The Similarities Between Hotmail and Mozilla Essay

The Similarities Between Hotmail and Mozilla - Essay Example As far as the similarities between Hotmail and Mozilla Thunderbird are concerned, they are quite few in number as Hotmail leads Mozilla in the market for an email client. First, both Hotmail and Mozilla Thunderbird are supported by 36 languages. These are two of the very few email clients that are offered in so many languages. Also, both Hotmail and Mozilla Thunderbird have themes which give users the power to control the appearance of the respective accounts. Furthermore, both are supported on multiple operating systems and both support POP3 and IMAP4 protocol. When we contrast Hotmail and Mozilla Thunderbird, we find out that the number of Hotmail users is too many when compared to Mozilla Thunderbird. Part of the reason for this is the earlier launch of Hotmail. Furthermore, Hotmail has more features than Mozilla Thunderbird. Examples could include integration with different programs such as MSN Messenger. This is a service whereby users can see which of their friends are online w hile logged in to their Hotmail accounts. Furthermore, Hotmail also has an audio player to play audio files and it also includes a spell checker. One of the most exciting features about Thunderbird is the fact that it allows users to view email messages from other email clients such as Hotmail, Yahoo, and Gmail etc. POP stands for Post Office Protocol. The addition of the number 3 indicates the third version, which is also the latest. POP3 is a standard internet protocol that helps to retrieve an email message. On the other hand, IMAP stands for Internet Message Access Protocol. The number 4 in front of the symbol ‘IMAP’ indicates the fourth version.

Unit 1 Assignment †an Introduction to Working with Children Essay Example for Free

Unit 1 Assignment – an Introduction to Working with Children Essay Nursery schools are a statutory setting for children under five. The main purpose of them is to provide pre-school education and sessional care for children aged 2-4. They are entitled to 15 hours free each week at a nursery school. Nursery schools are usually open from 9am 12pm and 1pm 3pm and most are attached to a primary school. They follow a curriculum, the EYFS, to educate the children. Nursery school are also a valuable provision because going to nursery can provide children with many different experiences and can help them to develop their social skills and begin forming relationships with other children. A statutory setting for over fives is primary school. Primary schools provide education for children aged between 4 and 11 years old. They are usually open from 9am 3pm. Primary schools follow a curriculum which covers, the EYFS in reception class and also Key Stage 1 and Key Stage 2, from year 1 to year 6. Children can also further develop key social skills, in primary school, through the interactions and relationships they have with other children. D2 One provision in the private sector, for children under five, are nannies. Nannies provide childcare within the family’s home. A nanny will often live with the family, depending on the individual circumstances, allowing 24hour care to be provided. Nannies may care for children of any age, although maternity nannies or night nannies, will generally only provide care for children from newborn to five years old. After school clubs are one childcare setting, in the private sector, for children aged between five and seven. Often parents working hours will not coincide with the school hours of the children, in that case after school clubs are a very useful provision. An after school club provides care for school age children, from the end of the school day, usually 3pm up until 6pm at the latest. They will usually be based in or near schools and provide a variety of activities, including sports, arts and crafts and many others. D3 Play specialists work with children, of all ages, and their families, within the family’s home or with children in hospital. They can provide advice and ideas for parents on ways to engage their children in play, if parents are experiencing difficulties. They aim to provide children with a variety of play activities to meet the child’s individual play needs. Both therapeutic and developmental activities for the children can be provided by play therapists, to help explore existing problems and provide coping strategies for children and their families, keeping in mind the individual emotional, physical, developmental and social needs of the child. Within a hospital setting they can help children to feel more comfortable and at home, by helping them to cope with the separation from their family and prepare them for the stress and difficulties the child might face during their treatment. D4 + C1 + A + D8. One of your professional responsibilities within a childcare setting is to keep information about children and their families confidential. All confidential information that the setting holds should be kept in a locked filing cabinet. As well as this all staff, volunteers and students must read and sign the setting’s confidentiality policy. ‘Information that you learn during the course of your work is confidential and you must be careful not to discuss it outside of the workplace or with anyone who does not have direct involvement,’ page 315, Child Care and Education, Penny Tassoni. This means that staff members and students on placement in a childcare setting must not discuss any information they have been told, outside of the setting or even in the setting’s staffroom, as they could be overheard, by people who do not need to know that information and should not know about it. Care must be taken at all times by staff that they do not gossip or accidentally let slip about any information they know to staff or anyone else, who does not need to know that information. The parents or guardians of the children, in the setting, must always be informed of what information is held about them, in accordance with the Data Protection Act. This is also important in building trust between you and the parents, for example if you did let slip a piece of confidential information about a child, outside of the setting and the parents found out about it, you would loose their trust in you and in future they may be far more reluctant to tell you information about the child and their home life, which could actually be very important for you to know. However, there are some instances in which you should refer information about children and families to other professionals in the setting. For example, if you notice a child coming into the setting, with unexplained injuries, such as cuts and bruises and are concerned that this could indicate possible abuse, this should be reported to your supervisor, so they can pass this information onto the appropriate professionals and the matter can be investigated further. Also if a child tells you something or you notice unusual changes in their behaviour, which leads you to believe that child could be a victim of abuse, this should also be reported to your supervisor, as the health and safety of the children in your care should always be put first. Another example of this could be if a child presents particularly challenging behaviour, which begins to be a worry. In this case the parents should be notified of the problem and it may also be necessary to refer the child to a specialist. D5 + B1 When preparing to work in a placement it is important to first find out about the placement. If the setting has a website, it may be a good idea to look it up and read through the information on there, so you know a little bit more about how they work, what exactly they do their and what they provide. It is also essential that you get in contact with the placement yourself, either by writing them a letter, calling them on the phone or sending an e-mail, so you can ask them what they expect you to wear, what time you should arrive, what time you will finish, who your supervisor will be and if there is anything you will need to bring with you. The placement should provide you with a copy of their rules and policies, when you start. However, if they don’t you should ask them for a copy as it is vital you read these. First impressions are very important, so on arrival at your placement it is important that you maintain a certain standard of behaviour, making sure you know how you will get to the placement and how long it will take you is a good start, so that you can ensure you will be punctual. Also making sure you are dressed smartly and well prepared. This shows the placement that you respect them, that you want to be there and that you are taking it seriously. It is very important to give a good impression on placement, as this will help build their trust in you. First impressions also tend to stick in the mind and the impression you give could affect their view of you for the remainder of the time you spend there and how likely they would be to accept you for another placement there in future or even a job. D6 + D7 Having a variety of dolls, within a childcare setting, that show diversity, for example dolls with different coloured skin or dolls that are depicted with a disability, such as being in a wheelchair, is a good and easy way of catering to the individual children in your care. For example, having a doll that resembles themself may help a child of a different race feel more relaxed and less out of place, in a setting, where perhaps there are very few or no other children of their race. Also this can help children begin to learn about diversity and get used to the fact that other people may look very different to themselves and may have disabilities. Another good way of showing the value of each individual is to show an awareness of different cultures within the setting. One way of doing this could be by teaching the children songs and dances from different countries. The children can begin to learn from this that everyone likes to sing and dance, but different cultures have their own special ways of doing this. Also to expand on this activity you could also provide instruments from different countries for the children to experiment with as well or even ask parents if they have instruments that the children could bring in to listen to or try out. B2 + D8 It is important to always show a positive attitude to work while in a childcare setting and you can demonstrate this in many ways. ‘Always remember to say please and thank you even if you are in a rush,’ page 316 Child Care and Education, Penny Tassoni. Saying please and thank you is an example of basic courtesy, you do not want to appear rude or ungrateful and so it is very important that you are careful to use proper manners anywhere you work. You should also always try to remain non-judgemental and not allow your own prejudices or personal feelings to influence how you treat your colleagues, the children and parents of the children. Showing that you respect the parents is also very important. If you need to speak to a parent or a parent wishes to speak to you about something confidential, you should  take them to the office or another room where it will be private, if at all possible, as this is a good way to show that you respect the parent. Teamwork, communication skills and showing some initiative are also very important. When given a task, always make sure you fully understand it and don’t be afraid to ask questions if you are unsure about anything, you should always ask for help when you need it. If you have a lot of tasks to complete, figure out which are the most essential and do those first before carrying out the less important tasks, this is one way to show your initiative. You can also demonstrate a positive attitude through using positive, open body language and smiling, by doing this people will feel more comfortable around you and more able to approach you. A* There are three different learning styles, auditory, visual and kinaesthetic. Recognising your preferred learning style can be very useful in planning your studies and revising. For example, an auditory learner could benefit from listening to a recording of important points as they go to sleep, while a visual learner would probably benefit more from highlighting different key words in their notes. I am predominantly a visual learner and there are many ways I could use this knowledge to aid in my learning. While taking notes during class for instance, I could draw diagrams and sketches that illustrate the topic and relate to specific paragraphs, which would make the information a lot easier to remember and would help find the key points quicker when revising. Also drawing flowcharts, where applicable, and using mind maps would be useful to help me study and would also be very valuable to revise from later on. The visual journey or story technique could also be a good way to remember things for a visual learner, such as myself, as this technique links information you need to remember to a visual journey or story, which helps when trying to memorize something that you can’t necessarily ‘see. ’ It could also be useful for me to think about the way I layout my notes as the organization and layout of notes, could help to make them more visual and therefore easier to remember and revise from. D8 Bibliography Tassoni, Penny. 12th October 2000, Certificate in Childcare and Education, Heinemann 1st edition.

Anthropologie du Bo (Théorie et Pratique du gris-gris) :: French Essays

Anthropologie du Bo (Thà ©orie et Pratique du gris-gris) ABSTRACT: Subjective knowledge should not be separated from anthropology. But, unfortunately, this is the prevailing practice. The anthropology of Bo expresses the presence of Africa in anthropology. The authenticity of the African is found in his fervent practice of Bo. His thought, action, relations with others-his entire way of life-is based on the practice of Bo insofar as he wears Bo names. Bo is deeply rooted in his cultural values and comprises the background for all social organizations and thus acts as a social regulator. In Western anthropology there is a scientific mind; in African anthropology there is a Bo mentality that attempts to understand the world and then conquer it. Problà ©matique Le premier devoir de l'homme selon Socrate, est de se connaà ®tre soi-mà ªme. De philosophique cette connaissance est devenue anthropologique de nos jours. L'anthropologie est une science qui tend à   l'exclusion des autres, des autres hommes, des autres socià ©tà ©s, des autres cultures. L'homme qu'elle connaà ®t n'est pas un à ªtre abstrait, mais un homme concret, de tel continent, de telle race, de tel pays, de telle culture. C'est par exemple l'africain en gà ©nà ©ral ou le bà ©ninois en particulier. Ainsi nous allons au cours de ce vingtià ¨me (XXà ¨me) Congrà ¨s Mondial de Philosphie, rà ©flà ©chir sur l'homme en nous appuyant sur sa pratique du Bo (concept fon traduit en franà §ais par gris-gris). Dans l'Homme et l'adaptation au milieu, Renà © DUBOS à ©crit à   la page : "On a gà ©nà ©ralement tendance à   considà ©rer que les actività ©s scientifiques (recherches, etc...) sont à   mettre à   part de l'ensemble des manifestations de la vie humaine, et mà ªme qu'elles sont au-dessus ; cette tendance est dangeureuse pour l'humanità © ; elles risque mà ªme de freiner le progrà ¨s scientifique. En fait, vu les rapports à ©troits qui existent entre l'entreprise scientifique et la totalità © de la vie sociale, il est probable que la poursuite de la science ne sera possible que si les savants parviennent à   rattacher leur curiosità © professionnelle aux intà ©rà ªts et aux aspirations de l'humanità © en gà ©nà ©ral... Le choix des priorità ©s ne pourra plus se faire uniquement selon les crità ¨res de prà ©fà ©rence presonnelle ; de plus en plus il sera fonction des exigences de la socià ©tà ©. La science est comparable à   un organisme qui ne peut survi vre qu'en s'adaptant à   l'à ©volution de la socià ©tà © au sein de laquelle elle fonctionne". Cette longue citation de l'anthropologue amà ©ricain à ©claire d'une lumià ¨re vive nos prà ©occupations dans le choix de notre sujet "ANTHROPOLOGIE DU BO" (thà ©orie et pratique du gris-gris).

Awareness of health and safety trainings Essay

Without the correct level of training you are not allowed to carry out certain tasks relating to Health and Safety. Here are a few examples: †¢Moving and handling †¢Administering medication †¢Emergency first aid †¢Giving injections †¢Peg feeding †¢Colostomy †¢Fighting fire If you are unsure about what you can and cannot do, you must discuss this with your supervisor / manager. Where and from whom additional support and information relating to Health and Safety can be accessed? †¢The Health and Safety at Work Act requires employers to ensure workers are appropriately knowledgeable about Health and Safety and that they are properly trained in relevant areas. Your employer may have a health and safety representative who is responsible for health and safety issues at work. Ask your supervisor or manager about the Health and Safety policies and procedures in your work place. The main points of Health and Safety policies and procedures †¢To secure the health, safety and welfare of persons at work. †¢To protect other people from hazards arising from work. †¢To control the keeping and use of dangerous substances and materials, including explosives and highly flammable materials. †¢To control the emission of noxious substances from certain premises. †¢It shall be the duty of every employer to ensure, so far as is reasonably practicable, the health and safety and welfare at work of all his employees. Examples of the subjects that should have Health and Safety policies and procedures: †¢Moving and handling of people and objects †¢Personal hygiene †¢Infection control †¢Personal safety and lone working †¢Fire safety †¢Food safety and hygiene †¢What to do in the event of an emergency †¢Risk assessments †¢Smoking at work †¢Display Screen Equipment (DSE) for people working with computers †¢Use of chemicals and waste disposal †¢Security measures and visitors

Analysis Of Maus By Art Speigelman And Film The Best...

Name: Bisi Alade Date: 10/25/15 Thesis: When we look at the combat, we tend to disregard the effect of the perpetrator also knows as the soldier who fought in the war and the victims who experienced the tragedy as bystanders, but the novel and film showcase the perspective that people don’t see. Introduction: War can be seen from different perspectives but can also be defined as a battle against an opponent. War impacts people differently based on the events taking place. Traumas from being a victim or perpetuator can affect those individuals’ emotionally, mentally and physically. Hence, the conflicts can alter life drastically; when we look at the battle, we tend to disregard the effect of the perpetrator also known as the soldier who fought in the war and the victims who experienced the tragedy as bystanders, instead the focus is more on the mass destruction of bombings in communities. In the book â€Å"Maus† by Art Speigelman and film â€Å"The Best Years of Our Life†, the narrator takes us into a world of war where the behavioral changes in the victims is brought up as a result of the war that takes place. The novel and film help display another view and allow us as viewers to see the true experience that humans go through instead of just the attacks during war. During the holocaust many people endured pain due to the fact that thousands of innocent people were brutally killed. Many people were separated from their families and sent into the gas chambers to be killed, while

Is First Do No Harm Part of the Hippocratic Oath

The expression first do no harm is a popular term used to express the underlying ethical rules of modern medicine. Although this is generally thought to have been taken from the ancient Greek Hippocratic oath, no translations of the oath contain this language.   Key Takeaways The expression first do no harm, which is a Latin phrase, is not part of the original or modern versions of the Hippocratic oath, which was originally written in Greek.  The Hippocratic oath, written in the 5th century BCE, does contain language suggesting that the physician and his assistants should not cause physical or moral harm to a patient.  The first known published version of do no harm dates to medical texts from the mid-19th century, and is attributed to the 17th century English physician Thomas Sydenham.   What Does First Do No Harm Mean? First do no harm is a popular saying that derives from the Latin phrase, primum non nocere or primum nil nocere. The term is particularly popular amongst those involved in the field of healthcare, medicine, or bioethics, and among popular accounts of the medical field, since it is a basic principle taught in healthcare-providing classes. The takeaway point of first do no harm is that, in certain cases, it may be better to do nothing rather than intervening and potentially causing more harm than good.   History of the Hippocratic Oath   The Hippocratic oath is part of an outline of essential ethics in medicine which is described in ancient Greek literature. Hippocrates was a Greek physician who lived on the island of Cos between about 460-370 BCE. He wrote many medical texts and is considered one of the most important figures in ancient Greek medicine. He is generally credited with writing the original Hippocratic Oath.   The oldest extant mention of the Hippocratic Oath was found on a medical papyrus dated to the 5th century CE, one of the many thousands of manuscripts found in the archaeological treasure trove Oxyrhynchus. The oldest extant version is from the 10th century CE. It is stored in the Vatican library. The original is thought to have been a written law of the medical fraternal organization on the island of Cos, of which Hippocrates was a member. Written in Greek about 421 BCE, the oath was originally intended as a pledge between a master (the physician) and his qualified assistants.   The Original Purpose of the Oath Healers in Athenian society were known as Asclepiads and they belonged to a guild (koinon), to which they inherited their right of membership from their fathers. Hippocrates father and grandfather before him were members of the guild on Cos. Then, doctors were itinerant specialists who carried their skills from city to city, setting up surgeries. Rather than a promise made by new doctors on joining the guild, the oath was sworn by nurses and assistants in the various surgeries as part of a promise to obey the doctor.   According to the original Hippocratic oath, these assistants were to respect their masters, share medical knowledge, help patients and avoid harming them medically or personally, seek help from other physicians when necessary, and keep patient information confidential.  Ã‚   However, there is no mention of the phrase first do no harm in the original oath. Hippocratic Oath in Modern Usage Although first do no harm does not actually come from the Hippocratic oath verbatim, it can be argued that it does come from that text in essence. That is, similar ideas are conveyed in the text of the Hippocratic Oath. Take, for example, this related section which has been translated as: I will follow that system of regimen which, according to my ability and judgment, I consider for the benefit of my patients, and abstain from whatever is deleterious and mischievous. I will give no deadly medicine to anyone if asked, nor suggest any such counsel, and in like manner I will not give to a woman a pessary to produce abortion.   In reading the Hippocratic oath, it is apparent that not harming the patient is explicit. However, it is not clear that abstain from whatever is deleterious is equivalent to doing no harm.   Of the Epidemics A closer version to the succinct do no harm does come (possibly) from Hippocrates, however. Of the Epidemics is a part of the Hippocratic Corpus, which is a collection of ancient Greek medical texts written between 500 and 400 BCE. Hippocrates was never proven to be the author of any of these works, but the theories do follow closely with Hippocrates teachings. Regarding first do no harm, Of the Epidemics is considered to be the more likely source of the popular saying. Consider this quote: The physician must be able to tell the antecedents, know the present, and foretell the future  Ã¢â‚¬â€Ã‚  must mediate these things, and have two special objects in view with regard to disease, namely, to do good or to do no harm.   However, according to an exhaustive search of the ancient and historical literature conducted by pharmacologist Cedric M. Smith, the phrase primum non nocere does not appear in medical texts until the mid-19th century, when it is attributed to the 17th century English physician Thomas Sydenham.   The Hippocratic Oath At many medical schools, but by no means all, a version of the Hippocratic oath is given to the student on graduation or read to the students in the first year. Different countries have different customs about the oath. In French medical schools, it is common to have the student sign the oath on graduation. In the Netherlands, students must swear to it verbally.   At graduation, some deans read the oath while the students stand silent. In others, the students repeat a modern version of the oath at the graduation ceremony. However, data on these reports do not tell how often primum non nocere is included as part of the oath.   Sources Crawshaw, Ralph. The Hippocratic Oath [with Reply]. BMJ. BMJ: British Medical Journal, T. H. Pennington, C. I. Pennington, et al., Vol. 309, No. 6959, JSTOR, October 8, 1994. Jones, Mary Cadwalader. The Hippocratic Oath. The American Journal of Nursing. Vol. 9, No. 4, JSTOR, January 1909.   Nittis, Savas. The Authorship and Probable Date of the Hippocratic Oath. The Johns Hopkins University Press. Bulletin of the History of Medicine, Vol. 8, No. 7, JSTOR, July 1940. Shmerling, Robert H., MD. The Myth of the Hippocratic Oath. Harvard Health Publishing. Harvard Medical School, Harvard Health Blog, Harvard University, November 28, 2015. Smith, Cedric M. Origin and Uses of Primum Non Nocere  Ã¢â‚¬â€Ã‚  Above All, Do No Harm! The Journal of Clinical Pharmacology, Volume 45, Issue 4, American College of Clinical Pharmacology, John Wiley Sons, Inc., March 7, 2013.

Personal Statement Ruby Payne s Nine Powerful...

Ruby Payne is respected by the educational world as she provides many ways to help those in poverty learn and rise to success. Educators attend conferences and seminars to learn about how to help those in their classroom that have conflicting behaviors to what is accepted at school. According to Payne in â€Å"Nine Powerful Practices,† she addressed nine ways to help these low-income students. She discusses the importance of respect between the teacher and student. Those who may not be familiar with a respectful relationship between an adult will learn it at school by the teacher providing acceptance and assistance to their needs. A teacher is not to provide passive displays of aggression to show that they are disappointed or frustrated. The best would be to pull a child to the side preferably when other children are not around to discuss how a respectful relationship would work. A teacher should form close relationships with those in his/her classroom. Making sure that children feel loved helps encourage them to learn. Payne also addresses the type of language to use in the classroom. She notes that speaking with a mix of formality and casualty that is called consultative speech will help teach those in poverty what is the acceptable behavior at school. Those who do not speak with speech that shows formality can be taught another phrase for what they are trying to say. Working in a poor district does not have to be a disadvantage. Teachers can find ways to helpShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesTWENTIETH-C ENTURY H ISTORY In the series Critical Perspectives on the Past, edited by Susan Porter Benson, Stephen Brier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America