Promote Children and Young People’s positive behaviour free essay sample

Sex Education Effective sex and relationship education is essential if young people are to make responsible and well informed decisions about their lives Support the lead teacher and give accurate and informed information to the young people SEN Ensures that all students with SEN are treated fairly. Work with SEN students Health and safety To keep both adults and children within the school safe I don’t put the students or myself at risk. I assess my role in school and make judgements/ seek advice on what is right Cyber bullying To keep both adults and children within the school safe Physical contact To help staff know what is acceptable and what is not Work within it. Understand what is appropriate physical contact within the context of my role Task 2 Feel safe Yes as inappropriate behaviour (bullying/threatening/challenging authority) is challenged by staff to make the classroom a safer place for all The correct advice is being said to the students form people they trust Making the building a safe place can only be a good thing for pupils Make a positive contribution They make a positive contribution to the pupils as the guidance within them  are all based on the child and on how we can keep them safe from harm. We will write a custom essay sample on Promote Children and Young People’s positive behaviour or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They also demonstrate consistency across the school which children appreciate Develop social and emotional skills Students can see that adults are following codes of practice and making decisions that are fair. Watching this practice can assist children in developing their own social and emotional skills Understand their expectations and limits Young people like to know that the rules that a school sets are fair and applied fairly across the school that unacceptable behaviour of others is dealt with. Behaviour policies try and do this in such a way that pupils know what is right and what is not when it comes to relationships with others. A2 Promoting positive behaviour Task 1 Benefits of boundaries and rules Pupils and staff generate the boundaries Everyone knows ‘the rules’. Consistently applied across the school assists the pupils Poor behaviour is indicated as it is not good and dealt with accordingly Sanctions are levelled against certain actions. E. g. missing homework is a 30-minute detention or hitting another student is exclusion. Clarity for all is important Good behaviour is praised and rewarded Task 2 The need for students to have consistency is very important. If a string of supply teachers came and went, all with their own approach to classroom management, understanding of the rewards and sanctions policy of school, I think that the students would quickly disengage. The level of written work falls off as the books are marked to a different standard Homework effort becomes sporadic Behaviour of students’ changes as the more challenging students will push the limits of the ‘supply teacher’ to see where the boundaries really are. This can have a detrimental effect on the class as a whole. Students who were once well behaved follow the poor behaviour and it becomes a negative spiral of behaviour. The level of trust that the pupils have with that subject is put in jeopardy as they become negative towards the subject as the teaching/relationships in the room are put under pressure. Task 3 Rewards Sanctions THE POSITIVE REWARD SYSTEM It is important that achievement and good behaviour are rewarded. The two main ways of doing this are by giving merits for good work and recording such things as exceptional effort, improvement in behaviour, volunteering to help at functions etc, on the school system. Merits and Head of Department’s Commendations Pupils are awarded merits in accordance with departmental criteria. Staff record the merits in both the pupil’s Planners and their own mark records. Ten merits in one-term results in a Head of Department’s Commendation that is awarded in Year Assemblies. Positive Referrals and Head of Year’s Commendations Positive referrals are sent to the relevant HoY and also recorded in the pupil’s planner. A Head of Year’s Commendation is awarded for 5 positive referrals or for consistent effort on Consultation Day. This certificate is also awarded at Year Assemblies. Head Teacher’s Commendation This is awarded at the end of term assembly on the basis of any combination of 3 Head of Year/ Head of Department Commendations. Prize Day Prizes are awarded annually to pupils for outstanding effort and achievement, for excellent attendance and punctuality, for success in examinations, for sporting endeavour and for services to school SANCTIONS Outlined below are examples of unacceptable behaviour and sanctions. This is not a tariff, and each case must be dealt with according to its merits. Sanctions will be applied fairly in accordance with DCSF guidance and exclusion used when no other alternatives are available (refer to Inclusion Policy) Minor Incidents These incidents are dealt with by the classroom teacher and include, for example: throwing paper; calling out; chewing; not following instructions; incomplete class work; no homework; lack of equipment. Sanctions include: verbal reprimand short cooling off period outside the classroom (maximum 5 minutes) note to parent in Student Planner; moving seat short detention phone call home. sent to a temporary alternate space (supervised by an adult) Persistent incidents, or incidents of medium severity These incidents are recorded and passed to HoD. Unacceptable behaviour in this category includes: Persistency of minor incidents as above rudeness to staff verbally aggressive behaviour to another pupil being continually off-task. HoD’s sanctions include: meeting with pupil contact with parents by phone or letter placement on Departmental Report departmental detention discussion with Form Tutor referral to HoY Serious Incidents Serious incidents are dealt with by the HOY and/ or the SLT and include: truancy from school lessons  extreme rudeness to staff aggressive behaviour smoking refusal to comply with other sanctions theft bullying HOY’s sanctions include: meeting parents/guardians placement on Daily Report HoY’s Detention Saturday Detention. Very Serious Incidents These incidents are dealt with by HoYs and SLT. They include: persistency of the above serious incidents of bullying sexual contact racial/se xual harassment fighting bringing an offensive weapon to school (laser pens, knives, pellet guns, fireworks, scissors, this list is not exhaustive) involvement with drugs or alcohol Physical aggression to a member of staff will be treated with the utmost severity Sanctions available include: internal exclusion fixed term exclusion permanent exclusion Police involvement Task 4 1. Skinner’s theory is that children respond positively to praise and repeat behaviour in which praise is the reward. Involving children in the setting of classroom rules/acceptable behaviour, it gives them a responsibility to keep the rules set. Examples like: How do they enter the class How do they speak to each other How do they expect to be spoken to Physical contact Shouting out when others are talking Manners These simple class ‘rules’, which are set by the children are important so that each and every child ‘buys’ into the rules, as they were the ones who created them. Positively rewarding students who follow the set rules becomes clear and positive behaviour is rewarded and repeated (Skinner), and children who ‘break’ the set rules understand that their behaviour was inappropriate and accept the sanction set more readily. 2. You should involve children and young people in devising school or class rules because it is important that they put forward their own ideas and explain why they have those ideas. They could also compare rules in other schools and discuss why they think they may or may not work. Involving the pupils helps you to agree on appropriate rewards and sanctions together. This helps to give them ownership of them and they are more likely to take responsibility for their behaviour. A3 Managing Inappropriate Behaviour (-) ve (+)ve You Haven’t listened to a word I said Listen carefully to what I am saying, its important You can’t go out: your work is not finished Once you finish that task. You can have a break Your painting is ruined Lets try and make this painting better Stop shouting out We don’t shout out in this class, do we! We follow the class rules then everyone has a turn. Stop rocking your chair Sit properly in that chair, please You are going to break that. You are very naughty Stop. Think for a moment. It looks like that could break and that’s not what you want to do Tuck your shirt in You are representing the school and yourself in that uniform. Smarten it up please Get to class you’re late Being on time is really important. Lets get there Stop chewing Please put the gum in the bin Stop picking on him How would you feel if someone said that to you? Do not break that equipment The school has that for all of the pupils here so that they can learn, please treat things with respect. A4 Role models Good Role Model I have seen a teacher who always meets the students at the door of his classroom and welcomes them all individually. This sets the tone for the start of the class and the pupils are happy to be in this room. His manner is always polite and his expectations from the students are the same as he demonstrates to the pupils. They all speak to each other with respect and the environment is a welcoming, positive one. Poor Role Model A member of the canteen staff is not polite to the students at lunch and continually shouts at the children. The pupils simply ignore this lady as the instructions are always barked. Her stress levels are increased and the pupils dining experience is not as it should be. If she were to change certain aspects of her own behaviour then all parties would have a better experience at lunch. 1. Children respond positively to positive behaviour from adults. A good role model will demonstrate behaviour patterns that the students will wish to mirror as they acknowledge them as being ‘good’. Use of appropriate language, being courteous, and respectful of others are all good traits that impact on children’s behaviour 2. Poor role models demonstrate behaviour patterns that we do not want children to mirror. Derogatory comments, aggressive body language, poor manners are returned to the adult from the children if this is what they themselves are subjected to as they accept this behaviour as ‘normal’ A5 Easter Activity 1. Rewards or commendations would not be taken away. There would be an explanation of why these comments are inappropriate and inaccurate and then the pupils would be asked to apologise to the helper. If the pupils refused to apologise then it would be referred to their class teacher or form tutor. 2. From home and/or on the play ground 3. The class teacher should have been more aware of the noise from the 5 boys. The TA is more than capable of dealing with this low level disruption 4. No. Rewards are given for positive behaviour/work. Another sanction should have been used for the boys comments 5. I think that the TA was too strict. Explaining to the boys about positive role models and that the year 10/11 girl was there to help them would have been the correct avenue to take in the 1st instance 6. If the boys had continued to be silly once a conversation had taken place then the teacher could have been called over and removal of a period of ‘play time’ would have been more effective than removal of points earned. 7. The boys should have apologised to Cheryl for their silly comments. 8. No. All 5 should have had the same sanction in the 1st instance. 9. The teacher should have been informed of what the TA did and if the situation escalated, assuming the teacher cannot control the class, a more senior member of staff should be informed. The SENCO also needs to be informed to discuss the matter with the TA. Learning Outcome 35 Be able to manage inappropriate behaviour Behaviour and discipline problems that should be referred to others Bullying of others Poor and challenging behaviour inside/outside of the classroom Attendance Fighting Smoking Inappropriate sexual behaviour The school has a system in place that Behaviour in classrooms is dealt with initially by the He ad of Department and the teacher Behaviour outside of the classroom is dealt with by the HOY Attendance is dealt with by the attendance officer The more serious offences and if small issues develop into larger issues then the SLT of the school becomes involved in each case. Agencies that support behaviour in schools The Local Authority Behaviour units and educational psychologists CAMHS Police/Fire Service Social services A6 Changes in Behaviour Challenging Behaviour Possible Developments Action As per example As per example Speak with both children to explain that this type of behaviour is wrong. Contact home to speak with parent/carer of child whose bag has been damaged As per example Child becomes disinterested in the lesson and disengages. Speak with child about importance of sleep and amount of sleep. Make a note that if this behaviour pattern continues to pass the information to a more senior colleague. As per example The situation could develop into a situation of bullying for the girl in question The child who was pulling the hair needs to have the possible developments of the actions explained clearly. An apology to the girl and a statement that this type of behaviour will not carry on. If this type of behaviour is witnessed again then a referral to more senior staff is required. As per example The relationship between the teacher and pupils could become challenging, especially if the parents have been informed of a 1 sided picture Speak to the two girls and clarify why their behaviour created the situation in the 1st instance. The girls need to speak with the teacher and apologise for not listening. If then the girl wishes to tell her parents then fine, but to get in touch with the teacher or the TA for a response. A7 Challenging Behaviour 1. Assessing the pupils’ body language at the start of each session that I would be working with is very important. The most effective way to manage inappropriate behaviour is not to place ones-self in that environment. If a student is clearly agitated or not in the right mind to take a full and active part in the lesson then an alternative needs to be considered. You get to know patterns and triggers for challenging behaviour in pupils. Work can be differentiated for specific pupils. It is always a good idea to liaise with colleagues and find out what the pupils behaviour has been like throughout the day so far. Time out of the lesson to calm down or think things through can be effective for some pupils. 2. Pupils with learning difficulties or who are prone to displaying challenging behaviour are given opportunities to sit in quiet areas during break times rather than go to the noisy playground. They have access to snacks at break and lunch should they require them. They also have access to resources such as flash cards, books and games to help them relax. They have access to Learning Support staff should they wish to discuss something. These members of staff carry radios so they can be contacted swiftly should they be required in a classroom. Pupils are allowed, â€Å"time out† if they become agitated or distressed. A8 Behaviour Reviews Task 1 Encouraging Pupils to consider their actions and behaviour enables them to understand how and why they came to that point. They are able to look at their actions and what the outcomes and consequences are. The Restorative Justice programme promotes a harmonious learning environment. Pupils are encouraged to self regulate their own behaviour and learning based on respect, responsibility, repair and re-integration. These steps appear to help the child or young person understand their feelings and how they affect their behaviour, respect others feelings and opinions, take responsibility for their actions, learn how to put things right and find solutions and to re-integrate back into their peer groups etc. It appears that the practitioners employ a whole school approach and this appears to reduce incidents of poor behaviour. Behaviour Support Plans are another way of working towards improved behaviour. Like the Restorative Justice Plan, they involve the child or young person when setting the goals and targets. The plans are specific to the pupil’s needs and contain the steps to be taken to work towards the target. They should be realistic in their expectations and always involve regular discussions with the pupil about any issues or worries they may have. Behaviour Support Plans or Individual Education plans can be very effective as they are tailored to that pupil’s specific requirements and needs. An added benefit for both the pupil and the staff involved is that they get to know the pupil much better, promoting improved understanding of their behaviour. Task 2 1. Reviewing their behaviour and targets enables children and young people to think about and talk about the impact of their actions. They may find some of the resolutions themselves. 2. The Teaching Assistant could ensure that the targets are SMART (specific, measurable, achievable, realistic and time bound). The pupils need to fully understand why they are set these targets. Discussions need to take place regularly and expectations need to be realistic. 3. Encourage positive behaviour with a rewards system. Communicate with the pupil regularly and reassure them that you and other staff and pupils have noticed their good behaviour. Show understanding of why their behaviour may sometimes be related to their emotions. 4. Encouraging the child or young person to reflect on their behaviour and the consequences for themselves and others. Ensuring that the system of rewards and sanctions is fully appreciated and understood. Being able to show empathy and understanding of circumstances and reasons for poor behaviour without compromising the standards and sanctions the school has put in place. Be able to respond to challenging behaviour Case Study 1 1. Claire should intervene quickly and remove the brick from Marc’s hand and explain why. Make the boys aware of her presence and attempt to make eye contact. Repeat directions to both boys in a calm but firm manner. Use time out if appropriate to enable them to calm down. Send for help if required. 2. Clare needs to have read and understood the school’s behaviour and health and safety policies. This should also be clear on the use of restraint. 3. Claire’s knowledge of the pupil may have helped the situation. She might have been able to identify triggers that upset Marc and result in his poor behaviour. He appears to set the bricks up in that way frequently. Clare could suggest that he plays in another area so that other pupils in the class do not disturb the bricks. She may also want to remind him that the toys are there for everyone to play with and that his behaviour is unacceptable. Case Study 2 1. Cameron should act and intervene immediately and appropriately in accordance with the school’s policy for dealing with bullying. 2. Cameron needs to report the incident to the appropriate senior member of staff. 3. The incident should be reported to the member of staff designated to deal with this type of behaviour in school. 4. Cameron may consider restorative justice; a programme whereby the pupils are encouraged to examine the impact of their behaviour and the effect it has on them and others. He may also want to become involved in agreeing a behaviour support plan with Dani and the rest of the group. 5. Targets may include: Learn to understand and respect the feelings of others, Agree to work through conflicts and disagreements. Help others to resolve conflict and disagreements. Display and encourage positive behaviour.

Essay Framework Sample - How To Use It

Essay Framework Sample - How To Use ItThe essay framework sample is a brilliant method of helping you put your essay ideas into words. This is a method which does not actually expect you to write the whole thing yourself, but rather to supply it with some guidelines. It can be used by any student who has just begun writing his/her own essays. They help you learn a great deal about writing an essay.The first and most important thing to know about essay frameworks is that they do not come with a particular style guide. Rather, you supply the guidelines and they do the rest. They come with sample assignments, which are either written by you or with help from an instructor. Each of these samples contains a number of chapters. These chapters consist of some basic instructions in essay writing, such as how to fill in the blank spaces, what to include in a paragraph and what type of letter you need to make, etc.The entire idea behind these guidelines is to teach you how to communicate basic essay ideas. The guidelines are great because they do not require you to write the whole thing from scratch.You will probably start to understand things when you begin to communicate things using your own concepts and experiences, which mean you need to have at least some personal experience to use to add to your papers. Just by reading what the writers of the samples say, you will get some idea of how to communicate various topics in your own essay. This way, you will not find yourself getting confused during the writing process.You may find that the outline sample is so useful that you will actually consider buying the actual manual from a store. However, it would be better if you save money and use the outline template instead. This will ensure that you follow everything exactly.One thing to keep in mind when looking for the outline is that it is very important to have a sectionalized and clear to the point body outline. It should be able to put down various ideas in only two or three paragraphs.Another very important part of a successful essay is the conclusion. You should use the body to outline to outline what you have written. Here, you need to write something very short, succinct and positive.Finally, remember that you need to finish off the outline with a conclusion. You need to be able to summarize your entire work in a single paragraph. If you are writing an essay for an exam, this is very important because it will show the reader exactly what your goal is.

4 Steps to Figure Out What Any ACT Math Question Is Asking

4 Steps to Figure Out What Any ACT Math Question Is Asking SAT / ACT Prep Online Guides and Tips ACT Math questions can be confusing. Many leave readers wondering what's being asked and where to start. That's why it's such a good idea to have a reliable method for dissecting these questions in your back pocket. That way, whenever you sit down to a confusing ACT Math problem, you know where to turn. In this artcile, I outlinefour fool-proof steps to clearing up what a question is asking, as well as offering a few other tips for attacking ACT Math. 4Steps to Understanding ACT MathQuestions The point of these steps is to discover what the question is really getting at. Often, some of the multiple-choice answers you're offered are the right answers to the wrong questions, and you don't want to be duped into selecting one of these red herrings. Instead of panicking over how confusing it all is, stay calm and start with this method. 1. Read the Problem Just read, and see where you stand as far as sizing up the situation. Take a look at this question: Now, it may look intimidating, but it's pretty clear what the actual question is: what is $c$? From there, we can plug in what we know ($f = 450$ and $d = 10$),and we get: $450 = c(10)^3 = 1000c$ Divide to isolate the variable, and $c = 0.45$ Yes! We figured it out! Alright, that was actually fairly straightforward. How about this one? There's more going on in this question. An initial read does, though, reveal a couple ofthings: This question will require further attention. We're talking about functions on a graph. At least we know basically what we're dealing with as we proceed to the next step. 2. Find the Given Information This includes question and command terms. Now, not all questions will be technicalquestions; some will contain command terms, likefind,state, oridentify. Pick outwhatever it is that tells you what's being looked for. In the above problem, I see the wordwhich: "Which... describes a true relationship...?" Basically, this question is just asking which of the following statements is true! Also identify any given information, including stated quantities such as dimensions or simple numbers. This includes units- it's not much good to know there are 15 unless you know 15 ofwhat. Also look at any other labels that give you information about the quantities in question. In the question above, I see $f(x) = (x - 3)^2 + 2$ and $g(x) = 1/2x + 1$. No units, but that's okay; we're working withfunctions on a graph in a purely abstract sense- not quantities in the real world. If there's any extraneous information, you can eliminate it this point. For example, take a look at this problem: Look at the question: "When $a$ is multiplied by 2, what is the effect on $p$?" To answer the question, do we really need to know what the formula represents (a short-term loan)- or what any of the variables mean? Not really! So, we can eliminate everything but the formula itself and the last sentence. From there, we can see that we could rewrite the formula as $p = a({1/2ry+1}/{12y})$. Getting back to the original question, multiplying $a$ by 2 results in multiplying the whole right-hand side of the equation by 2, as follows: $2a({1/2ry+1}/{12y})$. What you do to the right side you must do the left, so $p$ is also multiplied by 2 at this point, making the answer D. It's sort of like finding clues- you're a math detective! 3. Look to the Answer Choices What differs from option to option? Whatever's changing is what the question must be testing. If you're still not sure what the question is, look at the answer choices and ask yourself what question they could answer. Units are hugely helpful in this: "25 miles" will not answer how many more cookies Sam has than Lucy, but it might answer how far Sam's house is from Lucy's. In the question about the two functions on the graph, we're looking for a true statement among answer choices, so of course we have to examine those answer choices to see what we're working with. Answer choice (F) is true, and none of the others are, so that settles that: The graphs touch at two points. The one is sometimes lower, sometimes higher than the other. The graphs are very different; they do not look like direct inverses of each other. Sometimes, the answer won't fall into place just yet. In that case, continue on to the next step. 4. Rephrase the Question to Make Sense For instance, we could say for the graphing question, "Which statement is true about this graph?" You've dissected a lot about this problem; now, put it all back together.At this point, you can pretty much ignore the original, convoluted wording (keep it around for reference just in case)- stick to what you've boiled it down to. Now, go forth and solve! You're on a quest to conquer the mathematical dragon of the ACT! Other Tips for Working with ACT Math Problems Here are a few pointers to working with all ACT Math problems, including those that are hard to parse. Recognize Information Stated Different Ways There are a lot of ways to say the same thing: the ability to recognize the same info in different forms is key. For instance, be very handy with mathematical vocabulary and the symbolic/numeric representations that are often used. When you see $y = f(x)$ on a graph, it means essentially the same as, "The graph of $f(x)$ is shown on the xy-coordinate plane above." Merewording can also contribute to difficulty in understanding a problem, so keep track of unnecessarily florid terminology as you go; note where a problemsays "increases" instead of "grows", etc. Take Things One Step at a Time You don't need to see all the way to the end result when you're beginninga problem; just take the next available step and see where it leads. The great thing about deductive disciplines such as math is that they proceed relatively linearly; one piece of information allows you to advance to the next until you get to the end. If you're in a factored form, expand; if you're in the expanded form, factor. Do whatever's available to you, and see what you glean. Work Backwards If You're Not Sure Where to Go Next This is a multiple-choice test: plug answers in and try them out. Start with any answer you like and treat it as the answer. Stick it into the problem and see if it works out. If it does, great! If it doesn't, go ahead and try it with another answer choice. Your options for a correct answer are limited; take advantage of this fact and apply process of elimination. Ferret Outthe Information You've Been Given There isalwaysenough information to answer the question. Unless there's an answer choice that specifically says, "Not enough information is given," you can find a concrete answer to what's being asked. You may need to use information to find other information that you then use to solve- the path is not always perfectly direct, but there's always a path. If there's one piece of information that you really need to solve and the test doesn't give it to you, there must be a way of figuring it out. The information has to be here somewhere! "If" Is Not an Option Ifdoes not indicatea mere possibility. When the ACT says, "If Bob invests $500 in his bank account...", the ACT means, "Bob invests $500 in his bank account, end of story." For the purposes of a math problemif indicates something that's known to be true. Don't let that throw you off- when you seeif, you can trust that information: no need to doubt it. Notice the "Notes" "Note" means you should pay attention. Some problems will give you a note about a formula or conversion factor that you'll need to use. Don't ignore it- it's a freebie. It's easy to skim over the note at the end, but that would be a mistake. It's definitely true that there's always enough information to answer the question, but you do have to search for it and not skip over what you're given. Start Somewhere Get your pencil moving. The main thing is to start a problem and get over that initial momentum hurdle. Once you're working, it's a lot easier to keep going than it was to get started. Try something. Make a note. Plug in a number. Just get started with something, follow the tips outlined above, and don't let a problem stop you in your tracks. At least toy with a questionbefore you jump to guessing. Conclusion When you're working with a confusing math problem, stay calm and come back to the information you've been given. Read the problem, identify the given information, look to theanswerchoices, and rephrase the question. Also, keep the big picture in mind: there's a whole section's worth of math problems to be solved. That means there are many more opportunities toshine; it's OK to skip a problem and come back to it later- or even guess. Unless you're confidently aiming for a perfect 36, no one question is going to make or break it all. Do your best, but don't beat yourself up if your best isn't perfect; master what you can as you progress. Respect your own journey. What's Next? Getting stuck happens. Accept that it's going to happen to you, and read about how you can work with that experience. Practice with some really tough problems; that way, you'll be prepared for the worst of it on actual test day. You might also want to spend some time thinking about word problems, as these are often some of the trickiest to work though in terms of figuring out what's being asked. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The Murder of Somer Thompson and Capture of Her Killer

The Murder of Somer Thompson and Capture of Her Killer On October 18, 2009, 7-year-old Somer Thompson was walking home from her Orange Park, Florida school with her twin brother and 10-year-old sister when she disappeared. Her body was found two days later 50 miles away in a landfill in Georgia. Florida Searches for Somer Thompson Somer Thompson was a mere 4-foot, 5-inches tall and weighed 65 pounds on the day that she went missing. Her hair was in a ponytail, tied with a red bow and she was carrying her favorite purple Hannah Montana backpack and a lunchbox. She was walking with her siblings and friends, but then when some in the group got into an argument, she separated from them and walked ahead by herself. It would be the last time Somer Thompson was seen alive. Investigator immediately suspected foul play and issued an Amber Alert. Police interviewed more than 160 registered sex offenders who lived within a five-mile radius of where Somer disappeared.   Clay County Sheriff Sgt. Dan Mahla called the investigation an all-out search. Working all night, the search included canine units, mounted police, dive teams, and helicopters with heat-sensing technology, Mahla said. Somer Thompsons Body Is Found On October 21, 2009, a childs body was found in a landfill in Folkston, Georgia, just across the Florida state line near where Somer Thompson vanished. Searchers found the body of a young white child at the landfill after sorting through more than 100 tons of garbage. They were not acting on a tip. They followed garbage trucks working Thompsons neighborhood to the site. Clay County Sheriff Rick Beseler said it was a standard operating procedure in a missing person case for police to begin following garbage trucks and search nearby landfills. Pornographer Arrested in Somer Thompson Case A Florida man, who was being held on child pornography charges in Mississippi, was charged with the murder of Somer Thompson. Jarred Mitchell Harrell, 24, faced multiple charges in connection with the murder. Harrell has been in custody in Mississippi since February 11 and was extradited to Florida. Harrell faced a possible death sentence for charges of premeditated murder, sexual battery of a child under 12 and lewd and lascivious battery, according to court records. But Harrell was arrested in Meridian, Mississippi on a Florida warrant on more than 50 charges related to the sexual assault of another girl which he allegedly videotaped. He entered a not guilty plea to the charges. Press reports said at the time of Somers disappearance, Harrell was living with his parents in a house that was on her route to and from school. Harrell ultimately faced three trials: one for the molestation of the 3-year-old, one for the murder of Somer Thompson and another for child pornography.   Somer Thompsons Killer Gets Plea Deal Harrell avoided the death penalty by accepting a plea deal. He was sentenced to life without the possibility of parole after agreeing to drop his right to appeal the sentence later. Somers family members agreed to the plea deal, prosecutors said. After entering his guilty plea, Harrell listened to several victim impact statements, including one from Somers twin brother Samuel. You know you did this, and now youre going to jail, Samuel Thompson told Harrell. Somers mother, Diena Thompson, who attended every court hearing in the case, told Harrell he would never find peace. No Peace in the Afterlife Your punishment does absolutely not fit your crime, she said. Remember now, there is no safe place for you. You do not have an impenetrable cell. There will be no peace in the afterlife. Court papers show that on Oct. 19, 2009, Harrell lured Somer into the Orange Park, Florida house where he was living with his mother on the route on which she walked from school. There he sexually assaulted her, killed her and put her body in the garbage. Harrell pleaded to first-degree murder, kidnapping and sexual battery in the Somer Thompson case. But he also pleaded to possession of child pornography and several other sexual-related charges in connection with an unrelated case involving a 3-year-old. The child was a relative of Harrells, according to court records. House Where Somer Died Is Destroyed On Feb. 12, 2015, Orange Park firefighters burned to the ground the house where Somer Thompson was killed. The Somer Thompson Foundation purchased the property and it was used for a live training exercise after the purchase. Burn, baby, burn, said Somers mother, Diena Thompson, after she tossed a flare inside the brick home while several hundred bystanders looked on. The home, owned by Harrells mother, became vacant after his arrest and ended up in foreclosure when the foundation bought it and offered it to the Orange Park Fire Department for a training exercise. Thompson said burning the house brought her family relief. I get to burn their house down, Thompson said. Im the big bad wolf this time knocking down your door, not the other way around. Its really nice to know that Im not ever going to have to drive in this neighborhood again and see this piece of trash. She said she hoped the property will be turned into something positive for the community one day.

Are We Doing enough about Domestic Violence Assignment

Are We Doing enough about Domestic Violence - Assignment Example Domestic violence is not just a female problem; in around 1989 a man for the sake of argument lets call him Jake got into a physical altercation with his girlfriend of several years. She raised a knife to Jake's throat and raped him, afterward Jake went to the police precinct and explained to them about what had just happened, the police laughed at him and later on that week Jake was killed by his girlfriend. Domestic violence is a high-risk killer when ignored and acknowledged. People tend to hide abuse both men and woman for different reasons out of love, fear, or even guilt if there are children involved. A person would have to jump through hoops of fire to get proper help for a new life like police reports, pictures, witnesses, etc. and that still might not work until they hurt the person that’s hurting them. Domestic violence is not just a female problem; in around 1989 a man for the sake of argument lets call him Jake got into a physical altercation with his girlfriend o f several years. She raised a knife to Jake's throat and raped him, afterward Jake went to the police precinct and explained to them about what had just happened, the police laughed at him and later on that week Jake was killed by his girlfriend. Domestic violence is a high-risk killer when ignored and acknowledged. People tend to hide abuse both men and woman for different reasons out of love, fear, or even guilt if there are children involved. A person would have to jump through hoops of fire to get proper help for a new life like police reports, pictures, witnesses, etc. and that still might not work until they hurt the person that’s hurting them. On the other hand, you have your fame chasers and custody winners who use domestic violence as an excuse to get what they want. A prime example of this is there was an episode of Law & Order S.V.U. on television where a woman was going through a real serious custody battle with her ex-husband over there fourteen-year-old daughter. The woman was planning on leaving the state they lived in and her ex-husband found out, he showed up to her house in the middle of the night to question her, while there he grabbed her leaving bruises. Afterward, she filed raped charges on the man. Throughout the episode, the man denied raping his ex-wife but because of the bruising on her arms and his admitting being at her house without permission, he was put in jail. When it was time for him to go to court he made bail and came after his ex-wife lighting her on fire, she later died and afterward it was found out that the man really did not rape her.  

The disrespectfulness of children towards adults compared to 50 years Research Paper

The disrespectfulness of children towards adults compared to 50 years ago - Research Paper Example This essay will compare and contrast the same to reach towards a conclusion. Until the mid of the twentieth century, schools did not have such strict punishments as they have today such as detention, suspension and others. This is because they did not need them. Students were less likely to exhibit intolerable behaviors against their teachers or other adults and even if there were signs that they were about to do the same, one look from the teacher or the parent was enough to force them to forget about every unorthodox act that was in their head. However, today, schools and high schools need special personnel to ensure discipline at all times. Teachers and administration uses all possible threats to keep children under the limits of ethics but the cases where children have gone off limits are increasing rapidly (Rainey, Rainey & Nygren, 2002). The biggest sign of disrespectfulness of children towards adults and especially their parents is evident from the shattering of the nuclear family, where three generations of grand fathers, fathers and children would live together to make up a family structure. The eldest in the family would have the veto right in all matters concerning the family members and he would unquestionable authority. However, this is not true for today (Leach, 2009). Over the past few decades, the extinction of the nuclear family structure has increased at an exponential rate. Children do not feel the fact about their responsibility to take care of their parents and in the same way in which their parents took care of them when they were young. Instead, the children wait for their late teens and run away from their homes to â€Å"start their own lives† leaving their parents behind (Rainey, Rainey & Nygren, 2002). Five decades ago, it was more likely that one could see a child or a teenager sparing his few moments to help any old gentlemen with crossing the road, reading the newspaper, giving him his seat on the bus or giving him a

Detection and Tracking of Arbitrary Objects in Video

Detection and Tracking of Arbitrary Objects in Video Kleanthis Constantinou Abstract— Detection and tracking of arbitrary objects in video is a technique which detect object and an object tracker follows that object even when the detectable part cannot be seen. The goal to detect an object in video or image is to determine whether there are any defined object in the video and return their locations, for example the object can be individual team members in a video showing sports, and it’s also been useful for the police in hot pursuit of vehicle by detecting the vehicle while moves. In this paper includes an analyses a methodology for detecting and tracking arbitrary objects in videos and documentaries. This work will explain how a moving object can allow deriving and maintaining a dynamic template of each moving objects. INTRODUCTION This paper will examine and analyze the paths followed for the implementation of a system that makes the detection and tracking of an arbitrary object possible. In addition the paper will point out the importance of embedding such a system in surveillance systems enhancing the need of those systems upon collecting cohesive temporal information though such an implementation. Section II will distinguish need for implementing such a system and how it can benefit its host. Section III will be stating the structure and the techniques used to properly manage the events of tracking and detection of an arbitrary object. Section IV will refer to the variety of problems disclosed in detection and tracking systems such as operation interference, while in addition it will state the required precautions that need to take place in order to prevent any operation interference and allow the system to run efficiently and effectively enhancing its accuracy. Section V will briefly explain the different types of surveillance systems and how they can be accessible. Lastly Section VI will display the steps followed in a moving detection system. In Video analysis the first step is the detection of moving objects and the areas which can be used are surveillance videos, tracking and monitoring people and traffic, therefore in this section we will be stating some examples on how the system works from a camera view and how effective the system can react. II. Reasons The reasons for providing an algorithm to make possible the detection of video objects is due to the need of acquiring data to be forced as an input to a computer based vision application. The application’s goal is to rebut tracking objects in the scene considering parameters in the background and the camera. Background based variables include the variation of light and objects that can change their status from moving to stopped and vice versa. The algorithm consists of two parts, the object detection which is light in terms of programming and a second part which is based on a more sophisticated structure that functions behalf of detecting objects in videos. The process of locating and tracking a moving object in video over time can be done by using a camera. Detection and tracking does not satisfy the purpose of extracting information’s but also to make implementation of systems such as traffic control, security and surveillance, medical imaging, human computer interaction, video communication and compression, augmented reality and video editing possible. Establishing correspondence of objects parts between consecutive frames of video it is the main goal of the tracking. The task of this application provides us with data that are used to enhance lower level processing like motion segmentations and data extraction such as activity analysis and behavior recognition which categorized as higher level processing. Methods and algorithms of detection and tracking The tracking and detection methods are categorized based on how an application can use them. Generally object tracking systems are adequate for outdoor surveillances videos where tracking parts of an object is necessary for several indoor surveillance systems. It is necessary to distinguish objects from each other in order to track and analyze their actions reliably. The main methods for object tracking include firstly the correspondence matching points and secondly to carry out explicit tracking by making use of position prediction or motion estimation. The techniques used for designing surveillance camera systems include the use of stationary cameras to allow the segmentation of each image into a set of regions representing the moving objects by using background differencing, and by using the method of k-Gaussian expand the video processing and allowing process of real stream videos with time varying background and without dedicated hardware. Figure 1: Tracking block diagram The diagram above shows the main blocks followed for object detection and tracking, where foreground and background are the basis for defining images. The information extraction in this scenario includes object attributes and features that could be used in applications and real time video applications. The Methods which classified as point detectors, background subtraction and segmentation is object detection. The information expected to be derived from the tracker is the trajectory of the path which has been followed from a moving object over time by locating its position in every individual video frame. The use of detection and tracking algorithms include implementation of techniques such as: data mining neural network artificial intelligence wireless sensor network biometrics. IV. Problems and Solutions Based on statements made in section II, background changes refers to light changing scenarios such as an outdoor scene, clouds covering the sun and for an indoor scenario such as turning off the lights. By considering those two factors there is problem for an object to be detected and tracked. So the approach cannot be based on frame difference where frame rate it is also depended on the object speed. From this perspective the attention must be laid on the moving object detection based on the background suppression where background model is computed and evolved frame by frame. Clarifying that statement object motion is defined by the difference between the current frame and the background model. Apart from that there must be a high response rate between the changing nature of background and reliable background model computation. Then a model must deal with erroneous ghost detection which includes objects in background that appear as moving in order to be able to compute the differenc e between those objects original position and the position that those objects where projected to after performing motion. Another puzzling fact that makes the algorithm more difficult and not approachable were the existence of shadows and moving objects while the associated shadows are sharing the same features of visual such as detectability and motion, so when the background is updated, the shadows and the moving objects are detected and grouped at the same time. The tasks that are affected by shadows its object classification and the assessment of moving object. This kind of problem mostly affects a system that controls the traffic which is evaluating the trajectories of vehicles. To eliminate such problems the approach of shadow detection needs to be defined and suppressed based on a color analysis HSV space. Another thing that interferes with the processes of tracking and detecting objects in video is the availability of video sensor, the zoom capabilities and videos streams acquired by moving platforms. In such situations the background differing techniques cannot be used because they rely on stabilization algorithm for canceling the motion of cameras, and because the stabilization and the detection are based on the background and cannot perform perfectly since it requires stabilization algorithms in order to affine the perspective model for motion compensation where the quality of compensation depends on the observed scene. To increase the accuracy of detecting a moving object we used a stabilization algorithm that locates regions of an image where this region detecting the normal component of the optical flow field. Surveillance Surveillance systems is been used for monitoring of the behavior, activities or other changing information and more often of people for influencing, managing, directing or protecting them. Such surveillance system serving government and law to enforcement to maintain social control, giving the privilege to prevent or eliminate threats because of the services suck monitoring and recognition which surveillance systems provide. Types where this kind of program and technologies are used: Computers: where responsible for the monitoring of data and traffic through internet, which is categorized in real time monitoring Computer surveillance is used monitoring all phones calls, emails, web traffic; instant messaging etc. Telephones: the official and unofficial tapping telephone lines, the program which is on use for monitoring it is on real time. By using speech to text software creates this kind of algorithm intercept audio and then processed by automated call analysis program where search for certain key words or phrases. Social network analysis: Creating social map network based on data were collected from Facebook, twitter from social sites and from phones call records. Biometrics: this kind of technology its for human analysis for their physical characteristics such fingerprinting, DNA and facial patterns. The technique used is called facial recognition and is based on person’s facial features to accurately identify them from video surveillance. Aerial: Aerial: is an airborne vehicle surveillance which is collecting visual imagery or video. Because this kind of system extraction is high resolution imagery of identification object of extremely long distance it require to use a surveillance hardware such as micro aerial vehicle Data mining and profiling: Data mining is mathematical algorithm method and statistical techniques to identify previously unnoticed relationships within the data. And the process of assembling information about a particular individual or group is called Data profiling which is use of generate profile.. Such application is use for economic and social transactions where the amount of data is large where application is working by following the electronic trail. Every transaction nowadays is electronic, resulting in an electronic trail like credit card, phone card, rented video etc. The most common type of Surveillance systems include utilization of cameras in order to survey a particular space. Surveillance videos up until now consisted of systems analogous to three differentiated generations, 1GSS, 2GSS, and 3GSS. The first generation was used for controlling a room using various cameras at different positions where the role controller was a person. The second generation involved the use of digital and analog subsystems where digital video was focusing on real time detection consequently giving the video human operators for filtering out spurious events. The third generation systems provide end-to-end digital systems followed by today’s video object detection systems. Examples From Video analysis Crossing line detection: The object is detected when a moving object crossing the â€Å"safety† line through the video processing. The safety line can be setup base on the background and the various security zones in arbitrary shapes within the cameras view. So when the object crosses the line the program will automatically activate the alarm and the object will be marked with an alert frame so that the system will mark its moving trace and will alert security personnel to pay attention to the object recognizing it as intruder. Figure 2: moving object crossing the safety line Appearing detection: when an object appears within the camera view alert detects and identifies it as a moving object, if the object behavior is according to the pre-defined alert condition the system will alarm and detect its moving tracks. This system will automatically detect any moving object like human vehicle in a designated area. Figure 3: Moving vehicle Guarding region Entry detection: By setting various security zones in arbitrary shape with in cameras view and through the intelligent video processing technique, automatically will detect moving objects such as human animals, vehicle etc. and if the object does not met the predefined rules when they entered to the security zone then alarm will alert and the object will be marked with an alert frame. Figure 4: Security zone in arbitrary shape Leaving detection: Can set alert areas or regions when an item is removed from its region and indicate its track using alarm frame when the object is removed from it position. Prevent prison break and kids who left the safe place from the kindergarten. Figure 5: Alert area or region CONCLUSION In this paper we analyzed the fact that a system for tracking and detection is necessary for computer vision application implementations such as video compression, video surveillance, vision based control, human computer interfaces, medical imaging, augmented reality etc. this kind of systems provide key tasks for monitoring and controlling applications by providing input data to video databases such content based indexing and retrieval. Reference point [1].http://ieeexplore.ieee.org/xpl/login.jsp?tp=arnumber=784651url=http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=784651 [2]. http://arxiv.org/abs/1210.3288 [3]. http://www.google.com/patents/US20130322689 [4]. http://www.slideshare.net/yuhuang/object-processing11 [5]. http://www.cs.cmu.edu/~wdn/myresearch.html [6]. http://jivp.eurasipjournals.com/content/2013/1/42 [7].http://www.reoll.com/index.php?option=com_contentview=articleid=5Itemid=8lang=en [8]. http://en.wikipedia.org/wiki/Video_tracking [9]. http://en.wikipedia.org/wiki/HSL_and_HSV