Reflective Essay on Personal Performance

Reflective Essay on Personal Performance OLORUNKEMI ONIKOYIÂ   PORTFOLIO SUMMARY (REFLECTIVE ESSAY) This essay is a reflective account on the progress I have made during the on-going nursing training programme I have embarked upon. The areas I intend to cover include the usefulness of assessment feedback for facilitating growth and for understanding the areas that need to be improved in my learning, the extent of the development of key transferable skills, an overview of meetings with my personal development tutor and issues related to my personal learning. Finally, areas for future development will be identified with a view on how to address them, all of which will go towards improving my personal and indeed professional development. Individuals may spend a lot of time thinking over experiences they have had and things they have to do. However, within nursing it is believed that in order to progress, these thoughts should be turned into guided reflection enabling one to improve them in the future. The essential purpose of reflective practice is to enable the practitioner to access, understand and learn through, his or her lived experiences and, as a consequence, to take ‘congruent action towards developing increasing effectiveness within the context of what is understood as desirable practice’ (Johns 2000, p3). As a mature student with experience of an access course I felt I had developed self-discipline, which is important for effective learning. Throughout this course I have gradually developed strength and confidence in all the transferable skills, such as communication, effective learning, and teamwork and information technology. These skills have been developed through both the coursework and the placement.. I felt confident about my verbal communication whereas I was concerned about my literacy skills which are impeded by my dyslexia. In my case dyslexia results in poor spelling, grammatical errors and difficulties with organising work. It should not affect my understanding of my subject, although it can take me time to absorb what I read. The course has helped me to recognize the importance of all aspects of communication, both verbal and non-verbal, such as body language, touch, facial expression and eye contact. It has shown me how crucial non-verbal communication can be in expressing meaning. During my placement visit at the hospital I put into practice my communication skills which enabled me to interact with people from different cultures and backgrounds. For example, while I was working in the ward with a staff nurse, I observed through facial expression that a patient was in pain. I went over to ask her what the problem was. She told me she was in pain. I immediately reported it to the nurse in charge. After this, I made her comfortable and continued to communicate with the patients. From this scenario I have learnt that good communication skills are important in delivering health care services. Good therapeutic communication can help to relieve patient pain and anxiety. I believe the best way of learning is to become an autonomous learner which in itself requires good communication skills and discipline. During this course, I have developed good time management skills, especially for meeting deadlines in submission of assignments and for combining studying with domestic demands. Initially, accessing the internet and using the electronic searching method was a bit difficult but it became clearer with the help of the IT workshop. It also helped greatly when finding articles needed for annotated bibliography assignment. Having to do presentations is another effective way of learning because it provides an opportunity to research the topic and then teach others. I prepared a research presentation and I knew little about the components that would make the type of presentation successful. I experienced some nervousness because I find it difficult to face an audience and deliver a speech but with the help of the tutor’s feedback I am beginning to wo rk on my fears and confidence by becoming involved in group discussion. My IT skills have improved quite considerably since the beginning of this module. I knew how to use e-mail, Microsoft word and various ways to search for information. The IT sessions have contributed greatly, so much, now have the confidence to use the internet regularly. I have also learnt how to use database and PowerPoint I will continue to build on what I have learnt and improve on it because the technology is updating frequently and it is necessary to keep up with this trend. (See appendix). Carrying out a literature search during an assignment, taught me how to use the search engines using keywords in order to find relevant articles. Carrying out a literature review has given me an insight into what research involves the ways in which research can be carried out and the different methodology that is used. I now understand that academic articles are peer reviewed before being published in reputable journals. Assessment feedback is an important part of learning. It gives the student an awareness of what they can do and what needs to be improved, in both written and practical work Whilst evaluating my feedback sheet on the role and function of health related organization, Module IPH1625, I felt that the mark received was above my expectations which left me feeling positive and motivated to continue the good steady progress. I found the research section of the essay quite challenging and spent many hours preparing my essay. Fortunately the organization that I had picked was of great interest to me as British heart foundation was an organization that dealt and helped people from all walks of life. The fact that this topic was of interest to me made it much easier for me to discuss and write about it with passion, and I could really express how I felt about the issues involved. Through the feedback received, I realized that I had addressed all areas of the marking criteria to an effective lev el. Having not previously shown my work to my module leader, to my surprise the contents of my work was above standard and very well done. My dyslexia is a worry regarding typographical errors which I may not notice. To combat this I used the computers grammatical and spelling checkers as well as showing my essays to my dyslexia tutor who helped me to proof reading. I was thrilled to see that in the feedback given, my grammar, spelling and punctuation was not seen as a problem. It is very motivating to receive this kind of feedback and the self satisfaction left me with a positive feeling which I hoped to maintain. (See appendix) My first learning stage was the novice level which Benner (2001, p20) described as ‘beginners who had no experience or skills to practice in the situation in which they are expected to perform’. At this stage of my learning I had limited knowledge and understanding of patient condition as well as the environment in which care is delivered. This made me anxious and nervous. My culture (which forbids me from addressing an elderly person by name) inhibited my ability to communicate effectively with patients and various members of staff. This problem was due to lack of previous experience in caring for patient and lack of understanding of the situation in which am expected to perform. My knowledge regarding patient’s illness or disease process was lacking. Hence I did not know how to assess or carry out patient admissions or pain assessments. For example, when patients complained of pain I always informed my mentor instead of carrying out a pain assessment to identify factors which may be contributing to the pain. However, I constantly relied on my mentor for guidance. Through advice, feedback on my performances and by observing my mentors and other members of staff, I was able to develop strategies on how to overcome communication problems on my next placement. During this placement I was able to reassure patients, carry out pain assessment, monitor and record vital signs (under clinical supervision) as well as understand their implications for patients’ care. Although I had developed confidence in clinical skills in my first placement, there was an increase in my confidence during my second. There was an increase in learning, however, my skills and knowledge within this domain were still limited. I still relied on general guidelines or instructions given to me by my mentor on how to execute some of the duties delegated to me. As a result I could not use my initiatives to prioritize or plan care appropriately or make sound judgment regarding the care which I was giving to patients. My communication skills also improved as I was able to listen and reassure patients, carry out pain assessments. In the future I hope to ensure effective communication in my daily activities, building on my strengths until I become competent in my communication skills, and able to identify potential problems and difficulties and ways to find solutions to the problem. (See appendix) The advanced beginners’ level was the second level of my learning. As explained by Benner (2001, p22) ‘the advance beginner is one who can demonstrate marginally accepted performance; one who has coped with enough real situations to note the reoccurring meaningful situational components’. In relation to performing at this level, the status quo is that the theory sessions are in the final stages, after which we would move into placement, where yet again I would have the opportunity to relate acquired theoretical knowledge to practice. Personally, I have found that the various placements were the biggest learning curve for me and influenced my learning immensely. I feel that I have performed well, as I have done things that I had never done before such as taking measurements of blood pressure, giving injections, and administrating the correct medication. The biggest impact on me was the learning disability placement. I felt that this is where I really put my communication skills into practice. I found learning disability extremely interesting and at the same time challenging. One of the major challenges I encountered was the aggressive behavior of the patient. I learnt the importance of being patient and to try to understand what is making them angry in order to calm them down. Sometimes medication is needed for this. (See appendix) Meeting with my Personal development tutor (PDT) has been extremely useful; at the first meeting we met as a group which we had an open discussion on learning, teaching approaches and available learning support. My second meeting was one to one and I was able to express the problems I faced with modules in terms of understanding prospective assignments and in selecting textbooks which are user friendly to facilitate introduction to new areas of knowledge. It was also a good opportunity for me to discuss issues encountered during placement, in relation to my experiences, which included difficulties as well. I generally found these meeting to be useful because it was and still is an avenue for me to discuss and analyse both personal and professional development. (See appendix) On reflection I can see that I was able to achieve the above nursing needs of patient due to 12 months of acquired knowledge and experiences. In progressing through the stages of skill acquisition, reflecting enabled me to gain new ideas, insights, understanding of clinical practice and I was able to change and improve my practice as I progressed. This ability is vital for personal and professional development. By reflecting I developed reflective skills such as self-awareness, ability to describe, critically analyze, synthesize and evaluate (Bulman and Schutz 2004, p10). ‘Self improvement builds on awareness’ (Moon 1999, p14). Learning is a lifelong process of discovering what is not known and recognition of learning needs is the basis for further development. NMC code of conduct and the life long learning document requires one to be able to recognize when further learning and development may be required. The NMC’s PREP (2001, p7) requires registered nurses to keep up to date with new development and to go for courses that are relevant to the practice area so as to ‘deliver care based on current evidence, best practice and, where applicable, validate research when it is available (NMC 2002, p5). I would like to continue building on my nursing competency so as to increase my knowledge and skills. Achieving this will be through practice and self-directed learning, as well as through clinical supervision which provides support for the student; this will help me in further development of skills, knowledge and enable me to enhance my understanding in practice area. I will also further my education to degree level. In conclusion, I have critically demonstrated how my learning has evolved from novice to advanced beginner of nursing. I have also planned to continue to maintain my personal and professional development by engaging in regular learning activities and also updating my professional portfolio. Furthermore, I will continue to acquire more knowledge to prepare me to face professional challenges, especially in the area of decision making, and the ability to spot opportunities and utilise them. I have an understanding of and confidence in my chosen profession as adult nurse. I want to see learning as part of me; learning new skills everyday is a lifelong experience. Reflective practice will not only improve the quality of care I give but also enhance my personal and professional development thus helping me to close the gap between theory and practice. REFERENCES Benner, P. (2001). From Novice to Expert. Excellence and Power in Clinical Nursing Practice. (commemorative edition). New Jersey: Prentice Hall. Bulman, C. Schutz, S. (2004). Reflective Practice in Nursing. (3rd ed.). Oxford: Blackwell Publishing. Johns, P. (2004). Becoming a Reflective Practitioner. (2nd ed.). India: Blackwell Publishing. Moon, J.A. (1999). Reflection in Learning and Professional Development. London: Kogan Page. NMC. (2001). The PREP handbook. London: NMC. NMC. (2002). Code of Professional Conduct. London: NMC. Appendix 1: Use of key transferable skills. Appendix 2: Feedback sheet. Appendix 3: Evidence of learning from practice assessment / skill development in practice. Appendix 4: Copy of meeting with Professional Development Tutor. 1 WORD COUNT =2200

Bloom Syndrome: Features, Inheritance and Biochemistry

Bloom Syndrome: Features, Inheritance and Biochemistry Discuss the inheritance, molecular and biochemical defects underlying the clinical features associated with Bloom syndrome Introduction First described by David Bloom in 1954, Bloom syndrome (BS) is an autosomal recessive genetic condition resulting in widespread genomic instability and a subsequent predisposition to the development of cancer (Cunniff, 2017). BS is an example of a chromosome breakage syndrome, characterised by defective DNA metabolism and genetic repair mechanisms (Duker, 2002). Effecting less than 300 people worldwide, symptoms include abnormally small size and noticeable redness of the cheeks and nose. People with BS also experience impaired immune system function, reduced fertility and decreased intellectual ability in some cases (Cunniff, 2017). Over a third of the patients in the Bloom syndrome registry descend from Ashkenazi Jewish ethnic lineages (Sanz, 2006). The underlying genetic landscape of BS is complex and not yet fully understood. This essay will discuss clinical symptoms, molecular aetiology, functional consequences, methods of diagnosis and current treatment options for BS. Molecular and transmission genetics As BS is inherited in an autosomal recessive fashion, each parent of an affected individual must carry one copy of the recessive gene even if they themselves do not have BS. In cases where both parents are carriers, there is a 25% chance that their offspring will have the condition, a 50% chance that they will be carriers and a 25% chance that they will not have the condition nor be carriers (Sanz, 2006). BS is known to affect both sexes equally and is common among children resulting from parental consanguinity (German, 2007). As there are so few cases, it is difficult to calculate a specific overall incidence rate (Tikoo, 2010). The gene underlying the pathology of BS, BLM, was mapped to the locus 15q26.1 by German et al (1994) and is currently the only gene known to cause BS (Cunniff, 2017). It encodes for the RECQL3 protein (also known as BLM), a DNA helicase important in a number of processes relating to DNA repair and replication. There are other conditions caused by defects in the RECQ family of proteins including Werner Syndrome (WS) and Rothmund-Thomson syndrome (RTS) (Duker, 2002). The specific genes involved play unique and distinct roles in the maintenance of genomic integrity, making these conditions distinct from BS. For instance, premature aging is commonly observed in WS and a hallmark facial rash is observed in RTS (Larizza, 2010). BLM has a huge role in maintaining genomic integrity. Reviewed by Cunniff et al (2017), it participates in several pathways related to the DNA damage response (Figure 1). Described in figure 1 as the hero of the story, BLM is instrumental in processing DNA replication intermediates. Some of its duties include recruiting RAD51 and RPA to sites of stalled replication to prevent premature recombination, helping to dissolve double Holliday junctions to limit DNA crossover formation and separating tangled strands that might otherwise lead to errors in recombination. Consequently, BLM mutation can be catastrophic to the cell. Â   Â   Molecular biology and nature of mutations There have been over 60 mutations of the BLM gene identified that are known to cause BS. The most common, BLMAsh, has a carrier frequency of 1 in 110 in the Ashkenazi Jewish population and is unique to patients with this ethnic background (Cunniff, 2017). Ellis et al (1995) performed a mutation analysis of 13 unrelated patients with BS, identifying ten mutations, seven of which were unique. They suggested that the absence of wild-type BLM in turn affects the activity of other DNA repair enzymes, creating a cascade effect. A 2007 report identified 49 BLM mutations that had not been previously described and represents the most comprehensive study of this kind to date in BS (German, 2007). Nineteen of these mutations were found to recur throughout the population of people with BS. There were also several BLM mutations identified that were unique to just one individual, suggesting that there may still be more as yet unidentified BS-causing BLM mutations. Additionally, in nine of the people studied, no BLM mutation could be detected, highlighting the possibility of BS-causing mutations in genes other than BLM. This study also found that people from similar ethnic backgrounds harbouring the recurrent BLM mutations likely inherited them from a common ancestor or founder. The identified mutations included substitutions, deletions and insertions. The most prominent functional consequence was premature translation termination, resulting in incomplete protein product. Amino acid substitution leading to missense mutation was cited as perhaps the most important identified, given that these generally occurred within the DNA helicase region of the gene that is essential for enzymatic activity. Studies have suggested that heterozygotes with only one pathogenic BLM variant may also be at increased risk of developing cancer while exhibiting no other BS symptoms (Cunniff, 2017). Molecular defects and consequences Cells with mutated BLM are unable to perform double-strand break (DSB) repair and this is a key driver behind the hyper-mutational capability of BS cells (Langland, 2002). Chromosomal mutations also occur at high frequency in BS cells and there is vastly increased chromatid exchange leading to profound genetic instability. These cumulative abnormalities mean BS cells are among the most hyper-mutated known (German, 2007). As a result, people with BS experience a markedly higher incidence of cancer, of any type and often at a young age (Cunniff, 2017). Tikoo et al (2010) suggest that BLM mutation may be central to the common master regulatory step that precedes neoplastic transformation in all cancers. A process known as sister-chromatid exchange (SCE) also occurs at a higher than normal rate in BS cells. During DNA replication, each chromosome becomes two identical sister chromatids that are joined with one another. SCE is when sister chromatids break and recombine with each other, allowing exchange of genetic material between the two. A hallmark characteristic of BS cells is a 10x higher frequency of SCE events than normal cells; this allows BS to be distinguished from other similar conditions during diagnosis (Amor-Gueret, 2006; Sanz, 2006). A higher frequency of SCE is indicative of higher rates of mitosis and is a result of abnormal DNA repair attribute to mutated BLM. In the normal cell, BLM is recruited to DSBs on replication forks these are structures facilitating the synthesis of new DNA prior to cell division. A primary function of BLM is to remove the blockage caused by a DSB to prevent premature recombination (Amor-Gueret, 2006). This is crucial in helping to suppress tumorigenesis and BLM has been shown to be indispensable for this process, even though there are alternative mechanisms available to the cell involving different proteins e.g. GEN1 and MUS81 (Arora, 2014). Such widespread genetic instability would normally trigger affected cells to undergo apoptosis. However, Amor-Gueret et al (2006) suggest that BS cells with BLM mutations are able to evade this mechanism by entering into alternative recombination pathways that allow them to progress through the cell cycle even in a hyper-mutated state. Diagnosisgenetic testing/treatment It has been suggested that analysis of BLM protein by immunoblotting and immunohistochemical analysis may be useful in screening for BS, however mutational analysis is required for a concrete diagnosis (Morimoto, 2002). Mutational analysis and genetic testing are important for at-risk couples who are planning to start a family. BS can be diagnosed by the identification of biallelic mutational variants of the BLM gene. However, should this test prove inconclusive; quantifying the frequency of SCE can be used as a further diagnostic tool. BS is the only condition that exhibits this hyper-recombinability phenotype, and so such a test can provide a definitive answer (Sanz, 2006). Because BS is so rare there, is as yet no effective treatment. People with BS should limit their exposure to UV light and should have any infections treated aggressively with antibiotics. Physicians must be mindful of the increased cancer risk and be scrupulous when any potential signs of cancer arise. Frequent screening has also been advised, particularly for colorectal cancer (Arora, 2014). An important consideration when people with BS do develop cancer is how to treat it. Radiotherapy and chemotherapy can increase the likelihood of secondary tumors such as lymphomas, and should be avoided where possible. Conclusion BS is an extremely rare condition affecting fewer than 300 people worldwide, with a notable prevalence among the Ashkenazi Jewish community. As there is no effective treatment for the condition, patients and physicians alike must be vigilant and take preventative steps to minimise the risk of developing malignancy. Genetic counselling may also be of benefit to affected individuals for educational purposes and to inform their decision-making if they are considering having children (Cunniff, 2017). In addition to BLM mutational analysis, knowledge of BLM posttranslational modifications and how they might affect protein function is likely to be an important area of research going forward (Tikoo, 2010). Furthermore, as German et al (2007) identified patients with BS but no BLM mutations, the possibility of heterogeneity underlying BS must be further explored through the use of genome sequencing. Future treatments ought to focus on restoring the proper functioning of BLM, or on inhibition of excessive recombination. References Amor-Gueret, M., (2006) Bloom syndrome, genomic instability and cancer: the SOS-like hypothesis. Cancer Letters, 236(1), pp.1-12. Arora, H., Chacon, AH., Choudhary, S., McLeod, MP., et al., (2014) Bloom syndrome. International Journal of Dermatology, 53(7), pp.798-802. Cunniff, C., Bassetti, JA., Ellis, NA,. (2017) Blooms Syndrome: Clinical Spectrum, Molecular Pathogenesis, and Cancer Predisposition. Molecular Syndromology, 8(1), pp.4-23. Duker, NJ., (2002) Chromosome breakage syndromes and cancer. American Journal of Medical Genetics, 115(3), 125-9. Ellis, NA., Groden, J., Ye, TZ., Straughen, J., et al., (1995) The Blooms syndrome gene product is homologous to RecQ helicases. Cell, 83(4), pp.655-666. German, J., Roe, AM., Leppert, MF., Ellis, NA., (1994) Bloom syndrome: an analysis of consanguineous families assigns the locus mutated to chromosome band 15q26.1. Proceedings of the National Academy of Sciences, 91(14), pp.6669-6673. German, J., Sanz, MM., Ciocci, S., Ye, TZ., et al., (2007) Syndrome-Causing Mutations of the BLM Gene in Persons in the Blooms Syndrome Registry. Human Mutation, 28(8), pp.743-753. Langland, G., Elliott, J., Li, Y., Creaney, J., et al., (2002) The BLM Helicase Is Necessary for Normal DNA Double-Strand Break Repair. Cancer Research, 62(10), pp.2766-2770. Larizza, L., Roversi, G., Volpi, L., (2010) Rothmund-Thomson syndrome. Orphanet Journal of Rare Diseases, doi: 10.1186/1750-1172-5-2. Morimoto, W., Kaneko, H., Isoqai, K., Kasahara, K., et al., (2002) Expression of BLM (the causative gene for Bloom syndrome) and screening of Bloom syndrome. International Journal of Molecular Medicine, 10(1), pp. 95-9. Sanz, MM., German, J., Cunniff, C., (2006) Blooms syndrome, n.p. Tikoo, S., Senqupta, S., (2010) Time to bloom. Genome Integrity, doi: 10.1186/2041-9414-1-14. Health and Safety Policies in Schools: An Example Health and Safety Policies in Schools: An Example Describe how current health and safety legislation, policies and procedures are implemented in the setting. Describe how health and safety is monitored and maintained in the setting Learn from yesterday, live for today, hope for tomorrow, The important thing is not to stop questioning - Albert Einstein. This famous quote by Albert Einstein is very true and relevant especially when it comes to Health and Safety. The education establishment in the UK has a very strong emphasis and objective on the Health Safety Work Act (HSWA) 1974. Our whole education system revolves around this act efficiently and effectively. This act governs the HS policies and procedures for any working environment. The HWSA outlines basic and generic duties between employers/employees based on common sense principles in the form of a written Health Safety policy This act was amended in 1999 and further emphasised on what employers should do to manage HS and minimise risk. How employees can facilitate the HSWA and incorporate in their own practical working environment. The important points to consider for all employers and employees are as follows:- Have a written Health and Safety Policy in the working environment. Employers should carry a risk assessment as and when required. Employers should set up emergency policies and procedures at all levels. Employers should provide necessary training and procedures to all employees. Employers should implement the recommendations from the risk assessment. Employees should take reasonable care or the HS of themselves and others. Employees should carry assigned tasks and duties safely in accordance with the law Employees should use correct reporting policies and procedures. If in doubt, of their health or someone else reports it to their line manager/supervisor. Like Albert Einstein, we need to think and never stop questioning our safety and consider others safety and promote the wellbeing of all concerned. In my school, the health and safety policies are used effectively in various ways. The school has approximately 43 Health Policy published on their website https://molescroftprimaryschool.wordpress.com/health-and-safety-policies/ These policies have been adopted from the LA. The school promotes a culture of positive, effective working and learning environment for all staff students and visitors in the school. The school takes its Health and Safety policies and procedures very seriously; under the governing body and the local authoritys guidance, Mr Loncaster is responsible for implementing the schools as well as the corporate directorate HS policies and procedures. All Health Safety procedures are conducted termly. In my school, rigorous training of Health Safety Policy is provided to all members of staff who have different roles and responsibilities of; Fire, Child Protection and First Aid The school does an enhanced DBS for all staff and volunteers who come in contact with the school children. The school requires all potential employees/volunteers to have an induction, prior commencing to work. The induction covers all aspect of HS policies. Appropriate Induction booklet, Keeping Children Safe in Education, ERSCB Safe School, Safe Children, Safe Staff code of conduct are handed to all as part of their induction training. After the induction, volunteers are expected to sign that they have understood the HS Schools policy in the presence of the trainer. The induction is done by the head teacher or one of the Assistant Head Teacher. In addition, all visitors to the school must sign and obtain a badge which permits their valid entry in the school. Signing the register also means that they have r ead and understood the safeguarding statements. The school admin is responsible for checking the visitors and maintaining their records. The school also contains various other HS policies such as building, ground, Adventure playground, E-policy. Often school sends letters to parents via email about E-safety for parents and children. The PE policy covers all equipment/apparatus used in the school, should be checked by their respective coordinators or teachers before used by children in the school. Children use this equipment under the supervision of their teachers. Appropriate footwear, clothing is rigorously checked to ensure the safety of children during their PE lessons. The school caretaker also checks specific play area and Adventure playground daily; daily record sheet is maintained in the school. All electricals used in the classroom/school are stored away. Second-hand objects are prohibited to use in the school. All electrical equipment is PAT tested by the caretaker annually or as and when needed. Records of these test are monitored in HS Report. Our school also covers First Aid policies by providing green posters (written procedures) of First Aid provision information and instruction on all main corridors in case of emergency; these consist of, list of first aider and their contact details according to year groups The school has first aid boxes in all the cloak room; these are checked by lunchtime supervisors who are responsible for first aid. The school has also fire alarms, 3 different types of extinguishers, (foam,co2 and water). There is a comprehensive site survey every term, this includes COSHH records, First aid provision, review of Risk Assessments, fire and safety drills. All staff are required to carry out assigned task and duties safely in accordance with instructions, methods and procedures safely coordinating with their supervisors. Another example of health and safety monitored in our school is by providing sanitised hand gels in all classrooms; children should not leave their classroom unnecessarily. Children use the hand gels after their science experiment or any other class activities to stop spreading germs and viruses which may spread infections. All responsible adults working with children monitor the check and use of this policy. The school strongly believes that children must be able to take responsibility and therefore Safeguarding is also incorporated into their curriculum by 2different ways The school teaches Heath Education, Citizenship, Personal, Social. Themes such as Sex Relationship, Drugs Stranger Danger. Secondly, safety concerning; correct equipment and Risk Assessment plan for PE, specific policy for DT, Finally, the school has also water tight safeguarding policies. There are 22 safeguarding policies published in the public domain https://molescroftprimaryschool.wordpress.com/safeguarding-policies/ The school main gates are secured between 9.30am and 3.00pm and entry is only available via main reception area. Once access inside the main school, the doors are automatically sealed internally. On all the doors there are signs indicating that access to the school is by the school reception even if it starts/end of the day. The school is surrounded by a mixture of fencing. Before the start/end of the day, the car park is secured and locked to avoid accidents or use it as a shortcut route to the main reception area. There is a lollipop man patrolling at the start and end of the day outside the school to prevent accidents. Describe how people in the setting are made aware of risks and hazards and encouraged to work safely Parents need to share their childrens medical condition with the school. They need to sign a Health Safety checklist form confirming the information is true. The school stores this information in the schools central office which is maintained by the admin staff. In addition, a brown envelope, containing confidential medical information is available to the class teacher along with the class register and pupil photograph. Medicines are checked, stored away in the designated cabinets in the staff room. They are locked and out of reach of children. All staff are made aware of accessing the keys if needed. Medicines are only administered if prior agreed with the headteacher, Mr Loncaster. Responsible children can administer their own medication. The school holds accountability to any incidents/accidents or unforeseen circumstances to inform parents. The school also is responsible for carrying out extra copies of pupils medical needs for any external educational visit. Collection of pupils: In my school collection of the pupil are ensured for KS1 and Foundation stage by teachers visually identifying parents/carers before letting them go. Occasionally, if a parent is unavailable to collect their child, then they have to ring the school office to notify. The school office passes on this information to the relevant class teacher and simultaneously the teacher writes this information on the board and also lets the child know if there is any change of collection of time/person. vulnerable children are collected by parents/carers on the right day would be subject to, on a confidential basis between the LA, MR Britton, (CPC), and the head teacher Mr Loncaster coordinated by the childrens specific class teacher/TA. The presence of dangerous substances: No one is allowed to bring any substance such as liquid, powder, gels or potions in the school premises without a COSHH Risk Assessment done in advance. A COSHH form must be obtained from the relevant manufacturer/supplier. A detailed COSHH sheet of information and records are maintained in every classroom, where the relevant materials are used and can be accessed easily by any member of staff, A log is kept in the recording sheet which is checked and dated by the caretaker along with the head teacher. All classrooms have Risk Assessment for COSHH checklist sheet posters. These are checked by the class teacher and the TA and ticked off on weekly basis. If a child is found with any kind of medication, then he/she will be taken immediately to the First Aid point and subsequently highlighted to the HS Officer as well as the Head Teacher. Trip/slip: Hazards are notified to all by WET floor signs. Senior members are notified by emails, and the class teacher shares this information with us if it is relevant to us when we are at school. All classrooms have Risk Assessment for trip/hazard checklist sheet posters. These are completed and ticked off on weekly basis. All hazard should be reported to the class teacher or senior management or should be made hazard free if possible in line with the HS policy. If senior members of staff have discovered any hazard or accidental spillage, then its their responsibility to resolve it. This effectively means either informing a caretaker, cleaners. The hazard would be highlighted to the caretaker and assess the risk and if needed act on it. A near miss form would be then completed by the caretaker. Safety or otherwise electrical equipment: Log register is available in all the classroom of electrical safety checks done by the school caretaker every term. The authorities do a formal PAT test, once every 2 years on all electrical equipment; plugs have an up to date PAT test sticker with the date. All classrooms have Risk Assessment electrical safety checklist sheet posters. The checklist also indicates what needs to be done to minimise any accidents happening These checklists are completed by the teachers and the TA and ticked off on weekly basis by the class teacher. Any volunteers/TAs responsibility to let the teacher know if stickers are not on the equipment unless they are a year old. The school follows strict guidelines by The Electricity Work Code of practice/Electricity at Work. Dangers of internet/social networking (staff /pupils): Posters for working safely on the internet is available in all the classrooms. A Clear policy for working safely is also available in the induction pack for staff and volunteers. All classrooms have Risk Assessment checklist sheet posters. These are completed and ticked off on weekly basis by TA and class teacher. Children are supervised when they are learning involving technology. Volunteers are made aware on the Induction of using social networking cautiously especially through emails, social media, or the internet If found compromising confidentiality, disciplinary actions will be taken. The school has published a detailed Acceptable Use Policy; use of Internet/computer specifically for staff and pupils in the school. Some general examples of school monitoring Health Safety: All staff /volunteers get an HS induction/training specific to their job title/role The staff and students hold the corridor and classroom doors to avoid physical injuries All visitors are made aware of fire evacuation process by posters at all main points. There is a fire alarm button indicated at all main exit points, if anyone discovers a fire in any part of the building then they should set the alarm off. A hand gel is available in all classrooms and corridors to avoid infection or virus. All staff toilets have posters and materials to clean bodily fluid and easy quick access to yellow V sign to make aware of slips/hazards. All relevant schools HS policies are easily accessible and are in the public domain. General Safety in school: Fire officer come in school once a year Local Authorities come in school to PAT test once in 2 years. Caretaker PAT test all electrical equipment termly and logs are maintained in relevant areas of the equipment. The site manager/caretaker checks the general safety of the school for eg. site checks, and security, indoor and outdoor of the school, school fencing, playground, Adventure Playground, weekly fire safety system checks, fire log book, including fire drill report, snow and path clearing, yellow line marking, building documentation/records/site maintenance manual. All employees have a responsibility to act immediately upon discovering or receiving a report of a workplace hazard; to rectify or otherwise make the situation safe All employees report all accidents and any unsafe practices or conditions to their Supervisor /line manager as we are all responsible for the safety of ours and other as well as children. Use appropriate tools/equipment in accordance to information/manual/training provided. All staff/volunteers should play a vital role in ensuring the schools cleanliness, tidiness, and maintain the highest hygiene. All staff/volunteers are encouraged to use the Whistleblowing Policy if they believe may compromise School, Local or National Policy and Law. Induction book also contains a phone no 01482394123 of the LA. My role as a Work Experience TA in Molescroft Primary School: As I have written in depth the Health and Safety monitoring policies and procedures in the school, I have a very similar responsibility as any other official staff of the school. Before I commenced to work, the school conducted an enhanced DBS check. Followed by the DBS, I was given an induction. Tour of the school was given by the Head Teacher Mr Loncaster, pointing out posters of emergency procedures such as First Aid, Fire, Fire assembly point. The induction was covered with detailed information on various policy, especially in depth of the Health Safety and the Safeguarding policy because I would be working with children in the classroom. An example from the point of safeguarding policy is I must not work with a lone child in the classroom with doors closed. I must not carry/move awkward objects in the school. I must challenge anyone who is not wearing a badge simultaneously If Im found inside the school premises without a badge, then I would also be challenged. Training was pro vided by using equipment in the school. As mentioned earlier that I have to take responsibility for understanding and implementing the schools HS policies I was made to sign the induction checklist that I have understood the schools policies and will strictly follow in the school. My schools Health and Safety is monitored by

Why Marc Antony is a Round Character :: essays research papers

William Shakespeare wonderfully develops the character Marc Antony in his play Julius Caesar to be a round character. Round characters meaning a character that has many traits and isn’t predictable. Antony, who seems to not have many different traits at the beginning of Julius Caesar, really starts showing his real self after Caesar’s death. That also shows that he is unpredictable.   Ã‚  Ã‚  Ã‚  Ã‚  Antony’s monologues and soliloquies really help to show readers Antony as a round character. A few traits these soliloquies and monologues show are that he is manipulative and smart, yet also caring and loving. Other traits Antony shows include agreeable, but capable of being in charge; athletic; popular; and able to give recognition where it is deserved. Like most people, Antony has both bad and good traits, and his speeches reflect that.   Ã‚  Ã‚  Ã‚  Ã‚  The manipulative nature of Antony proves true two times. The first time is when Antony is speaking at Caesar’s funeral. Antony is manipulating the crowd by using pauses and by talking Brutus up. This is what Antony says in that instance, â€Å"Yet Brutus says he was ambitious; and Brutus is an honorable man.† (Act III, scene ii, lines 94-95) Antony is saying maybe Brutus is right because he says Caesar was ambitious, and Brutus is, in fact, a very honorable man. In another instance he says, â€Å"Have patience, gentle friends, I must not read it,† speaking of Caesar’s will. (Act III, scene ii, line 141) Antony is trying to get the people excited about the will, so they will tell him to read it by acting like he shouldn’t read it. The second time Antony shows that he is manipulative when he wants to change Caesar’s will. At that time Antony proves himself by saying, â€Å"But, Lepidus, go you to Caesar’s house; Fetc h the will hither, and we shall determine how to cut off some charge in legacies.† (Act IV, scene I, lines 7-9) Antony is telling Lepidus to go get the will so they can change it. Antony’s ability to be manipulative is well proven in these instances.   Ã‚  Ã‚  Ã‚  Ã‚  The loving side of Antony that allows him to give recognition where it is deserved is shown a few times. One time comes close after Caesar’s death. Antony says, â€Å"Thou art the ruins of the noblest man that ever lived in the tide of the times,† and it shows his love for Caesar by saying that the noblest man he ever knew was now dead.

Healthcare: for all or citizens only? Essay -- Legal Issues, Immigrati

Everyday someone is sent to the hospital. Not only are they in fear of losing their life but also in fear of being in debt due to the prices of health care treatment they need. But what if this patient happens to be an illegal immigrant? Should doctors deny him/her because they lack citizenship? Or should illegal immigrants be treated just like any other patients by having a right to health care? Throughout the past decade restrictions on eligibility for taxpayer-subsidized medical care has risen at both the state and national level. Some of these restrictions are based on laws and reform acts that have been produced by legal organizations as well as political federations. On a federal level, the Welfare Reform Act of 1996 (PRWORA) prohibits hospital districts from offering free or discounted nonemergency medical care for noncitizens (Rao, 2003, p.1). Immigrants are taking advantage of the healthcare we provide for the nation, yet some of them are not even legal citizens. According to the Federation for American Immigration Reform (a non-profit group that opposes illegal immigration), the cost of treating illegal aliens’ amounted to nearly $11 billion in 2009. However, the HRI (Health Research Institute) reported that the government spent approximately $2.2 trillion on United States citizens in 2009. Illegal immigrants are net consumers of public services and they contribute to economic growth (McCarthy, 1995). Since 1990, immigrants have contributed to job growth in three main ways: They fill an increasing share of jobs overall, they take jobs in labor-scarce regions, and they fill the types of jobs native workers often shun. The foreign-born make up only 11.3 percent of the U.S. population and 14 percent of the labor force... ... Administration nevertheless improperly approved almost every claim of â€Å"noncitizen† workers who had been issued a Social Security number after the effective date, but who lacked the required work authorization. It is already unjust that these poor people are working for and contributing to the government, yet they are not receiving social security like everyone else. Based on this information, it should be legalized that illegal immigrants should have the right to health care. These hard working migrants contribute so much to the economy and are not repaid properly because they are not American citizens. In addition, they are the ones who do the â€Å"minor† and low paying careers that no one would ever think of doing. Our nation is one that is built on the foundation of equality and freedom for all and because of that we should all be entitled to the same priorities.

The Character of Mrs. Sommers in Chopin’s A Pair of Silk Stockings Essa

The Character of Mrs. Sommers in Chopin’s A Pair of Silk Stockings  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      The attempt to escaping reality proves to be a timeless act in "A Pair of Silk Stockings" by Kate Chopin. The wishful Mrs. Sommers surprisingly finds herself with a sum of money unusually large for her circumstances and in her relishing and spending it reveals herself to be truly a woman of good intentions but who is weak for the intensity of the moment. Chopin has developed a character in Mrs. Sommers who plays out the fantasy of all people, rich or poor: to be someone they are not and for a day live someone else's life. Mrs. Sommers demonstrates characteristics of a prized knight such as chivalry and frugality yet confirms her mere humanity by indulging herself in the world's material pleasures.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mrs. Sommers is a diligent homemaker who is chivalrous to her children's needs. When coming upon this grand sum of money and contemplating how to use the funds, her first thoughts are of her children's needs and not her own. Her mind wonders not to ways she may spoil herself but rather to ways in which she could improve her children's belongings creating for them a better life than for herself. "The vision of her little brood looking fresh and dainty and new for once in their lives excited her" (194). Chopin brings Mrs. Sommers pure intentions into clear view and with this snippet of information about her lets the reader realize that Mrs. Sommers has her priorities in line and bears a humble heart. Also in telling of Mrs. Sommers desires for her children, Chopin makes known of this mother's hard working attitude toward her position in life. As Mrs. Sommers considers the new apparel she may buy her family, she thinks over the duties that fil... ...rment. In this way Mrs. Sommers characterizes all women in that she appreciates the simple material pleasures, and through her, the reader can have an insight into the souls of women.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The characteristics displayed in Mrs. Sommers are those of a valiant woman who simply needs a lapse from the usual happenings of her life. She displays qualities of an ideal mother in that she puts her children before herself, the ideal wife because she is prudent with money, and she attempts the ideal fantasy - to escape reality. Her standards are high but reachable. Mrs. Sommers is an identifiable mannerism to any woman. Kate Chopin created a magnificent female character in Mrs. Sommers, which gives hope to women and maybe a little clarification to men. Works Cited Chopin, Kate.   The Awakening and Selected Stories.   New York: Viking Penguin/Penguin, 1984. 262-66.

Importance of Small and Mediun Entreptises in a Developing Economy

ID NUMBER: 11060659 COURSE: MANAGEMENT OF SMALL AND MEDIUM SCALE ENTERPRISES (SMEs) LECTURER: MR. ADAMS FADIR-RAHMAN DATE: 21-4-2010 QUESTION: TO WHAT EXTENT DO CAN IT BE SAID THAT GHANA CANNOT DEVELOP WITHOUT THE ACTIVITIES OF SMEs OPERATORS Small and medium enterprises (SMEs) are companies whose headcount or turnover falls below certain limits. And the limit depends on the country in which the company is operating. SMEs contribute immensely to the economic development of a country . And it can be said that a developing country like Ghana cannot develop without the contribution of SMEs due to the following reasons: Firstly, SMEs contribute significantly to the provision of productive employment opportunities for rural and urban growing labor force in Ghana. The provision of employment opportunities increases the generation of income by the people . And when most of the people in the country are employed, it leads to the reduction of poverty. Secondly, they help to absorb productive resources at all levels of the economy and add to the flexible economic system in which small and large firms are interlinked. Such linkages are very crucial for the attraction of foreign investment. This is because the investing transnational corporations look for sound domestic suppliers for their supply chain. Thirdly, SMEs provide substitution for imported goods which create competition and leads to production of quality goods at affordable prices. This is to say that the substitutes of imported goods produced in Ghana by SMEs helps to create competition between the SMEs and the foreign producers. And this forces them to produce quality goods at affordable prices since there is competition. Furthermore, SMEs help in the provision of capital to individuals, other businesses and even the government. When the SMEs generate their income, they deposited them in the various commercial banks in Ghana. It is from these funds that the banks advance loans to their needy customers. And these funds are sometimes loaned to the government to finance its developmental projects. Also, the income generated by the SMEs is subject to tax. Thus their returns are taxed for the development of the nation. These taxes, when collected, are used for the construction of roads, schools, hospitals and other social amenities. More so, SMES help to produce and enhance the movement of goods outside the country. They also help to the country to export its raw materials or natural resources to foreign countries for foreign exchange. And it also paves the way for some local goods to be marketed outside the country. And this help to increase the gross domestic product (GDP) and per capital income of the country. Lastly, Most of the current larger enterprises have their origin in small and medium enterprises. This is to say that most of the large scale enterprises in Ghana were SMEs before their current state. SMEs are different from large scale enterprises in three main aspects; uncertainty, innovation and evolution. Therefore we can say that SMEs are the starting point of development in the Ghanaian economy towards industrialization. In a nutshell, judging from above, we can see that there is no way that Ghana can develop without the operations of SMEs. So what is required is for the government of Ghana to pursue the precise policy and regulatory reforms to turn SMEs into an effective instrument for the enhancement of economic growth. REFERENCE: SMALL AND MEDIUM SCALE ENTREPRISES,JONATHAN BLAY ,1993,CANADA IMPORTANCE OF SMALL AND MEDIUM SCALE ENTREPRISES IN ECONOMIC DEVELOPMENT,BASHIR AHMED FIDA,PAKISTAN,2008. WWW. THEFREELIBRARY. COM

The Lost Duke of Wyndham Chapter Twenty-one

Can't sleep?† Jack looked up from where he was still sitting in his uncle's study. Thomas was standing in the doorway. â€Å"No,† he said. Thomas walked in. â€Å"Nor I.† Jack held out the bottle of brandy he'd taken from the shelf. There had not been a speck of dust on it, even though he was quite certain it had gone untouched since his uncle's death. Aunt Mary had always run a pristine household. â€Å"It's good,† Jack said. â€Å"I think my uncle was saving it.† He blinked, looking down at the label, then murmured, â€Å"Not for this, I imagine.† He motioned to a set of crystal snifters near the window, waiting with the bottle in hand as Thomas walked across the room and took one. When Thomas returned, he sat in the study's other wingback chair, setting his snifter down on the small, low table between them. Jack reached out and poured. Generously. Thomas took the brandy and drank, his eyes narrowing as he stared out the window. â€Å"It will be dawn soon.† Jack nodded. There were no hints of pink in the sky, but the pale silvery glow of morning had begun to permeate the air. â€Å"Has anyone awakened?† he asked. â€Å"Not that I've heard.† They sat in silence for several moments. Jack finished his drink and considered another. He picked up the bottle to pour, but as the first drops splashed down, he realized he didn't really want it. He looked up. â€Å"Do you ever feel as if you are on display?† Thomas's face remained impassive. â€Å"All the time.† â€Å"How do you bear it?† â€Å"I don't know anything else.† Jack placed his fingers to his forehead and rubbed. He had a blistering headache and no reason to suppose it might improve. â€Å"It's going to be hideous today.† Thomas nodded. Jack closed his eyes. It was easy to picture the scene. The dowager would insist upon reading the register first, and Crowland would be right over his shoulder, cackling away, ready to sell his daughter off to the highest bidder. His aunt would probably want to come, and Amelia, too – and who could blame her? She had as much at stake as anyone. The only person who would not be there was Grace. The only person he needed by his side. â€Å"It's going to be a bloody circus,† Jack muttered. â€Å"Indeed.† They sat there, doing nothing, and then they both looked up at precisely the same moment. Their eyes met, and Jack watched Thomas's face as his gaze slid over toward the window. Outside. â€Å"Shall we?† Jack asked, and he felt the first glimmerings of a smile. â€Å"Before anyone – â€Å" â€Å"Right now.† Because really, no one else had a place at this table. Thomas stood. â€Å"Lead the way.† Jack rose to his feet and headed out the door, Thomas right behind. And as they mounted their horses and took off, the air still heavy with night, it occurred to him – They were cousins. And for the first time, that felt like a good thing. Morning was well under way when they reached the Maguiresbridge church. Jack had been there several times before, visiting his mother's family, and the old gray stone felt comfortable and familiar. The building was small, and humble, and in his opinion, everything a church ought to be. â€Å"It does not look as if anyone is about,† Thomas said. If he was unimpressed by the plainness of the architecture, he did not indicate as much. â€Å"The register will likely be at the rectory,† Jack said. Thomas nodded, and they dismounted, tying their horses to a hitching post before making their way to the front of the rectory. They knocked several times before they heard footsteps moving toward them from within. The door opened, revealing a woman of middling years, clearly the housekeeper. â€Å"Good day, ma'am,† Jack said, offering her a polite bow. â€Å"I am Jack Audley, and this is – â€Å" â€Å"Thomas Cavendish,† Thomas cut in, nodding in greeting. Jack gave him a bit of a dry look at that, which the housekeeper would surely have noticed if she hadn't been so obviously irritated by their arrival. â€Å"We would like to see the parish register,† Jack said. She stared at them for a moment and a half and then jerked her head toward the rear. â€Å"It's in the back room,† she said. â€Å"The vicar's office.† â€Å"Er, is the vicar present?† Jack asked, although the last bit of the last word was covered by a grunt, brought on by Thomas's elbow pressing into his side. â€Å"No vicar just now,† the housekeeper said. â€Å"The position is vacant.† She walked over to a well-worn sofa in front of the fire and sat down. â€Å"We're supposed to get someone new soon. They send someone from Enniskillen every Sunday to deliver a sermon.† She then picked up a plate of toast and turned her back on them completely. Jack looked over at Thomas. Who he found was looking over at him. He supposed they were just meant to go in. So they did. The office was larger than Jack would have expected, given the tight quarters of the rest of the rectory. There were three windows, one on the north wall and then two on the west, flanking the fireplace. A small but tidy flame was burning; Jack walked over to warm his hands. â€Å"Do you know what a parish register looks like?† Thomas asked. Jack shrugged and shook his head. He stretched his fingers, then flexed his feet as best as he could within the confines of his boots. His muscles were growing tense and jumpy, and everytime he tried to hold still, he realized that his fingers were drumming a frantic tattoo on his leg. He wanted to jump out of his skin. He wanted to jump right out of his – â€Å"This may be it.† Jack turned. Thomas was holding a large book. It was bound in brown leather, and the cover showed signs of age. â€Å"Shall we?† Thomas asked. His voice was even, but Jack saw him swallow spasmodically. And his hands were trembling. â€Å"You can do it,† Jack said. He could not fake it this time. He could not stand there and pretend to read. Some things were simply too much to bear. Thomas stared at him in shock. â€Å"You don't want to look with me?† â€Å"I trust you.† It was true. Thomas could not think of a more inherently trustworthy person. Thomas would not lie. Not even about this. â€Å"No,† Thomas said, dismissing this entirely. â€Å"I won't do it without you.† For a moment Jack just stood there unmoving, and then, cursing under his breath, he went over to join Thomas at the desk. â€Å"You're too bloody noble,† Jack bit off. Thomas muttered something Jack could not quite make out and set the book down, opening it to one of the first pages. Jack looked down. It was a blur, all swirls and dips, dancing before his eyes. He swallowed, stealing a glance at Thomas to see if he'd seen anything. But Thomas was staring down at the register, his eyes moving quickly from left to right as he flipped through the pages. And then he slowed down. Jack clenched his teeth, trying to make it out. Sometimes he could tell the bigger letters, and frequently the numbers. It was just that they were so often not where he thought they should be, or not what he thought they should be. Ah, idiocy. It ought to have been familiar by now. But it never was. â€Å"Do you know what month your parents would have married in?† Thomas asked. â€Å"No.† But it was a small parish. How many weddings could there have been? Jack watched Thomas's fingers. They moved along the edge of the page, then slid around the edge. And flipped it. And stopped. Jack looked at Thomas. He was still. He'd closed his eyes. And it was clear. On his face. It was clear. â€Å"Dear God.† The words fell from Jack's lips like tears. It wasn't a surprise, and yet, he'd been hoping†¦praying†¦ That his parents hadn't married. Or the proof had been lost. That someone, anyone, had been wrong because this was wrong. It could not be happening. He could not do this. Just look at him now. He was standing there bloody well pretending to read the register. How in God's name did anyone think he could be a duke? Contracts? Oh, that would be fun. Rents? He'd better get a trustworthy steward, since it wasn't as if he could check to see if he was being cheated. And then – he choked back a horrified laugh – it was a damned good thing he could sign his documents with a seal. The Lord knew how long it would take to learn to sign his new name without looking as if he had to think about it. John Cavendish-Audley had taken months. Was it any wonder he'd been so eager to drop the Cavendish? Jack brought his face to his hands, closing his eyes tight. This could not be happening. He'd known it would happen, and yet, here he was, convinced it was an impossibility. He was going mad. He felt like he couldn't breathe. â€Å"Who is Philip?† Thomas asked. â€Å"What?† Jack practically snapped. â€Å"Philip Galbraith. He was a witness.† Jack looked up. And then down at the register. At the swirls and dips that apparently spelled out his uncle's name. â€Å"My mother's brother.† â€Å"Does he still live?† â€Å"I don't know. He did the last I knew. It has been five years.† Jack thought furiously. Why was Thomas asking? Would it mean anything if Philip was dead? The proof was still right there in the register. The register. Jack stared at it, his lips parted and slack. It was the enemy. That one little book. Grace had said she could not marry him if he was the Duke of Wyndham. Thomas had made no secret of the mountains of paperwork that lay ahead. If he was the Duke of Wyndham. But there was only that book. There was only that page. Just one page, and he could remain Jack Audley. All his problems would be solved. â€Å"Tear it out,† Jack whispered. â€Å"What did you say?† â€Å"Tear it out.† â€Å"Are you mad?† Jack shook his head. â€Å"You are the duke.† Thomas looked down at the register. â€Å"No,† he said softly, â€Å"I'm not.† â€Å"No.† Jack's voice grew urgent, and he grabbed Thomas by the shoulders. â€Å"You are what Wyndham needs. What everyone needs.† â€Å"Stop, you – â€Å" â€Å"Listen to me,† Jack implored. â€Å"You are born and bred to the job. I will ruin everything. Do you understand? I cannot do it. I cannot do it.† But Thomas just shook his head. â€Å"I may be bred to it, but you were born to it. And I cannot take what is yours.† â€Å"I don't want it!† Jack burst out. â€Å"It is not yours to accept or deny,† Thomas said, his voice numbingly calm. â€Å"Don't you understand? It is not a possession. It is who you are.† â€Å"Oh, for God's sake,† Jack swore. He raked his hands through his hair. He grabbed at it, pulled entire fistfuls until his scalp felt as if it were stretching off the bone. â€Å"I am giving it to you. On a bloody silver platter. You stay the duke, and I shall leave you alone. I'll be your scout in the Outer Hebrides. Anything. Just tear the page out.† â€Å"If you didn't want the title, why didn't you just say that your parents hadn't been married at the outset?† Thomas shot back. â€Å"I asked you if your parents were married. You could have said no.† â€Å"I didn't know that I was in line to inherit when you questioned my legitimacy.† Jack gulped. His throat tasted acrid and afraid. He stared at Thomas, trying to gauge his thoughts. How could he be so bloody upright and noble? Anyone else would have ripped that page to shreds. But no, not Thomas Cavendish. He would do what was right. Not what was best, but what was right. Bloody fool. Thomas was just standing there, staring at the register. And he – he was ready to climb the walls. His entire body was shaking, his heart pounding, and he – What was that noise? â€Å"Do you hear that?† Jack whispered urgently. Horses. â€Å"They're here,† Thomas said. Jack stopped breathing. Through the window he could see a carriage approaching. He was out of time. He looked at Thomas. Thomas was staring down at the register. â€Å"I can't do it,† he whispered. Jack didn't think. He just moved. He leapt past Thomas to the church register and tore. Thomas tackled him, trying to grab the paper away, but Jack slid out from his grasp, launching himself toward the fire. â€Å"Jack, no!† Thomas yelled, but Jack was too quick, and even as Thomas caught hold of his arm, Jack managed to hurl the paper into the fire. The fight drained from both of them in an instant, and they both stood transfixed, watching the paper curl and blacken. â€Å"God in heaven,† Thomas whispered. â€Å"What have you done?† Jack could not take his eyes off the fire. â€Å"I have saved us all.† Grace had not expected to be included in the journey to the Maguiresbridge church. No matter how closely involved she had become in the matter of the Wyndham inheritance, she was not a member of the family. She wasn't even a member of the household any longer. But when the dowager discovered that Jack and Thomas went to the church without her, she had – and Grace did not believe this an exaggeration – gone mad. It required but a minute for her to recover, but for those first sixty seconds it was a terrifying sight. Even Grace had never witnessed the like. And so when it was time to depart, Amelia had refused to leave without her. â€Å"Do not leave me alone with that woman,† she hissed in Grace's ear. â€Å"You won't be alone,† Grace tried to explain. Her father would be going, of course, and Jack's aunt had claimed a spot in the carriage as well. â€Å"Please, Grace,† Amelia begged. She did not know Jack's aunt, and she could not bear to sit next to her father. Not this morning. The dowager had pitched a fit, which was not unexpected, but her tantrum only made Amelia more firm. She grabbed hold of Grace's hand and nearly crushed her fingers. â€Å"Oh, do what you wish,† the dowager had snapped. â€Å"But if you are not in the carriage in three minutes, I shall leave without you.† Which was how it came to pass that Amelia, Grace, and Mary Audley were squeezed together on one side of the carriage, with the dowager and Lord Crowland on the other. The ride to Maguiresbridge had seemed interminably long. Amelia looked out her window, the dowager out hers, and Lord Crowland and Mary Audley did the same. Grace, squeezed in the middle facing backwards, could do nothing but stare at the spot midway between the dowager's and Lord Crowland's heads. Every ten minutes or so the dowager would turn to Mary and demand to know how much longer it would be until they reached their destination. Mary answered each query with admirable deference and patience, and then finally, to everyone's relief, she said, â€Å"We are here.† The dowager hopped down first, but Lord Crowland was close on her heels, practically dragging Amelia behind him. Mary Audley hurried out next, leaving Grace alone at the rear. She sighed. It seemed somehow fitting. By the time Grace reached the front of the rectory, the rest of them were already inside, pushing through the door to another room, where, she presumed, Jack and Thomas were, along with the all-important church register. An open-mouthed woman stood in the center of the front room, a cup of tea balanced precariously in her fingers. â€Å"Good day,† Grace said with a rushed smile, wondering if the others had even bothered to knock. â€Å"Where is it?† she heard the dowager demand, followed by the crash of a door slamming against a wall. â€Å"How dare you leave without me! Where is it? I demand to see the register!† Grace made it to the doorway, but it was still blocked by the others. She couldn't see in. And then she did the last thing she'd ever have expected of herself. She shoved. Hard. She loved him. She loved Jack. And whatever the day brought, she would be there. He would not be alone. She would not allow it. She stumbled inside just as the dowager was screaming, â€Å"What did you find?† Grace steadied herself and looked up. There he was. Jack. He looked awful. Haunted. Her lips formed his name, but she made no sound. She couldn't have. It was as if her voice had been yanked right out of her. She had never seen him thus. His color was wrong – too pale, or maybe too flushed – she couldn't quite tell. And his fingers were trembling. Couldn't anyone else see that? Grace turned to Thomas, because surely he would do something. Say something. But he was staring at Jack. Just like everyone else. No one was speaking. Why wasn't anyone speaking? â€Å"He is Wyndham,† Jack finally said. â€Å"As he should be.† Grace should have jumped for joy, but all she could think was – I don't believe him. He didn't look right. He didn't sound right. The dowager turned on Thomas. â€Å"Is this true?† Thomas did not speak. The dowager growled with frustration and grabbed his arm. â€Å"Is†¦it†¦true?† she demanded. Still, Thomas did not speak. â€Å"There is no record of a marriage,† Jack insisted. Grace wanted to cry. He was lying. It was so obvious†¦to her, to everyone. There was desperation in his voice, and fear, and – Dear God, was he doing this for her? Was he trying to forsake his birthright for her? â€Å"Thomas is the duke,† Jack said again, looking frantically from person to person. â€Å"Why aren't you listening? Why isn't anyone listening to me?† But there was only silence. And then: â€Å"He lies.† It was Thomas, in a voice that was low and even, and absolutely true. Grace let out a choked sob and turned away. She could not bear to watch. â€Å"No,† Jack said, â€Å"I'm telling you – â€Å" â€Å"Oh, for God's sake,† Thomas snapped. â€Å"Do you think no one will find you out? There will be witnesses. Do you really think there won't be any witnesses to the wedding? For God's sake, you can't rewrite the past.† Grace closed her eyes. â€Å"Or burn it,† Thomas said ominously. â€Å"As the case may be.† Oh, Jack, she thought. What have you done? â€Å"He tore the page from the register,† Thomas said. â€Å"He threw it into the fire.† Grace opened her eyes, unable to not look at the hearth. There was no sign of paper. Nothing but black soot and ash under the steady orange flame. â€Å"It's yours,† Thomas said, turning to Jack. He looked him in the eye and then bowed. Jack looked sick. Thomas turned, facing the rest of the room. â€Å"I am – † He cleared his throat, and when he continued, his voice was even and proud. â€Å"I am Mr. Cavendish,† he said, â€Å"and I bid you all a good day.† And then he left. He brushed past them and walked right out the door. At first no one could speak. And then, in a moment that was almost grotesque, Lord Crowland turned to Jack and bowed. â€Å"Your grace,† he said. â€Å"No,† Jack said, shaking his head. He turned to the dowager. â€Å"Do not allow this. He will make a better duke.† â€Å"True enough,† Lord Crowland said, completely oblivious to Jack's distress. â€Å"But you'll learn.† And then – Jack couldn't help it – he started to laugh. From deep within him, his sense of the absurd rose to the fore, and he laughed. Because good God, if there was one thing he'd never be able to do, it was learn. Anything. â€Å"Oh, you have no idea,† he said. He looked at the dowager. His desperation was gone, replaced by something else – something bitter and fatalistic, something cynical and grim. â€Å"You have no idea what you've done,† he told her. â€Å"No idea at all.† â€Å"I have restored you to your proper place,† she said sharply. â€Å"As is my duty to my son.† Jack turned. He couldn't bring himself to look at her for one moment more. But there was Grace, standing near the doorway. She looked shocked, she looked scared. But when she looked at him, he saw his entire world, falling softly into place. She loved him. He didn't know how or why, but he was not enough of a fool to question it. And when her eyes met his, he saw hope. He saw the future, and it was shining like the sunrise. His entire life, he'd been running. From himself, from his faults. He'd been so desperate that no one should truly know him, that he'd denied himself the chance to find his place in the world. He smiled. He finally knew where he belonged. He had seen Grace when she entered the room, but she'd stood back, and he couldn't go to her, not when he'd been trying so hard to keep the dukedom in Thomas's hands, where it belonged. But it seemed he'd failed in that measure. He would not fail in this. â€Å"Grace,† he said, and went to her, taking both of her hands in his. â€Å"What the devil are you doing?† the dowager demanded. He dropped to one knee. â€Å"Marry me,† he said, squeezing her hands. â€Å"Be my bride, be my – † He laughed, a bubble of absurdity rising from within. â€Å"Be my duchess.† He smiled up at her. â€Å"It's a lot to ask, I know.† â€Å"Stop that,† the dowager hissed. â€Å"You can't marry her.† â€Å"Jack,† Grace whispered. Her lips were trembling, and he knew she was thinking about it. She was teetering. And he could bring her over the edge. â€Å"For once in your life,† he said fervently, â€Å"make yourself happy.† â€Å"Stop this!† Crowland blustered. He grabbed Jack under his arm and tried to haul him to his feet, but Jack would not budge. He would remain on one knee for eternity if that was what it took. â€Å"Marry me, Grace,† he whispered. â€Å"You will marry Amelia!† Crowland cut in. Jack did not take his eyes off Grace's face. â€Å"Marry me.† â€Å"Jack†¦Ã¢â‚¬  she said, and he could hear it in her voice that she thought she should make an excuse, should say something about his duty or her place. â€Å"Marry me,† he said again, before she could go on. â€Å"She is not acceptable,† the dowager said coldly. He brought Grace's hands to his lips. â€Å"I will marry no one else.† â€Å"She is not of your rank!† He turned and gave his grandmother an icy look. He felt rather ducal, actually. It was almost entertaining. â€Å"Do you wish for me to produce an heir? Ever?† The dowager's face pinched up like a fish. â€Å"I shall take that as a yes,† he announced. â€Å"Which means that Grace shall have to marry me.† He shrugged. â€Å"It's the only way, if I am to give Wyndham a legitimate heir.† Grace started to blink, and her mouth – the corners were moving. She was fighting herself, telling herself she should say no. But she loved him. He knew that she did, and he would not allow her to throw that away. â€Å"Grace – † He scowled, then laughed. â€Å"What the devil is your middle name, anyway?† â€Å"Catriona,† she whispered. â€Å"Grace Catriona Eversleigh,† he said, loud and sure, â€Å"I love you. I love you with every inch of my heart, and I swear right now, before all who are assembled†¦Ã¢â‚¬  He looked around, catching sight of the rectory housekeeper, who was standing open-mouthed in the doorway. â€Å"†¦even – devil it,† he muttered, â€Å"what is your name?† â€Å"Mrs. Broadmouse,† she said, eyes wide. Jack cleared his throat. He was beginning to feel like himself. For the first time in days, he felt like himself. Maybe he was stuck with this bloody title, but with Grace at his side, he could find a way to do some good with it. â€Å"I swear to you,† he said, â€Å"before Mrs. Broadmouse – â€Å" â€Å"Stop this!† the dowager yelled, grabbing hold of his other arm. â€Å"Get on your feet!† Jack gazed up at Grace and smiled. â€Å"Was there ever a proposal so beleaguered?† She smiled back, even as tears threatened to spill from her eyes. â€Å"You are supposed to marry Amelia!† Lord Crowland growled. And then there was Amelia†¦poking her head around her father's shoulder. â€Å"I won't have him,† she announced, rather matter-of-fact. She caught Jack's eye and smiled. The dowager gasped. â€Å"You would refuse my grandson?† â€Å"This grandson,† Amelia clarified. Jack tore his eyes off Grace for just long enough to grin approvingly at Amelia. She grinned back, motioning with her head toward Grace, telling him in no uncertain terms to get back to the matter at hand. â€Å"Grace,† Jack said, rubbing her hands softly with his. â€Å"My knee is beginning to hurt.† She started to laugh. â€Å"Say yes, Grace,† Amelia said. â€Å"Listen to Amelia,† Jack said. â€Å"What the devil am I going to do with you?† Lord Crowland said. To Amelia, that was, not that she seemed to care. â€Å"I love you, Grace,† Jack said. She was grinning now. It seemed her whole body was grinning, as if she'd been enveloped in a happiness that would not let go. And then she said it. Right in front of everyone. â€Å"I love you, too.† He felt all the happiness in the world swirling into him, straight to his heart. â€Å"Grace Catriona Eversleigh,† he said again, â€Å"will you marry me?† â€Å"Yes,† she whispered. â€Å"Yes.† He stood. â€Å"I'm going to kiss her now,† he called out. And he did. Right in front of the dowager, in front of Amelia and her father, even in front of Mrs. Broadmouse. He kissed her. And then he kissed her some more. He was kissing her when the dowager departed in an angry huff, and he was kissing her when Lord Crowland dragged Amelia away, muttering something about delicate sensibilities. He kissed her, and he kissed her, and he would have kept kissing her except that he realized that Mrs. Broadmouse was still standing in the doorway, staring at them with a rather benign expression. Jack grinned at her. â€Å"A spot of privacy, if you don't mind?† She sighed and toddled away, but before she shut the door, they heard her say – â€Å"I do like a good love story.† Epilogue My dearest Amelia – Can it only have been three weeks since I last wrote? It feels as if I have gathered at least a year of news. The children continue to thrive. Arthur is so studious! Jack declares himself boggled, but his delight is evident. We visited the Happy Hare earlier this week to discuss plans for the village fair with Harry Gladdish, and Jack complained to no end about how difficult it has been to find a new tutor now that Arthur has exhausted the last. Harry was not fooled. Jack was proud as puff. We were delighted to – â€Å"Mama!† Grace looked up from her correspondence. Her third child (and only daughter) was standing in the doorway, looking much aggrieved. â€Å"What is it, Mary?† she asked. â€Å"John was – â€Å" â€Å"Just strolling by,† John said, sliding along the polished floor until he came to a stop next to Mary. â€Å"John!† Mary howled. John looked at Grace with utter innocence. â€Å"I barely touched her.† Grace fought the urge to close her eyes and groan. John was only ten, but already he possessed his father's lethal charm. â€Å"Mama,† Mary said. â€Å"I was walking to the conservatory when – â€Å" â€Å"What Mary means to say,† John cut in, â€Å"is that I was walking to the orangery when she bumped into me and – â€Å" â€Å"No!† Mary protested. â€Å"That is not what I meant to say.† She turned to her mother in obvious distress. â€Å"Mama!† â€Å"John, let your sister finish,† Grace said, almost automatically. It was a sentence she uttered several times a day. John smiled at her. Meltingly. Good gracious, Grace thought, it would not be long before she'd be beating the girls away with a stick. â€Å"Mother,† he said, in exactly the same tone Jack used when he was trying to charm his way out of a tight spot, â€Å"I would not dream of interrupting her.† â€Å"You just did!† Mary retorted. John held up his hands, as if to say – Poor dear. Grace turned to Mary with what she hoped was visible compassion. â€Å"You were saying, Mary?† â€Å"He smashed an orange into my sheet music!† Grace turned to her son. â€Å"John, is this – â€Å" â€Å"No,† he said quickly. Grace gave him a dubious stare. It did not escape her that she had not finished her question before he answered. She supposed she ought not read too much into it. John, is this true? was another of the sentences she seemed to spend a great deal of time repeating. â€Å"Mother,† he said, his green eyes profoundly solemn, â€Å"upon my honor I swear to you that I did not smash an orange – â€Å" â€Å"You lie,† Mary seethed. â€Å"She crushed the orange.† â€Å"After you put it under my foot!† And then came a new voice: â€Å"Grace!† Grace smiled with delight. Jack could now sort the children out. â€Å"Grace,† he said, turning sideways so that he might slip by them and into the room. â€Å"I need you to – â€Å" â€Å"Jack!† she cut in. He looked at her, and then behind him. â€Å"What did I do?† She motioned to the children. â€Å"Did you not notice them?† He quirked a smile – the very same one his son had tried to use on her a few moments earlier. â€Å"Of course I noticed them,† he said. â€Å"Did you not notice me stepping around them?† He turned to the children. â€Å"Haven't we taught you that it is rude to block the doorway?† It was a good thing she hadn't been to the orangery herself, Grace thought, because she would have peened him with one. As it was, she was beginning to think she ought to keep a store of small, round, easily throwable objects in her desk drawer. â€Å"Jack,† she said, with what she thought was amazing patience, â€Å"would you be so kind as to settle their dispute?† He shrugged. â€Å"They'll work it out.† â€Å"Jack,† she sighed. â€Å"It's not your fault you had no siblings,† he told her. â€Å"You have no experience in intrafamilial squabbles. Trust me, it all works out in the end. I predict we shall manage to get all four to adulthood with at least fifteen of their major limbs intact.† Grace leveled a stare. â€Å"You, on the other hand, are in supreme danger of – â€Å" â€Å"Children!† Jack cut in. â€Å"Listen to your mother.† â€Å"She didn't say anything,† John pointed out. â€Å"Right,† Jack said. He frowned for a moment. â€Å"John, leave your sister alone. Mary, next time don't step on the orange.† â€Å"But – â€Å" â€Å"I'm done here,† he announced. And amazingly, they went on their way. â€Å"That wasn't too difficult,† he said. He stepped into the room. â€Å"I have some papers for you.† Grace immediately set aside her correspondence and took the documents he held forth. â€Å"They arrived this afternoon from my solicitor,† Jack explained. She read the first paragraph. â€Å"About the Ennigsly building in Lincoln?† â€Å"That's what I was expecting,† he confirmed. She nodded and then gave the document a thorough perusal. After a dozen years of marriage, they had fallen into an easy routine. Jack conducted all of his business affairs face-to-face, and when correspondence arrived, Grace was his reader. It was almost amusing. It had taken Jack a year or so to find his footing, but he'd turned into a marvelous steward of the dukedom. His mind was razor sharp, and his judgment was such that Grace could not believe he'd not been trained in land management. The tenants adored him, the servants worshipped him (especially once the dowager was banished to the far side of the estate), and London society had positively fallen at his feet. It had helped, of course, that Thomas made it clear that he believed Jack was the rightful Duke of Wyndham, but still, Grace did not think herself biased to believe that Jack's charm and wit had something to do with it as well. The only thing it seemed he could not do was read. When he first told her, she had not believed him. Oh, she believed that he believed it. But surely he'd had poor teachers. Surely there had been some gross negligence on someone's part. A man of Jack's intelligence and education did not reach adulthood illiterate. And so she'd sat with him. Tried her best. And he put up with it. In retrospect, she couldn't believe that he had not exploded with frustration. It was, perhaps, the oddest imaginable show of love – he'd let her try, again and again, to teach him to read. With a smile on his face, even. But in the end she'd given up. She still did not understand what he meant when he told her the letters â€Å"danced,† but she believed him when he insisted that all he ever got from a printed page was a headache. â€Å"Everything is in order,† she said now, handing the documents back to Jack. He had discussed the matter with her the week prior, after all of the decisions had been made. He always did that. So that she would know precisely what she was looking for. â€Å"Are you writing to Amelia?† he asked. She nodded. â€Å"I can't decide if I should tell her about John's escapade in the church belfry.† â€Å"Oh, do. They shall get a good laugh.† â€Å"But it makes him seem such a ruffian.† â€Å"He is a ruffian.† She felt herself deflate. â€Å"I know. But he's sweet.† Jack chuckled and kissed her, once, on the forehead. â€Å"He's just like me.† â€Å"I know.† â€Å"You needn't sound so despairing.† He smiled then, that unbelievably devilish thing of his. It still got her, every time, just the way he wanted it to. â€Å"Look how nicely I turned out,† he added. â€Å"Just so you understand,† she told him, â€Å"if he takes to robbing coaches, I shall expire on the spot.† Jack laughed at that. â€Å"Give my regards to Amelia.† Grace was about to say I shall, but he was already gone. She picked up her pen and dipped it in ink, pausing briefly so she might recall what she'd been writing. We were delighted to see Thomas on his visit. He made his annual pilgrimage to the dowager, who, I am sad to report, has not grown any less severe in her old age. She is as healthy as can be – it is my suspicion that she shall outlive us all. Grace shook her head. She made the half-mile journey to the dower house but once a month. Jack had said she needn't do even that, but she still felt an odd loyalty toward the dowager. Not to mention a fierce devotion and sympathy for the woman they'd hired to replace her as the dowager's companion. No servant had ever been so well-paid. Already the woman earned (at Grace's insistence) double what she herself had been paid. Plus, they promised her a cottage when the dowager finally expired. The very same one Thomas had given to her so many years earlier. Grace smiled to herself and continued writing, telling Amelia this and that – all those funny little anecdotes mothers loved to share. Mary looked like a squirrel with her front tooth missing. And little Oliver, only eighteen months old, had skipped crawling entirely, going straight from the oddest belly-scoot to full-fledged running. Already they'd lost him twice in the hedgerow maze. I do miss you, dear Amelia. You must promise to visit this summer. You know how marvelous Lincolnshire is when all the flowers are in bloom. And of course – â€Å"Grace?† It was Jack, suddenly back in her doorway. â€Å"I missed you,† he explained. â€Å"In the last five minutes?† He stepped inside, closed the door. â€Å"It doesn't take long.† â€Å"You are incorrigible.† But she set down her pen. â€Å"It does seem to serve me well,† he murmured, stepping around the desk. He took her hand and tugged her gently to her feet. â€Å"And you, too.† Grace fought the urge to groan. Only Jack would say such a thing. Only Jack would – She let out a yelp as his lips – Well, suffice to say, only Jack would do that. Oh. And that. She melted into him. And absolutely that†¦