult to convert an RBD into a fault tree, especially if one allows for highly complex configurations. The following table shows gate symbols commonly used in fault tree diagrams and describes their relationship to an RBD. (The term Classic Fault Tree refers to the definitions as used in the Fault Tree Handbook (NUREG-0492) by the U.S. Nuclear Regulatory Commission). Methodology FTA methodology is described in several industry and government standards, including NRC NUREG-0492 for the nuclear power industry, an aerospace-oriented revision to NUREG-0492 for use by NASA, SAE ARP4761 for civil aerospace, MIL-HDBK-338 for military systemsfor military systems. IEC standard IEC61025 is intended for cross-industry use and has been adopted as European Norme EN61025. Since no system is perfect, dealing with a subsystem fault is a necessity, and any working system eventually will have a fault in some place. However, the probability for a complete or partial success is greater than the probability of a complete failure or partial failure. Assembling a FTA is thus not as tedious as assembling a success tree which can turn out to be very time consuming. Because assembling a FTA can be a costly and cumbersome experience, the perfect method is to consider subsystems. In this way dealing with smaller systems can assure less error work probability, less system analysis. Afterward, the subsystems integrate to form the well analyzed big system. An undesired effect is taken as the root (top event) of a tree of logic. There should be only one Top Event and all concerns must tree down from it. Then, each situation that could cause that effect is added to the tree as a series of logic expressions. When fault trees are labeled with actual numbers about failure probabilities (which are often in practice unavailable because of the expense of testing), computer programs can calculate failure probabilities from fault trees. The Tree is usually written out using conventional logic gate symbols. The route through a tree between an event and an initiator in the tree is called a Cut Set. The shortest credible way through the tree from fault to initiating event is called a Minimal Cut Set. Some industries use both Fault Trees and Event Trees. An Event Tree starts from an undesired initiator (loss of critical supply, component failure etc.) and follows possible further system events through to a series of final consequences. As each new event is considered, a new node on the tree is added with a split of probabilities of taking either branch. The probabilities of a range of top events arising from the initial event can then be seen. Classic programs include the Electric Power Research Institutes (EPRI) CAFTA software, which is used by many of the US nuclear power plants and by a majority of US and international aerospace manufacturers, and the Idaho National Laboratorys SAPHIRE, which is used by the U.S. Government to evaluate the safety and reliability of nuclear reactors, the Space Shuttle, and the International Space Station. Outside the US, the software RiskSpectrum is a popular tool for Fault Tree and Event Tree analysis and is licensed for use at almost half of the worlds nuclear power plants for Probabilistic Safety Assessment. Analysis Many different approaches can be used to model a FTA, but the most common and popular way can be summarized in a few steps. Remember that a fault tree is used to analyze a single fault event, and that one and only one event can be analyzed during a single fault tree. Even though the fault may vary dramatically, a FTA follows the same procedure for an event, be it a delay of 0.25 msec for the generation of electrical power, or the random, unintended launch of an ICBM. FTA analysis involves five steps: Define the undesired event to study Definition of the undesired event can be very hard to catch, although some of the events are very easy and obvious to observe. An engineer with a wide knowledge of the design of the system or a system analyst with an engineering background is the best person who can help define and number the undesired events. Undesired events are used then to make the FTA, one event for one FTA; no two events will be used to make one FTA. Obtain an understanding of the system Once the undesired event is selected, all causes with probabilities of affecting the undesired event of 0 or more are studied and analyzed. Getting exact numbers for the probabilities leading to the event is usually impossible for the reason that it may be very costly and time consuming to do so. Computer software is used to study probabilities; this may lead to less costly system analysis. System analysts can help with understanding the overall system. System designers have full knowledge of the system and this knowledge is very important for not missing any cause affecting the undesired event. For the selected event all causes are then numbered and sequenced in the order of occurrence and then are used for the next step which is drawing or constructing the fault tree. Construct the fault tree After selecting the undesired event and having analyzed the system so that we know all the causing effects (and if possible their probabilities) we can now construct the fault tree. Fault tree is based on AND and OR gates which define the major characteristics of the fault tree. Evaluate the fault tree After the fault tree has been assembled for a specific undesired event, it is evaluated and analyzed for any possible improvement or in other words study the risk management and find ways for system improvement. This step is as an introduction for the final step which will be to control the hazards identified. In short, in this step we identify all possible hazards affecting in a direct or indirect way the system. Control the hazards identified This step is very specific and differs largely from one system to another, but the main point will always be that after identifying the hazards all possible methods are pursued to decrease the probability of occurrence. Comparison With Other Analytical Methods FTA is a deductive, top-down method aimed at analyzing the effects of initiating faults and events on a complex system. This contrasts with Failure Mode and Effects Analysis (FMEA), which is an inductive, bottom-up analysis method aimed at analyzing the effects of single component or function failures on equipment or subysystems. FTA is very good at showing how resistant a system is to single or multiple initiating faults. It is not good at finding all possible initiating faults. FMEA is good at exhaustively cataloging initiating faults, and identifying their local effects. It is not good at examining multiple failures or their effects at a system level. FTA considers external events, FMEA does not. In civil aerospace the usual practice is to perform both FTA and FMEA, with a Failure Mode Effects Summary (FMES) as the interface between FMEA and FTA. Alternatives to FTA include Dependence Diagram (DD), also known as Reliability Block Diagram (RBD) and Markov Analysis. A Dependence Diagram is equivalent to a Success Tree Analysis (STA), the logical inverse of an FTA, and depicts the system using paths instead of gates. DD and STA produce probability of success (i.e., avoiding a top event) rather than probability of a top event. References Ericson, Clifton (1999). Fault Tree Analysis A History (pdf). Proceedings of the 17th International Systems Safety Conference. http://www.fault-tree.net/papers/ericson-fta-history.pdf. Retrieved 2010-01-17. Rechard, Robert P. (1999). Historical Relationship Between Performance Assessment for Radioactive Waste Disposal and Other Types of Risk Assessment in the United States (pdf). Risk Analysis (Springer Netherlands) 19 (5): 763-807. doi:10.1023/A:1007058325258. SAND99-1147J. http://www.osti.gov/bridge/servlets/purl/759847-JsFRIG/webviewable/. Retrieved 2010-01-22. Winter, Mathias (1995). Software Fault Tree Analysis of an Automated Control System Device Written in ADA (pdf). Masters Thesis (Monterey, CA: Naval Postgraduate School). ADA303377. http://handle.dtic.mil/100.2/ADA303377. Retrieved 2010-01-17. Benner, Ludwig (1975). Accident Theory and Accident Investigation. Proceedings of the Society of Air Safety Investigators Annual Seminar. http://www.iprr.org/papers/75iasiatheory.html. Retrieved 2010-01-17. DeLong, Thomas (1970). A Fault Tree Manual (pdf). Masters Thesis (Texas AM University). AD739001. http://www.dtic.mil/cgi-bin/GetTRDoc?AD=AD739001Location=U2doc=GetTRDoc.pdf. Retrieved 2010-03-09. Eckberg, C. R. (1964). Fault Tree Analysis Program Plan. Seattle, WA: The Boeing Company. D2-30207-1. http://www.dtic.mil/srch/doc?collection=t3id=AD0299561. Retrieved 2010-01-17. Begley, T. F.; Cummings (1968). Fault Tree for Safety. RAC. ADD874448. http://www.dtic.mil/srch/doc?collection=t3id=ADD874448. Retrieved 2010-01-17. Hixenbaugh, A. F. (1968). Fault Tree for Safety. Seattle, WA: The Boeing Company. D6-53604. http://www.dtic.mil/srch/doc?collection=t3id=AD0847015. Retrieved 2010-01-17. Acharya, Sarbes; et. al. (1990) (pdf). Severe Accident Risks: An Assessment for Five U.S. Nuclear Power Plants. Wasthington, DC: U.S. Nuclear Regulatory Commission. NUREG-1150. http://www.nrc.gov/reading-rm/doc-collections/nuregs/staff/sr1150/v1/sr1150v1-intro-and-part-1.pdf. Retrieved 2010-01-17. Vesely, W. E.; et. al. (1981) (pdf). Fault Tree Handbook. Nuclear Regulatory Commission. NUREG-0492. http://www.nrc.gov/reading-rm/doc-collections/nuregs/staff/sr0492/sr0492.pdf. Retrieved 2010-01-17. Vesely, William; et. al. (2002) (pdf). Fault Tree Handbook with Aerospace Applications. National Aeronautics and Space Administration. http://www.hq.nasa.gov/office/codeq/doctree/fthb.pdf. Retrieved 2010-01-17. 7.9 Fault Tree Analysis (pdf). Electronic Reliability Design Handbook. B. U.S. Department of Defense. 1998. MIL-HDBK-338B. http://www.everyspec.com/MIL-HDBK/MIL-HDBK+(0300+-+0499)/download.php?spec=MIL-HDBK-338B.015041.pdf. Retrieved 2010-01-17. Fault Tree Analysis. Edition 2.0. International Electrotechnical Commission. 2006. IEC61025. ISBN2-8318-8918-9. Long, Allen (pdf), Beauty the Beast Use and Abuse of Fault Tree as a Tool, fault-tree.net, http://www.fault-tree.net/papers/long-beauty-and-beast.pdf, retrieved 16 January 2010.

Holistic and interconnected

Holistic and interconnected Olivia Wray 13AL ASSIGNMENT 4 UNIT 3 Holistic and interconnected The development of children is often studied as separate topics, for example their different skills are viewed and measured in different ways. However, each area of development influences the others, and is interconnected. Each different development skill is seen differently in every child. Holistic; can be viewed as PIES, physical intellectual emotional and social development. Physical development is a gradual process by which children develop the use and control of muscles. Intellectual development is sometimes called cognitive development, its a process by which thought processes develop so children are able to increase their knowledge and understanding of the world around them; social development involves children learning how to develop relationships and interact with other people. Emotional development is the process of a child developing an understanding of, and controlling their own emotions and learning to express and control emotions that they show to others. The most important years for the holistic and interconnected development of children are most important in the age range 0-3. Different rates but broadly the same sequence Because children develop at different rates, parents and guardians often worry their child is not developing or growing at the correct rate. However, because children grow and develop at different rates, its usually still in the same sequence, and the differences are only minute. This means that children will learn to do things at different ages to each other, but they will have learned things in the same order. An example may be that some children might be able to walk at the age one, where as other might not be able to, until they are 18 months. All childrens milestones will be met when they are ready, however a child cannot walk before they can sit up, the order in which we learn to do things is a ‘norm, its the only way our body will function and work correctly, or else we would not develop at the correct rate. All children are different and unique in different ways, and when they are growing parents and guardians often compare their childs development and growth to other children and the mile stones, however, as children will develop and grow at different times, they will generally be quite similar unless they have a growing deficiency or some other genetic problem that may affect their growth. Nature/Nurture Debate It has already been considered that the influence of nature and nurture in the development of babies and children can be viewed as a debate, but there are other controversies surrounding the principle of development, the nature nurture debate can turn into an argument, as different parents have different parenting skills, and bring their children up with different disciplinary skills etc. An example of the nature nurture debate is what Developmental psychologists say and their differing views about the nature of the change in development. The issue of quantitative and qualitative change raises interesting questions, for parents also. When a child is born ‘clever, it can be questioned whether their parent have a lot of money and could just provide the relevant and best materials for their education, this is just an example. Children may reach milestones of development at different ages. For example, when children take their first step or say their first word, can vary greatly. Milestones are often used to measure development, such as when a child can sit without support. These milestones have to be used with care as the whole (or holistic) development of a child should be considered before drawing any conclusions. However, there is generally accepted range of normal development. Following a milestone, isnt the best way to monitor a childs development, as every child is individual and will vary significantly. THEORIES- nature/ nurture debate The nature-nurture debate is about whether childrens development is influenced by nature (the effect of inherited) or nurture (environmental factors). Because every person who is a parent or guardian, hopes for their child to be happy and healthy, and develop at the expected mile stone rates, parents find bringing up their children and giving them the best really important for a successful development. The potential for growth and development is affected by inherited factors. This is called the interaction with nature. In addition, factors within our environment influence development. This is called the interaction of nurture. There is much debate about how much and in what way either nature and/ nurture affects the process of development- known as the nature-nurture debate. Supporters of the nature side of the argument believe that intelligence is inborn, or innate, and the childs genes have determined their cognitive potential. Supporters of nurture believe that environmental factors, such as the childs stimulating experiences in the early years, have a strong influence on cognitive development. It is generally considered that both nature and nurture interact and influence the developmental process. Stages and sequences- normal ranges of development Children develop at different rates for a variety of reasons. However, development does follow the same sequence. The upper part of the body, especially the brain and head, develops rapidly, while the lower part of the body follows more slowly. This is called head to toe or cephalo-caudal development. Also, development starts from the centre outwards. This is called inner to outer or proximodistal development. Hence, a baby can hold its head up before it can stand and can wave its arms around before it develops fine control over the use of its hands. As there is no such thing as ‘normal development, it can be difficult to follow stages and sequences, as development is individual, and cant be measured in comparison to any one elses. Percentiles Percentile charts help to keep a record of your childs growth and development. Percentile charts are important for keeping track of individuals and comparing their heights weight and other bodily measurements, to expected milestones. Physical development Gross and fine motor skills Gross motor skills are the large muscles of the body that enable functions such as walking, maintaining balance, co ordination, jumping and reaching. During development children reach milestones according to their development individually. At the same time as a childs gross motor movements are developing, so are their fine motor skills. In order for children to develop motor control, children need to: Practice to improve and master the skill Concentrate on small parts of the overall skill, e.g. children learn to place two feet to a stair before developing the more complex skill of alternate feet action. Pay a lot of attention to the action; later they can do the action almost automatically. Have experience of a range of movement activities to develop their memory of motor actions enabling them to cope with more complex situations. 0-3 Newborn babies are born with certain reflexes. These are involuntary, automatic, physical responses, triggered by a stimulus and determined by impulses in nerves. Everybody has some reflexes, for example knees jerk when tapped, which you do not learn to do; they are inborn. This means you cannot control whether you react or not, however as we get older we become more aware of reactions in our bodies and what stimulates our bodies. The large movements include gross motor actions, which involve the use of the whole limb, for example when hopping. Also locomotive skills which are movements needed to travel, for example crawling and walking. These gross motor skills will develop through out your life, babies often are flexible and as they grow and get older, they become less flexible, this is just an example of how motor skills will develop and change, affecting children and babies lives as they begin to do things for themselves and provide for themselves, this relates to the nature nurture debate as it is argued by some that our natural ways of fending for ourselves could be mistaken for the way we are brought up and the environment we are brought up in. Reflexes enable babies to survive, for example seeking and then taking their food. At such a young age gross and fine motor skills are extremely important as they will need to be able to fend for themselves and be able to do things for them selves as they get older, although through a lot of early child hood everythings done for you, by the age of three you usually start going to a care placement, where everything cant be done for you, and this is when children really do have to use their developed skills and start developing new ones. For each individual child they will develop and grow at different rates, this includes their gross motor skills. The patterns in which children develop can depend on many things, and at such a young age, the baby now will wholly depend on their parent/carer. However children are constantly learning new ways in moving, experimenting with their bodies and learning new things about how they can move and ‘travel. The babies reflexes will depend on how they react to some things, again, every child is different, as some children will be physically stronger than others whilst others will be more tame and ‘sensitive, making their reflexes and reaction rates different. The factors that may affect childrens development is their physical state, for example their weight, and their muscle tone. As children between 0 and 3 years, will be growing at a rapid rate, it can sometimes be difficult to be aware of both gross motor and fine motor skills. As a child learns intellectually, with different materials and toys, they will use a number of grasps and skills to control and enjoy what they are doing successfully. For example a 6 month year old is not going to be able to control the movement of a crayon; however an 18 month year old may be able to draw basic shapes, at least to the extent where you can tell what the picture is of. This example shows the rates in which babies and children are changing, and the rates in which they become more and more aware of different skills that they can use. Fine motor and gross motor skills will be learnt and put into practice by different individuals at different times and in different ways. From researching gross motor and fine motor skills I now know that, physical appearance will affect intellectual thoughts, as ridiculous as it may seem childrens learning ability can be affected by their confidence and awareness; if a child doesnt have the confidence to try new skills and ways of doing things at such a young age, they clearly wont be confident enough in their future, the times when they need to do things for themselves and fend for themselves. 3-7 By the age 3-7 childrens gross motor and fine motor skills have developed. Not all children develop at the expected mile stones but in schools and nurseries there are expectations which expect to be met, adult expectations will influence children to develop skills and will then be praised and rewarded for developing them. Runs well, marches, rides tricycle. Can feed self. Pours from jug. Puts on shoes and socks, buttons and unbuttons. Builds 10- block tower. Is awkward when cutting with scissors. Can wash face and dress self except for tying shoes. Throws ball overhand. Has lots of energy. Hops, skips, and has good balance. Dresses without help and ties shoes. Can print simple letters. Is right or left handed? Competes with friends. Loves to cut, colour, and shape things. Has lots of energy. Likes learning how to use tools. Can bathe and dress with a little help from parents. Is losing baby teeth and growing permanent teeth I have taken these points from a number of places which I have researched. These are just average things children may be able to do, however, some children might be able to do more or less. 7-12 At this age, children can hop on either leg, and balance well along small spaces, their space recognition has improved and they are more aware of what is possible and not. The gross motor skills at this age have increased in both stamina and accuracy, they are also more able to control their bodily actions, and have developed a number of skills. 12-16 Between the ages of 12-16, children will have developed most or all of their fine motor and gross motor skills. As these children have gone through different stages of education they will have picked skills up and used them in their everyday lives, without even knowing. For example holding a pen and controlling it to write in both scroll and print, this is a talent to be able to do, even though the children think its just normal, it does require a number of skills and concentration. 12-16, is the age when puberty starts, and as research has shown children now will start to crave independence, this makes children want to explore with their bodies more and use different techniques when doing things, such as learning a new sport, or taking up a hobby such as art. Emotional development Attachment In children attachment and bonding is a process in which young children form close and loving relationships with their family, and other important people in their lives, such as brothers and sisters, and close friends. Even their early years care workers will have a relationship with the child, and it will be so close that they have built trust and a bond. Close relationships give children a feeling of security and love. This security helps children to cope with new experiences and new situations they may have to face in life. The child needs people in their lives that they can trust and rely on, whilst developing self confidence in the process. Bowlby a child psychologist researched in depth childrens attachment needs and the consequences of lack of attachment. Bowlbys theory relates to the bonds of attachment in children, and explains the relationships children need and want in their lives. Bowlby explained that children develop bonds of attachment through out their lives with different people involved in their lives; he also went on to explaining how relationships can give children a sense of belonging and security. To Bowlby, attachment is trusting, loving and being able to rely on someone that is involved in their lives. New situations and experiences will come into childrens lives, and according to Bowlby, it is through these experiences that children become aware of different personalities in people, and who they should and shouldnt trust. Bowlby also argued that children with lack of attachment grow up to be more insecure, and crave love/attention, often getting them in bad relationships and becoming insecure and over protective. Development of multiple attachments Developing multiple attachments means developing relationships and trust with more than just family, ‘going out the box, meaning they meet new people who become significantly important to them and a relationship is build, forming a bond of attachment. Its important that a xchild doesnt feel fearful in the presence of new adults and children in their lives, they need to feel safe and secure at all times, knowing that who they are with will protect and understand them. Self-concept A self concept is important in a childs life, as it is how they feel about themselves. Self concept is how you look at yourself, and even young children have opinions of themselves and ways they would like to change themselves. Parents and guardians have a duty to praise their children and make them feel good about themselves, for example if a child is of a different culture they may feel ‘out of place, they are not out of place or any different to any other child so parents and carers have a duty to let them know and make sure they feel good about themselves. Personal identity Personal identity is how a child views and judges themselves. Everybody has a personal identity, and will judge it whether they feel negative or positive about themselves, personality or looks. Self esteem and self concept are both factors that will affect personal identity. Bowlby Bowlby drew together such limited empirical evidence as existed at the time from across Europe and the USA. His main conclusions, that â€Å"the infant and young child should experience a warm, intimate, and continuous relationship with his mother (or permanent mother substitute) in which both find satisfaction and enjoyment† and that not to do so may have significant and irreversible mental health consequences, were both controversial and influential. The 1951 WHO publication was highly influential in causing widespread changes in the practices and prevalence of institutional care for infants and children, and in changing practices relating to the visiting of infants and small children in hospitals by parents. The theoretical basis was controversial in many ways. He broke with psychoanalytic theories which saw infants internal life as being determined by fantasy rather than real life events. Some critics profoundly disagreed with the necessity for maternal (or equivalent) love in order to function normally, or that the formation of an ongoing relationship with a child was an important part of parenting. Others questioned the extent to which his hypothesis was supported by the evidence. There was criticism of the confusion of the effects of privation (no primary attachment figure) and deprivation (loss of the primary attachment figure) and in particular, a failure to distinguish between the effects of the lack of a primary attachment figure and the other forms of deprivation and understimulation that may affect children in institutions.. Bowlbys theory is based on attachment, and he explains that when a child forms an attachment with some one they are in a process in which they are forming a relationship, whether it be with family, or with friends, The closer an attachment forms, the more trust that is built, children will often start to rely on people they build attachments with, they will look for security in them and expect a strong relationship. Freud Freud has been influential in two related but distinct ways. He simultaneously developed a theory of how the human mind is organized and operates internally, and a theory of how human behavior both conditions and results from this particular theoretical understanding. This led him to favor certain clinical techniques for attempting to help cure psychopathology. He theorized that personality is developed by the persons childhood experiences. Emotional development of older children 0-3 At a young age babies and toddlers are starting to develop different concepts and abstract ideas, based on the senses of growing and understanding. Babies and children explore using their own senses through activity and movement. They also like to give and receive eye contact as this gives an attachment and makes them feel emotionally involved with the person, this links into Bowlbys theory of attachment. At this age, whether they are a couple of months or 3, they love to get cuddles, and be fed through a bottle, or have contact during feed, bottle or breast. Feeding time gives children a sense of feeling, and they feel close to their parent or guardian, when a child is a couple of months old, they often like to be held close to their guardian, and it reminds them of being in the womb, where they felt safe and secure. Babies respond to things that they see hear and feel, this can be done through play, activity and feeding. All which are important factors for influencing the growth and development in a childs life. At such young ages it is important that young babies and children have plenty of physical contact, and time with their parents, this will form an emotional attachment and they will be ware of the feelings they have for different people they meet during their lives. When babies and children feel emotion it is often because they are happy, or upset, babies between the ages of 0 and 3, wont often feel anger, as they dont understand what feeling angry feels like, however, in some cases they become confused about how they feel, which could be angry. It is important that parents and guardians of children do everything they can to protect and maintain happiness in a childs life. Not caring for the emotional needs of a baby, is emotional abuse, as they dont understand how they should feel, but only how they do feel. Often abusers of children will start with putting things in childrens heads, its not until they are old enough to know how their emotions work. Emotional development in such a young age will start with a child becoming content, and then not content, they will feel safe and secure, then as soon as their parents or guardians leave them, even for a couple of seconds they become distressed and upset, this is just an example of how children emotional development will work. 3-7 At this age children often like to do things unaided, they enjoy being with family, and love playing with other children and alone. They have developed a skill where they can show emotion appropriately, and can view things from different points of view. Children at this age know rules, morals and values in life, and are more able to share toys, ideas and know how to take turns. They have developed a gender role now and are aware that boys and girls are different and will enjoy different things, making friends and having friends for a child of 3-7, is extremely important. 7-12 Children at this age will be able to control how they feel about other people and different situations. They know how to keep their own thoughts private, and hide their true feelings. They dont only know who they are, but know who or what they would like to be like, they become critical about themselves and start wanting changes, for example putting their mam or sisters make up. At school and where they live children start to form close relationships with other children, often sticking to their own sex. 12-16 This age is when they are experiencing education, exams and facing up to different morals. They will be physically and intellectually developing rapidly, causing sexual feelings for others, and thought of how they want to change! Children will often be going through puberty now and this will cause a lot of how they feel about themselves and others. Social development Parents show a great deal of interest in their childs developing personality. Even babies only a few weeks old display distinct personalities. Personality is thought to be a result of a combination of nature and nurture. In other words, it is influenced not only by what is inherited from parents, but also by our environment. The childs initial temperament affects the childs developing personality. Environmental factors then come into play. Our experiences are very important in forming our personality. Some babies are very placid and easily soothed, whilst others seem to find it difficult to settle. The reaction of parents and carers to difficult children is taught to be crucial in reinforcing this type of temperament or helping not to emphasise it. An important aspect of social development is the development of children moral or pre social behaviour. The family, other significant adults and children have an important role to play in this. Pro social behaviour Pro social behaviour is how a child intends to act socially, they might want to make new friends at school, but find it hard, and they might want to be involved in a social group but feel embarrassed or not good enough. Being influenced is important for a childs social skills to develop, if they are from a family who dont really socialise and just stay together as a unit, the child will think thats the norm and wont want to socialise- this is a key issue as children need socialise as a factor of development in life. Moral development Moral development comes from children seeing or doing something ‘wrong and facing consequences, then learning from then. Children need to do and see things go wrong in order to learn from them. Some children find it difficult to identify wrong and right, meaning they dont understand what morals are; also what is and isnt acceptable. Development of aggression Aggression can develop in a child as they get older, have behavioural difficulties, or suffer from some sort of abuse or hard time in their lives. When children let things build up in them emotionally, they feel anger for anyone around them, they feel like they need somebody to take their troubles out on. Children can act aggressive when not getting their own way, whether its just the way they are or they are copying someones behaviour from home. Managing unwanted behaviour Many children have behavioural difficulties, which are due to different reasons, not all aimed at the parents nurturing skills but other psychological problems that may consist. Managing unwanted behaviour can only take place by using the correct strategies; most strategies in which promote social and emotional development. Anyone working in an early years setting will be aware of the coping strategies and the different behavioural problems, such as hyperactivity, which wont be completely stopped in the setting, but controlled. Some children who have behavioural problems may use aggression when they find them selves in awkward situations, the child cant help how they are acting so it is important that an adult controls them as they may become anxious and scared. Also it is important that the environment is made suitable for the child, and to treat the child ‘differently to the other, giving them a sense of importance and respect. If a child becomes withdraw, its important that they are made to be included with others, as they will fee more equal in a sense that they arent just the naughty child. Conditioning Classical conditioning may influence behaviour in children and how they behave around certain people. For example children will become relaxed and ‘act themselves around friends, but, when they see their head teacher, will become quieter politer and intimidated. This is a natural reaction, as you expect different rules boundaries and happenings with different people, this happens especially in children. Reinforcement Reinforcing good behaviour is done through prizes and rewards. Children prefer to be rewarded with something they love; and not their something they love to be taken away. Reinforcement can be done in many different ways, and by different people in a childs life; for example if a child misbehaves at school, their teacher telling them if they behave to a standard they will receive a prize, rather than telling them if they misbehave they will lose something they enjoy, such as their lunch break. This good behaviour may be reinforced by a reward of a  £5 note if the childs behaviour has been good during the visit, this is an example of reinforcing good behaviour. Social learning Social learning happens through learning oft those in your every day surroundings. Parents are friends are main influences of social learning and they can copy and develop their personalities and actions, for example if a childs older sister, their role model, smokes, they will want to as well; as they see it as correct or ‘cool, thinking doing this will make them more like their role model. Imitation A younger child imitates the other childs behaviour, e.g. a younger child may copy an older childs use of bad language. Role models Children may see members of their family as role models. For instance, an older sibling gets a reputation at school for behaving badly so the younger child feels the need to follow the family tradition by using the other child as a role model. Adults may reinforce this pattern of behaviour by their expectations based on their knowledge of the family. Cognitive and language development Vision Babys visual sensory system isnt fully mature at birth, however during the early years, babies develop and mature eye sight, meaning they are able to physically see, and develop stimuli, causing them to be able to further away. Babies looked at the face-pattern more than anything else presented to them, meaning they become familiar of faces of family members, parents and anyone involved in their early life, rather than other things such as toys, or books. Fantz a child psychologist that I have researched, concluded that babies have an inborn preference to respond to faces and an innate perceptual knowledge of the face. However other studies carried out have shown that babies have a preference for increasingly complex patterns and their capacity for differentiating patterns steadily develops. From Fantzs research he found out that babies at a very young age are aware of colour shape and patterns, and do start to have preferences before they know what something is. Also, his study showed that when a child is learning to speak etc, seeing a shape they like, for example a strawberry, will help them remember, say and understand the word. Hearing From birth babies seem to have an inborn preference for hearing the human voice. Condor and Sanders carried out some experiments on babies that were just a few hours old, and the experiment showed that