50 Idioms About Legs, Feet, and Toes

50 Idioms About Legs, Feet, and Toes 50 Idioms About Legs, Feet, and Toes 50 Idioms About Legs, Feet, and Toes By Mark Nichol Here is a list of expressions that refer to one’s legs or feet or their parts, and the meaning of each idiom. 1. One’s Achilles’ heel is one’s weakness. 2. To be bound hand and foot is to be literally or figuratively tied up. 3. To bring one to heel is to subdue someone. 4. To go somewhere by or on foot is to walk or hike there. 5. To cool one’s heels is to pause to calm down or think before doing something rash. 6. To dig in one’s heels is to be obstinate. 7. One who doesn’t have a leg to stand on is unsupported by evidence or corroboration. 8. To drag one’s feet is to delay. 9. To find one’s feet is to become accustomed or oriented. 10. To be fleet of foot is to be fast. 11. To foot the bill is to accept financial responsibility. 12. To get down on your knees means to figuratively submit or ask for forgiveness. 13.–14. To get one’s feet wet is to have a modest or mild introductory experience; to put one’s toe in the water is to do so even more hesitantly. 15.–16. To get or start off on the right foot is to make a good first impression or to act productively soon after beginning an endeavor, and to get or start off on the wrong foot is to leave a poor first impression or act counterproductively soon after beginning an endeavor. 17. To get one’s sea legs to become accustomed to the pitch and roll of a marine vessel or, by extension, to become used to a situation. 18. To have a foot in the door is to have an advantage that will enable one to obtain a desired result. 19. To have foot-in-mouth disease is to habitually make awkward or inappropriate comments. 20. To have one’s feet in both camps is to be opportunistically sympathetic to two opposing viewpoints. 21. To have feet of clay is to have a hidden flaw or weakness (an allusion to the fragility of clay). 22. To have itchy feet is to be restless. 23. To have one foot in the grave is to be in poor health or near death. 24. To have two left feet is to feel clumsy. 25. To have the world at one’s feet is to be afforded an opportunity for rewarding experiences. 26. â€Å"Head to toe† means â€Å"entirely† or â€Å"thoroughly.† 27. To keep one’s feet on the ground is to remain realistic and responsible. 28. To keep someone on one’s toes is to do or say one or more things that cause the person to remain alert or attentive. 29. â€Å"Knee-high to a grasshopper† is a colorfully exaggerated expression referring to being a small child. 30. To land on one’s feet is to recover from a setback. 31. â€Å"My foot† is an idiom for expressing skepticism. 32. One who is on his or her last legs is in a state of exhaustion or near the point of giving up. 33. To pull someone’s leg is to deceive them for humorous effect. 34. To pull the rug from under one’s feet is to be deprived of support or disoriented by a sudden action; to have the rug pulled under one’s feet is to be the victim of such an action. â€Å"Have the ground cut out from under one’s feet† has the same meaning. 35. To put one’s best foot forward is to make a good impression. 36. To put one foot in front of the other is to begin a laborious undertaking. 37. To put one’s foot in it is to do or say something that gets one into an unfortunate situation, suggestive of stepping into an unpleasant substance. 38. To put one’s foot in one’s mouth is to say something awkward or inappropriate. 39. To put one’s feet up is to relax. 40. To put one’s foot down is to be insistent. 41. To put one’s foot to the floor is to suddenly hurry or increase one’s speed. 42. To set foot somewhere is to go into that place. 43. To shoot oneself in the foot is to do or say something disadvantageous to one’s own interests. 44. To stand on one’s own two feet is to act or live independently. 45. To step, or tread, on someone’s toes is to impinge on that person’s authority or responsibility or interfere with the person’s actions. 46. â€Å"The shoe is on the other foot† means that a situation has been reversed so that one who had been responsible for another’s misfortune is now suffering the same misfortune. 47. To think on one’s feet is to solve a problem reflexively or spontaneously. 48. To toe the line is to remain within the bounds of proper behavior or conduct. 49. To wait for the other shoe to drop is to be in expectation of receiving further developments or news. 50. To wait on someone hand and foot is to serve that person continuously. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Great Opening Lines to Inspire the Start of Your StoryFive Spelling Rules for "Silent Final E"Charles's Pen and Jesus' Name

Super Bowl Flyovers - Cost to Taxpayers

Super Bowl Flyovers - Cost to Taxpayers Its a longstanding tradition for the U.S. Air Force  or U.S. Navy to perform a flyover before every Super Bowl, but how much does such a thing cost American taxpayers? In 2015, the Super Bowl flyover will cost about $1.25 for every one of the 63,000 football fans in attendance at the University of Phoenix Stadium in Phoenix, Arizona, on Sunday, Feb. 1. Put another way: The Super Bowl flyover costs taxpayers about $80,000 in gas and other operational costs. There is a minimal expense involved with the flyover,  Rear Admiral John Kirby,  the Pentagon press secretary and spokesman for the  secretary  of Defense,  said days before the 2015 NFL championship game between  the New England Patriots and the  Seattle Seahawks. I think the whole thing, soup to nuts for the flyover, will cost something in the neighborhood of $80,000. Why the Military Performs Flyovers The Department of Defense says the Air Force flyovers are a form of public relations and are conducted at  Ã¢â‚¬Å"events of national prominence.† Its not an exorbitant cost, and I would, you know, obviously remind you that we stand to gain the benefit, Kirby said. And theres an exposure benefit from having the U.S. Air Force Thunderbirds fly over, a well-known, famous team, and that certainly helps us in terms of keeping our exposure out there for the American people. Added Kirby: I think theyre very popular, these flyovers. The Defense department receives more than 1,000 requests for flyovers at sporting events every year. The Thunderbirds and other teams accept many of them, including for NASCAR races and important baseball games. The U.S. Navys Blue Angels have done some of the Super Bowl flyovers, as well, including one in 2008 over a domed stadium. No one inside saw the flyover, though television viewers did for about 4 seconds.   For the publicity aspect of it, Id say its definitely well worth it when you consider the cost to advertise during the Super Bowl. The more people see our blue jets and recognize the Navy, the better it is for us,  Blue Angels press officer Capt. Tyson Dunkelberger told The Lost  Angeles Times in 2008. Debate Over Super Bowl Flyovers Some critics call the Super Bowl flyover a waste of taxpayer money. Washington Post columnist Sally Jenkins, writing about the 2011 Super Bowl flyover at Cowboys Stadium in Dallas, said: For absurdity, how about those four Navy F-18s flying over the stadium - with its retractable roof closed? Everybody inside could only see the planes on the stadiums video screens. It was strictly a two-second beauty shot. Know what it cost taxpayers? Ill tell you: $450,000. (The Navy justifies the expense by saying its good for recruiting.) Others have questions why the government is spending  millions of dollars every year on  the flyovers at the same time sequestration has slashed its budgets. Related Story: What is Sequestration? If any portion of the defense department budget is going to be slashed, the act of flying planes over a crowded stadium would be the one to get rid of, wrote Mike Florio of NBC Sports. ... As a recruiting tool its value is questionable.

Was the Paris Peace Conference a failure or a success Essay

Was the Paris Peace Conference a failure or a success - Essay Example There were a number of provisions in the treaty the most controversial and important one was that Germany accepts the full responsibility for the cause of World War 1. It levied heavy economical impositions ($31.4 billion) that took a number of years to pay up. Hence, this led Germany unsatisfied. Though financially weak it was not morally weakened. Therefore the treaty failed to subdue Germany in the right manner so that it later took a hostile step bringing much havoc in the world. 2 The Big Four Delegates from 32 different countries met at the Paris Peace Conference; however, four people took active participation in the drawing of treaties and were known as the Big Four. The members of the Big Four were David Lloyd George, Prime Minister of The United Kindom Georges Clemenceau - Prime Minister of France. Woodrow Wilson - President of the United States of America and Vittorio Orlando, Prime minister of Italy. The defeated countries suffered the conclusions of their talks. Wilson wo rked hard to have his Fourteen Points included in the league. He was specifically concerned about the League of Nations.

Global Oil and Gas Industry Essay Example | Topics and Well Written Essays - 1500 words

Global Oil and Gas Industry - Essay Example This study analyzes the political and economic climate and how the oil and gas stakeholders position their oil exploration ventures with national and international policies. Oil exploration begins with oil platforms located on the continental shelf. The platform is attached to the ocean floor, consisting of a floating, artificial island. Improved technology makes possible and more profitable oil drilling and production in deeper waters. A floating production, storage, and offloading (FPSO) system is used by the offshore oil and gas industry and designed to take all of the oil or gas produced from a nearby platform, process it, and store it until the oil or gas can be offloaded onto waiting tankers, or sent through a pipeline. (Wikipedia) The world's top three oil reserves are in the Middle East namely Saudi Arabia, Iran, and Iraq. There are two major sectors within the oil industry, upstream and downstream. Upstream is the process of extracting the oil and refining it. Downstream is the commercial side of the business such as delivery to manufacturers and gas stations. (Investopedia). Oil investors talk of an average seven-year period for exploration wh en commercial quantity reserves should have been established; and from 25 to 35 years of production and manufacturing.A most important natural resource, oil fuels the world economies. Almost every human activity in the 21st century is related to crude oil, from illumination to transport, air conditioning, heating and sewage system to use of household products such as petroleum jelly and body creams. The US which is the world's richest economy is such because it has control over cheap oil. Recently, the Latin US, Russia, and Asia are experiencing economic growth and consuming oil at an increased level. People in these countries are entering the world of consumerism, buying appliances and gadgets that are hungry for electricity; wanting to travel by car, ships, and jets that require oil to function. Oil is the lifeblood of capitalism. Developing countries need all the oil they can get to run factories, machineries, equipment and power plants. (USOilandGas.net) This is the reason the o il and gas sector continues to attract investors from all over the world. The major players in the oil and gas sector After the war in Iraq, the US, foreign oil companies and the International Monetary Fund rushed the Iraqi government to pass the Iraq law that opened the country's national oil system to foreign control. The new oil law gives foreign corporations access to

Summer Vacations Essay Example for Free

Summer Vacations Essay 1. What I did on my summer vacations. Last summer, we can’t have a lot of relaxing vacations, because I have to move here, but we have a one weekend that my family and I went to Cancun. We had great time together with the joy of swimming, lying on the beach and got a lot of souvenirs. That was my vacation on July. The weather was so hot. My father decided to go to Cancun beach. We bought 5 train-tickets and went on the trip excitedly. That night I couldnt sleep well. I just thought about the interests. We arrived at 9 am. Then my parents rent a house for a hotel. We unlocked our handbag and quickly went to the beach. Dad brought us a kite to fly it. We swam a lot, until 11 am. At lunch time, we ate burgers with bacon. The food was so delicious that my brother wanted to eat more and more. We took a nap for about 3 hours, then got up to meet some friends. Unfortunately, when we arrived at my father friends house, he wasnt at home that time. Some neighbors told us that he had came to the beach to relax. So we decided to go there by taxi. The cost wasnt expensive. When we arrived, my fathers friend was eating a lot. Then we stay there to swime until 6 o clock. At night, we went sight-seeing with some tourist. We saw beautiful natural landscapes and ate ice-cream. We felt pleasant. 2. How my family celebrates Holydays First, my mom and two girls in my family (Mom, grandmother, aunt, cousin etc..) get together to cook an â€Å"epic meal each year we used to go over Xmas eve to 1 of sister-in-laws house for whole family gathering†¦. There are 3 kids in my family, did the Xmas tree present thing and all that. Would say Thank You prayer when all done. Now 2 are grown up oldest has 2 little ones so history repeats itself with my grown kids and grandchildren. All at my house, nice midday meal and enjoyment of each other. At night we used to put the presents in the tree, but there is no little kids in the family, so we haven’t wait untill next morning to open them, always is a nice time with the family and we vow to make everyday like Xmas.

Discipline In The Classroom: Past And Present Essay -- corporal punish

Discipline in the Classroom: Past and Present Throughout the history of classroom education, many different types of disciplinary systems have been applied by teachers and other authority figures in schools for the sole purpose of controlling student behavior. These systems include corporal punishment, psychological abuse or neglect, and assertive discipline. Although two of these three topics are illegal at this time, they were all widely used in schools across the country a short time ago. Corporal punishment in general can be defined as the infliction of pain or confinement as a penalty for an offense committed by a student. During the time that corporal punishment was used by schools all over the United States and Canada, parents did not have any say in school discipline. It was completely up to the school authority figures on the type of punishment and the severity of the punishment given to the student. The classroom teacher had the most say in the matter since it was the teacher who usually administered the punishment to the students. Because of this, some teachers (who especially liked the idea of physical punishment) took advantage of the minor guidelines set by the principal to protect students from excessive physical beatings. These guidelines varied from school to school, but often included length, width and thickness of the paddle or any other weapon used, the amount of times the student may be struck by the weapon, and other minor details about other types of physical punishment. The list of weapons that were acceptable for teachers to use include long: rubber hoses, leather straps and belts, sticks, rods, straight pins, hard plastic baseball bats, and arrows. If at the time a teacher did not have his/her weapon, they would often resort to punching, kicking, slapping and shaking as ways to "get children's attention". Besides these common manoeuvres of punishment, other and often more painful techniques were used by teachers. Children in a class for the learning disabled claimed that their teacher, and her aide banged their heads into their desks until some students were unconscious, twisted their arms, and even tried strangulation. Another teacher shook hot tabasco sauce in the mouths of the troublesome student and smeared it in their faces. When parents found out about this specific act of cruelty, they we... ...hment. This includes writing certain things out 1000 times, to copying a page of a dictionary for homework. This is an all around unpleasant thing to do, and is probably one of the better systems used. Throughout all the different discipline plans, each teacher must be positive but stern while punishing students. Verbal apprehensions in private also may have a positive effect on misbehaving students. Of all the different types of discipline studied, Assertive discipline has the most positive results on students. It has been proven to be better at stopping students from unacceptable behaviour, as well as not damaging them emotionally, or physically. Both Physical and emotional abuse have a very negative effect on students at the time, and the emotional scars created last a life time. Bibliography Canter, Lee and Marlene Canter. Assertive Discipline. Santa Monica, CA: Lee Canter and Associates, 1992 Hyman, Irwin A. Reading Writing and the Hickory Stick. Toronto: Lexington Books, 1990. McManus, Mick. Troublesome Behaviour in the Classroom. New York: Nichols Publishing, 1989. "World Book Encyclopedia". Toronto: World Book Inc, 1991 edition. pp.88- -89

Project Approach: A Key for Better Learning Essay

The Project approach type of learning presented by Sylvia Chard is an effective tool to use in the learning place. This approach allows students, especially the younger ones, to develop a wide range of learning and have a thorough understanding on different things which they encounter in their everyday lives. The said approach promotes the use of a specific topic which is most likely relevant to young children. Although there is a vast of topics in which the teacher can choose from, it is important to consider that the topic to be chosen should be of significant to the learners. Topics to be used must be link to other areas of study. In adapting the said approach, a teacher must first understand that this approach is a means to supplement and provide the children with contexts for applying the skills they learn in the more formal parts of the curriculum. A more concrete, local and specific topic is best to be used on younger learners. The teacher must however note the differences between a topic and a theme. Distinction between these two concepts should be clear. A topic defines a more exact area of study than the so called theme. Having a vague idea between the two concepts may lead to poor teaching and may cause confusion to children in the classroom. An educator must also note the distinction between a project and a unit because these two concepts are sometimes used interchangeably. As to any approach in the teaching process, it is imperative for a teacher to first understand the depth and the concerns of the process. Before implementing a project to young children, the teacher should assess and have a clear idea on what he would like to portray to his students. Initial planning and used of tools such as the topic web would be beneficial. Considering planning before starting the project would lead to a more organized manner of teaching. Furthermore, consulting other teachers on the prepared project would help one to improve his project. Application of the project approach in the learning place would bring a lot of benefits if properly executed. This approach develops a learner’s capability to think critically in analyzing the topic presented. They will be more likely to raise their opinions and questions regarding the topic presented and tend to find solutions and justification by collaborative working with other children and their teacher. And as opposed to the systematic approach of teaching, the project approach encourages active participation of the children because this addresses their proficiencies instead of their deficiencies. Knowing the nature of young children, they are more encourage and motivated if the teacher would acknowledge their accomplished works. In addition, this approach would also promote active participation of children in the learning place and would therefore make the discussion to be more lively and interactive. Reference Chard, Sylvia C. (1992). The Project Approach: A Practical Guide for Teachers. Edmonton, Alberta: University of Alberta Printing Services.

Cypop5 Task 1

Ella O’Gorman Task 1 As a home-based child-carer I would like to provide parent’s/carers with information outlining the following: Current Legislation. Role of the Regulatory Bodies. Legislation is a very important part of my practise. It ensures that I provide a high standard of care for the children that attend my setting. There are several pieces of legislation that affect the early years and childcare sector but I have outlined ones that I feel are most important and relevant to my work as a home-based child-care provider. Children Act (1989) -This act aims to improve effective local authorities working to safeguard and promote children’s well being and support vulnerable children. The act aims to ensure that the welfare of the children is paramount, working in partnerships with parents to protect children from harm. In 1999 a document entitled ‘working together to safeguard children’ was published, it reinforces the message that all professional s have a duty of care towards children who are at risk of harm. Children Act (2004) -This act was to improve communication between various organisations, after the terrible death of Victoria Climbe highlighted the lack of communication between organisations responsible for her safety. As a result of this A Green paper entitled ‘Every Child Matters’ was published. This paper lists five outcomes which were identified in consultation with children and young people. The five outcomes are as follows: 1. Being Healthy: enjoying good physical and mental health and living a healthy lifestyle. 2. Staying Safe: being protected from harm and neglect. 3.Enjoying & Achieving: getting the most out of life and developing the skills for adulthood. 4. Making a Positive Contribution: being involved with the community and society and not engaging in anti-social or offending behaviour. 5. Economic well-Being: not being prevented by economic disadvantage from achieving their full potential. * Childcare Act (2006) – This act ensures that childcare in England is regulated and has replaced part of the children act (1989). The act covers registration and inspection which are carried out by the regulatory body Ofsted. This is when the EYFS was introduced.They inspect the standard of education and care framework for the early years and general childcare registers ensuring that the five outcomes set out in the children act (2004) and all Ofsted registry requirements are being met. * SENDA (2001) – Special Educational Needs & Disability Act – This act is intended to prevent the unfair treatment of individuals. The act requires reasonable provisions to ensure providers adopt an inclusive approach towards children with disabilities or special needs and everybody is treated equally. * EYFS (2012) – Early Years Foundation Stage -This comes from the childcare act 2006.It first came into effect on the 1st of Sept 2008 and then was reformed to be effectiv e from 1st Sept 2012 to take forward the Governments changes to the 2008 framework. This framework covers both the learning and development and the welfare requirements and is mandatory for all early years providers on the Early Years Register. The learning and development requirements are given legal force by an Order made under section 39(1)(a) of the Childcare Act 2006. The safeguarding and welfare requirements are given legal force by Regulations under Section 39(1)(b) of the Childcare Act 2006. Ella O’Gorman The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that all children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ it also gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The EYFS seeks to provide the following: * Quali ty and consistency – so that every child makes good progress and no child gets left behind. A secure foundation – through learning and development opportunities which are planned around the needs and interests of individuals which are assessed and reviewed regularly. * Partnership working – of practitioners and with parent’s/carer’s. * Equality of opportunity – by anti-discriminatory practise ensuring every child is included and supported. The EYFS has four guiding principles that help shape practise in the early years settings. These are: * Unique child as every child is and is constantly learning, they can be resilient, capable, confident and self-assured; Positive relationships as all children learn to be strong and independent through these; * Enabling Environments help children to develop well, their experiences respond to their individual needs and there should be a strong partnership between practitioners and parents/carers; * Childre n develop and learn in different ways at different rates The framework covers education and care for all children including special educational needs and disabilities. As mentioned before the EYFS covers both learning and development and the welfare of children. Learning and Development Requirements:This section defines what providers must do in partnership with parents/carers. The learning and development requirements compromise: * The seven areas of learning and development and the educational programmes; * The early learning goals, which are the knowledge, skills, and understanding that all young children should have gained by the end of reception year; * The assessment requirements (when and how practitioners must assess children’s achievements and how they share this progress with parents/carers). The seven areas of learning are divided into two areas.All areas of learning and development are important and inter-connected. Three areas are crucial for igniting childrenâ⠂¬â„¢s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive. Prime Areas – the three areas cover; * Communication and language – The early learning goals for this area are; Listening and attention Understanding Speaking 2 Ella O’Gorman * Physical Development – The early learning goals for this area are; Moving and Handling Health and Self Care * Personal, Social and Emotional Development – The early learning goals for this area are; Making relationshipsSelf-confidence and self awareness Managing feelings and behaviour Providers must also support children in four areas, through which the three prime areas are strengthened Specific Areas – The four areas are; * Literacy – The early learning goals for this area are; Reading Writing * Mathematics – The early learning goals for this area are; Numbers Shape, space and measure * Understanding of the world – The early lear ning goals for this area are; People and communities The world Technology * Expressive Arts and Design – The early learning goals for this area are; Exploring and using media and materialsBeing imaginative Assessment – at the end of the EYFS. Practitioners are expected to complete an EYFS profile on each child. The profile provides parents/carers and teachers with a well rounded picture of a child’s knowledge, understanding and abilities. The profile must reflect ongoing observation and each child’s development must be assessed against the early learning goals. Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (emerging).Safeguarding and Welfare Requirements: This section defines what providers must do to help children develop in a safe and secure environment. These cover: * Safeguarding and Promoting Children’s Welfare – Alwa ys working to promote children’s welfare and their good health and the way in which their behaviour is managed. * Suitable people – Making sure that all adults looking after children or having unsupervised access are suitable to do so, qualifications and training and adult: child ratios. Childminders are responsible. Ella O’Gorman * Suitable premises – Maintaining the safety and suitability of outdoor/indoor spaces, furniture, equipment and toys. Also health and safety law, and need to register as a food business and deal with food/hygiene appropriately. * Organisation – The planning and organisation of systems. Ensure that all receive an enjoyable and challenging learning and development experience that meets children’s individual needs. Documentation – The records, policies and procedures needed for safe and efficient management of the business and to meet the needs of the children. * Race relations Act (1976) amended in 2000- Child care providers are required to produce a policy on racial equality and to actively encourage positive relationships between members of different racial backgrounds. * Education Act (1997) – This act incorporates all previous acts since 1944 into one act. Set a time frame on the legal process for identifying and assessing a child’s needs as set out in the Code of Practise. Education Act (1981) – This act was the first official recognition of: Parent’s rights regarding children’s education and special educational needs. * Education Act (1993) – This was a code of practice to be published for children with special educational needs. Parents of children under 2yrs have the right to ask for a child to be formally assessed. * Family Law Act (1996) – This act sets out the guidance relating to safeguarding children. * UNCRC (1989) – United Nations Convention of the Rights of Children – This reinforces children’s rights al l over the world.It gives children and young people over 40 major rights, some include the right to a family life, the right to be protected from all types of violence, the right to be healthy, the right to have a say and to be taken seriously and the right to have an education that helps you grow as a person. The UNCRC gives extra rights to children in very difficult circumstances, including children in trouble with the law and refugee and asylum seeking children. * Data Protection Act (1998) – This act Controls how your personal information is used.As child carers we must not pass on information about the families we work with. (except in cases of safeguarding). Personal information should be kept safely locked away. * Food Safety (General Food Hygiene) Regulations (1995) – This act sets out basic hygiene requirements. It’s considered good practise for childminders to hold a Basic Food Hygiene Certificate. * Health Protection Agency Act (2004) – A UK-Wi de public body dedicated to protecting people’s health. * Public Health (Control of Disease) Act (1984) – This act covers the notification and exclusion periods for certain infectious diseases. RIDDOR (1995) – Reporting of Injuries, Diseases and Dangerous Occurrences Regulations – This specifies certain accidents and incidents that must be reported by law. * COSHH (2002) – Care of Substances Hazardous to Health Regulations – This deals with the identification, storage and use of potentially harmful substances such as cleaning fluids. There is more legislation that I use in my work. I have given a brief description of each one that I feel is important for my home based setting, others are listed below: If you would like to know about these in more detail please let me know. Health and Safety (First Aid) Regulations (1981) * Fire Precautions (Workplace) Regulations (1997) * Toys (Safety) Regulations (1995) 4 Ella O’Gorman The Regulator y Body also has a very important impact on the way I run my home-based setting. Home-based child-carers must be registered with the regulatory body for their country before they can care for other people’s children in their home.All the regulatory bodies publish requirements, or standards and procedures that childminders have to meet in order to become registered. In England there are five general welfare requirements: * Safeguarding and promoting children’s welfare * Suitable people * Suitable premises, environment and equipment * Organisation * Documentation Regulatory bodies in the UK * England – Ofsted. * Wales – Care and social services Inspectorate Wales (CSSIW) Standards. * Scotland – Scottish Commission for the Regulation of Care. * Northern Ireland – Local Health and Social Services Trust.The role of Ofsted is to use the registration systems in place so that they can make sure that home-based child-carers: * Meet the requirements in the Statutory Framework for the Early Years Foundation Stage. * Are suitable people to provide care for children. * Can promote an environment where children are well cared for, are safe and their learning and development are catered for. Ofsted have processes and systems to control home-based childcare in the following ways. * Registration – This covers checks on all adults who will be on the premises at the time of operation. Inspection – Once registered inspectors carry out checks on the service you offer. This is written as a report and must be offered to parent’s. * Investigation – Complaints or concern is followed by an investigation into your service to make sure you comply with the welfare requirements. * Enforcement – If requirements aren’t met then Ofsted can take action against you. When childcare providers apply for registration there are 3 different registers. 1. Early Years Register – To care for children from birth to 5 years 11 months. This is compulsory. 2. Ofsted Childcare Register – To care for 6 – 8 years. This is compulsory. 3.Voluntary Register – For over 8 years. This is not compulsory. It is usual for childminders to go on all 3 registers so that they are covering the total age range. If you are on more than one register you have to make sure you can meet the requirements for all of the registers and show that you can meet the needs of the age range of children you are caring for. To become registered other requirements by Ofsted would be: * To be peadiatric first aid trained. * Have an enhanced CRB check 5 Ella O’Gorman * Be qualified at a minimum of level 2 in an area of work relevant to childcare * Suitable insurance cover. Pre-registration visit to check safety of premises. As well as being the regulatory body you need to register with, Ofsted would also require that you inform them of matters affecting the welfare of children: * If protection issues arise at your setting. * Any incident of food poisoning affecting two or more children. * Any serious accident or injury to, or death of any child while receiving childcare. Having legislation and regulating bodies in place ensures that children receive a high standard of care in all settings that a child attends away from home.This helps give you as parents/carers reassurance when leaving their children. Task 2 Accidents, illness and emergencies policy I aim to keep children safe when they are in my care. However accidents and illnesses can happen very quickly. I promote good health and take necessary steps to prevent accidents and the spread of infection and illness. My premises have been checked and they meet the requirements set out in the Early Years Foundation Stage in England. I also review, update and practise my safety routines regularly including fire drills.As a registered childminder, I am legally required to have a valid first aid certificate. I can administer basic first ai d treatment on children as I last did my training in Nov 2012. I have a first aid box which is clearly labelled and kept in the cupboard in my kitchen which is easily accessible. I keep all parents contact details with the first aid box. All accidents will be recorded in an accident book, which is available to parent’s who will also be expected to sign a copy. I have a written permission form signed by parent’s kept in each child’s file, seeking emergency treatment for their child if needed.I check all equipment regularly for safety, and to make sure they are used using their correct guidelines and manufacturer’s instructions. All equipment is cleaned after use, either on a daily or weekly basis depending on type of equipment. I must notify Ofsted of any serious accidents, illnesses or injuries or the death of a child whilst in my care and any action I have taken within 14 days. If your child becomes ill during the childminding period or I suspect they ha ve an infectious disease. I will contact parent’s to collect the child.Ensure that the child is kept home until they have been well for an agreed amount of time. Please refer to sickness exclusion period table which is included. 6 Ella O’Gorman I have an arranged emergency back-up should an emergency arise. Procedure To ensure that this policy is implemented, these are the steps that I follow: All parent’s/carers are made aware of my policies and procedures during the settling in period. They will also be made aware of their responsibilities of collecting their child when they are sick. I go through all the paperwork with them and parent’s/carers sign copies to say that they agree.If concerns are raised adaptions can then be made. If there is an accident: I will comfort and reassure the injured child while making sure all other children are safe and well, in a secure place where I can see them. If possible I will deal with the accident/injury, if it requ ires further expertise I will ring 999 for help. If I have to attend hospital with the injured child, I will either bring the other children with me, or call my emergency back-up cover.This will be another registered childminder or known responsible adult. These people will be known to you and are named below. If I manage to deal with the accident myself, I will then contact the child’s parent’s/carers immediately. If I accompany the child to hospital, I will contact their parent’s/carers and ask them to meet me at the hospital. If I am not able to contact parents/carers in cases of emergencies then this may be done by emergency back-up cover. You will be expected to collect your child straight away.

Chaos Vs. Order Essays - Catbird Seat, Catbird, Free Essays

Chaos Vs. Order Essays - Catbird Seat, Catbird, Free Essays Chaos Vs. Order The short story by James Thurber, "The Catbird Seat", describes a man, Mr. Erwin Martin, who is very precise and logical in everything he does including his job and how he reacts when his order is disrupted by a loud, meddlesome woman, Mrs. Ulgine Barrows, who has much persuasion with the company president, Mr. Fitweiler. Mr. Martin?s order is disrupted by this chaos in the company and he can not have it so he decides he must kill Mrs. Barrows to get things back the way they were. The theme of the story is the battle for favorable position or to sit "in the catbird seat" and if one stays calm and keeps themselves in order they can eventually win over the chaos in their life. In the story Mr. Martin is the character who epitomizes order. He was very organized and kept a strict schedule. He arrived at work every day at eight thirty and walked home at five thirty, he ate dinner at Schraft?s every night at eight, then took a walk and usually was in bed around eleven. He was described as "neat, quiet, attentive" and coworkers described him as "infallible" and "the most efficient worker." His job at F His very job deals with keeping things organized. He also was said to have never drank anything stronger than ginger ale and never smoked in his life. This also represents perfection. He views Mrs. Barrows not as a person but as a "mistake" made by his boss, Mr. Fitweiler. He decides he must "rub out" the mistake by killing Mrs. Barrows. He is so exact in his ways that he spends a week coming up with a plan and goes over it every night. Another thing he does every night is he goes over his "case" against! Mrs. Barrows. He acts as the attorney, judge, and jury making his case against Mrs. Barrows. This also shows of a very organized mind. He objects and sustains himself, raps a gavel in his mind, charges Mrs. Barrows with "willful, blatant, and persistent attempts to destroy the efficiency and system of F He, of course, is also the executioner. He comes up with an organized plan in which he thinks of almost every possibility. He buys cigarettes to smoke at her apartment which will be his "red herring" since no one would suspect him if he left one there because everyone knows he doesn?t smoke. He was a very clever man who even got one of his assistants to believe he liked Mrs. Barrows. Mr. Martin represents order in the story and is almost too perfect. Just as Mr. Martin represents order in the story, Mrs. Barrows represents chaos. She was loud and obnoxious. She was described using animal words such as "brayed," "quacked," and "like a circus horse." Also, she never walked into a room, she "bounced," "romped," or "catapulted." She didn?t have to work hard to get her position as the adviser to Mr. Fitweiler, she just got the job after saving him from getting hurt by a large man at a party. She was the cause of many firings at F She was known for saying ridiculous things all of the time such as "tearing up the pea patch" and "sitting in the catbird seat. She never came into work before ten and was known to brag about the place where she lived. She was planning a "reorganization" of Mr. Martin?s department and that was where the chaos had to end for Mr. Martin. The title, "The Catbird Seat," basically means sitting pretty. Specifically, who is "sitting pretty". When the story begins it?s Mrs. Burrows who is "sitting pretty" or better, in a favorable position. She can recommend any change in the company to Mr. Fitweiler and it will most likely be done. She didn?t earn her position and in Mr. Martin?s opinion doesn?t know what she?s doing so he needs to get rid of her. He sets his plan in motion and when he realizes he can?t go through with it, he almost instantly comes

Adjective Phrase Definition and Examples

Adjective Phrase Definition and Examples In English grammar, an adjective phrase is a group of words that functions as an adjective  in a sentence. An adjective headword may be accompanied by modifiers, determiners, and/or qualifiers  (all of which are called dependents). Also known as an  adjectival phrase.   Adjective phrases modify nouns. They may be attributive (appearing before the noun) or predicative (appearing after a linking verb), but not all adjectives can be used in both positions. Examples and Observations The prototypical adjective phrase consists of a single adjective, tall in Sally is tall, or an adjective headword and a qualifier, very tall. Even taller than the woman who coaches her volleyball team is more elaborate, but because it can substitute for the single adjective tall (Sally is even  taller than the woman who coaches her volleyball team), you can recognize it as an adjective phrase.(Thomas P. Klammer et al., Analyzing English Grammar, 5th ed. Pearson, 2007)Humans can be fairly ridiculous animals.(Barbara Kingsolver, Animal, Vegetable, Miracle: A Year of Food Life, 2007)The unicorn blinked and swished its tail and  looked fairly ridiculous  on the folding tabletop.(Steven R. Boyett, Elegy Beach, 2009)  Tina lost her dark brown briefcase.Mr. Sweet was a tall, thinnish man with thick kinky hair going dead white.  He  was dark brown, his eyes were very squinty and sort of bluish, and he chewed Brown Mule tobacco.(Alice Walker, To Hell With Dying, 1967)After Dons ac cident, his behavior grew stranger and stranger. You  want a second opinion? O.K.  says the doctor. Youre ugly, too.  She liked that joke. She thought  it was terribly, terribly funny.(Lorrie Moore, Youre Ugly, Too, 1990) Premodifiers, Postmodifiers, and Discontinuous Modifiers An adjective phrase consists of an adjective which may be preceded and/or followed by other words. The premodifier is always an adverb phrase, but the post-modifiers can be an adverb phrase, a prepositional phrase, or even a clause. It is also possible to have a modifier that is partly in front and partly behind the head, called a discontinuous modifier, abbreviated as disc-mod. (Marjolijn Verspoor and Kim Sauter, English Sentence Analysis: An Introductory Course. John Benjamins, 2000) Noun Phrases and Adjective Phrases There may be very little difference between a noun phrase and an adjective phrase in structures where the adjectives occur before the word it qualifies. Most noun phrases consist of a head noun plus one or more adjectives, or indeed an adjective phrase itself. Consider the examples in a, below. a. [ADJECTIVE PHRASES]It was cold, bleak, biting weather.Hes an extraordinary looking man, and yet I can really name nothing out of the way.In Beijing these days, one of the fastest-growing fortunes the world has ever seen is managed by fewer than two-dozen traders.This was a hearty, healthy, dapper, red-faced gentleman, with a shock of hair prematurely white, and a boisterous and decided manner. In each of these examples, if we include the italicized head nouns, we have noun phrases with embedded adjective phrases; without the head nouns, we have adjective phrases. The focus is always on the head word (HW). (Bernard ODwyer, Modern English Structures: Form, Function, and Position. Broadview, 2006) Phrases Within Phrases [C]onsider . . . our example: The young man picked the best bloom from the very delicate orchid. The sequence from the very delicate orchid is a prepositional phrase. The prepositional phrase consists of a noun phrase and a preposition. One can demonstrate that the sequence from the very delicate orchid is a coherent group of words by moving it as in: From the very delicate orchid the young man picked the best bloom. The word very is an intensifying adverb and it modifies delicate to form an adjective phrase within the noun phrase within the prepositional phrase. This phrase-within-a-phrase structure is shown by bracketing below: [The young man] picked the best bloom [from [the [very delicate] orchid]]. We could add very carefully to this sentence. Since carefully is an adverb and very is an intensifying adverb modifying it, very carefully would be an adverb phrase.(Barry J. Blake, All About Language. Oxford University Press, 2008)

What is Leadership Article Example | Topics and Well Written Essays - 750 words

What is Leadership - Article Example l cause, an explorer traveling a path through the wilderness for the rest of his group to follow and an executive manager growing an own company's policy to keep up with the competition from rival parties. This essay discusses the process of leadership, particularly, transformational leadership model recommended by James MacGregor Burns and then advanced by Bernard Bass (Manktelow and Carlson, 2015). I came across transformational leadership model, which focuses on visionary thinking and promoting change, in place of management activities that are intended to maintain and progressively increase current performance. Leaders assist themselves and others to do the right things. Leaders keep track of the direction to be followed. They create an inspiring idea and create something that is authentic. Leadership is about setting the direction of where you need to do to be successful as a team or an organization. Leadership should be self-motivated, exhilarating, thrilling and inspiring.  However, while leaders put across the direction to be followed, they must also use management tools to guide their followers to the right purpose, in a smooth and efficient manner (Manktelow and Carlson, 2015). I recently watched a video regarding inspirational leadership (link provided below) and learned that to create an inspiring vision of the future in business; the vision has to be a realistic, convincing and striking representation of where you want to be in the near future. Vision offers a sense of direction sets preferences and gives a marker so that you can tell that you have accomplished what you wanted to attain. A persuasive vision offers the base for leadership, but it is the leader’s skills to motivate and inspire people that assist them to accomplish that vision.  

Criminal Justice Essay Example | Topics and Well Written Essays - 500 words - 1

Criminal Justice - Essay Example It is important to note here that among the said guarantees are the right to confront accusers and answer charges brought against one. The defendant has the right to be present when charges are brought against him/her. It is, thus, and as shall be argued through reference to the due processes of the law, civil liberties and constitutional guarantees, that the absence of defendants from Grand Jury hearings is a violation of the defendant's right to hear the charges brought against him/her. The dual concepts of substantive and procedural due processes are integral to any proper understanding of criminal law. As Fletcher (1998) explains, they concern both the how and the why of law. In direct relation to criminal procedure, substantive and due processes are expressive of defendants' constitutional rights and importantly, outline the means by which these rights are guaranteed or implemented. Within the context of the stated, procedural due process refers to the how of the law and as pertains to the US criminal justice system, how defendants are presumed innocent until otherwise proven and how the said presumption, which is a Constitutional guarantee, is embraced by the criminal justice system.