Using ICT to Communicate Essay Example for Free

Using ICT to Communicate Essay This is a 1959 English premier league football results table. The page layout for this is a portrait table. For this particular results table, there are not any images; I think this is because it is a results table for a football league. The sizes of the text do not vary apart from the main title of the table which is extra sports. This is because for the main title, the size of the text is bigger then the other little bits like the name of the teams and the number of points each team has etc. There are not any paragraphs as it is a results table for football. In this particular table. The special feature is that of its colour, the mix between dark yellow, light yellow and the black font writing. This is a questionnaire designed for helping you discover more about yourselves. The page layout for this is of the portrait style. For this particular questionnaire table, there are not any images; I think this is because it is again not a very entertaining kind of text. The sizes of the text do not vary again apart from the title. This is bigger then all the rest of the text because it is the title. There are not any paragraphs as it is again a questionnaire table. There are not any special features for this questionnaire. This is a pie chart representing the results of a survey. The page layout for this is of that of a cylindrical style. For this particular results chart, there are not any images; I think this is because it is again not a very entertaining kind of text but only a circle with different colures representing different results of the survey. The sizes of the text do not vary again. There are not any paragraphs as it is again a pie chart. There is only one special feature for this pie chart and that is, its in a different form to the other kind of result surveys, it is not just a normal old A4 piece of paper with writing, this Is a pie chart with different colours on it! This is a Curriculum Vitae from a 16 year old boy that lives in Loughborough. The page layout for this is of the portrait style. For this particular CV, there are not any images; I think this is because it is again it is not the kind to have pictures in, it is a formal letter. The sizes of the text do vary in this letter. The main heading for this CV is Curriculum Vitae and that is at the top of the page with sub-headings underneath the main one. There are not any paragraphs as it is a letter for employment. There are not any special features for this letter. This is an invoice of a company called at communications. The content in this invoice shows us the account number, the date, the billing period, the address, and then the actual invoice. The page layout for this is of the portrait style. For this particular invoice, there is only one image. That is the companys logo. This is a very simple yet excellent logo or image, it give the companys name and what they do in just this logo. The sizes of the text do vary in this invoice. The main heading for this invoice is the companys logo, and then it goes down to the invoice number and the dates. The size of the texts on this is the same size but it is in a bold style. Moving down the invoice, the size stays the same until the actual Invoice heading comes, this is then enlarged and then also the sizes under this sub heading change, the main headings, which is the first letters of each word in capital and the rest in lowercase letters. These are all the same font thereafter. The font size does change once more when we reach the bottom pf the page, it suddenly goes into a lower size font and the first part is in bold and then thereafter it all stays the same again. There are not any paragraphs as it is an invoice. There are not any special features for this letter. The content for the flyer is a very jolly and eye catching flyer. It includes the time and date of the actual program, the website of the program, the activities that will be happening during the program such as there will be concerts, theatre productions going on during the 4 days of the program. It also mentions were the 4 day programs will be held, at the International stadium of Geneva. The picture or background of the flyer is of the Africa continent, the continent is situated in the centre of the flyer and behind this is a mist of cloud, and this is giving the effect of Africa basically being on top of everything. The layout of this flyer is in a portrait style. The sizes of the text vary because for the main title, the size of the text is bigger then the other little bits like the website of the organisers and also the date and time of the programs. I think this is because the title is the main eye catching text in the whole flyer so it needs to be in a big enough fonts size a nd also needs to have a very professional written title or heading! There are not any paragraphs in this particular flyer. The special features for this flyer is that of its colour, the colour is what made me first notice it, it is a very vibrant colour which would be noticed from a distance. The colour is a key part of this flyer as it makes it what it is! This is a web page showing us how to make web pages. It is telling us to use the facilities they are offering us on the website to design the best possible webpage we can. The page layout for this is of the portrait style but also set out in a web style so suitable for website basically. For this particular web page, there are images; such as at the top of the page, there is a women standing with a clipboards in her right hand. She is in a thinking kind of posture. There is also a many boxes on the left hand side were if hover your mouse over them boxes, then a message of information will appear underneath your mouse arrow telling you what contents are in that category. The sizes of the text do vary in this web page. The main heading for this web page is BEST COMPANY SLOGAN HERE this is at the top of the page with sub-headings underneath it such as welcome to company website!.

Individualized Education Program Essay Example for Free

Individualized Education Program Essay All children and young people have rights. Most references to rights are about what is recieved to children from others, particularly from their parents and the goverenment and its agencies. Children and young people with special educational needs have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education. They should, where possible, participate in all the decision-making processes in education including the setting of learning targets and contributing to IEPs, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and transition processes They should feel confident that they will be listened to and that their views are valued. Most schools now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment. The policies may be a number of separate ones or combined in one policy covering all the relevant areas. The policies should show how the school relates to the main policies affecting the special educational needs. These include:- * Disability and access * Gifted and talented pupils * Race and cultural diversity. * Special educational needs * Inclusion and equality of opportunity * Safeguarding and bullying Special Needs is such a massive topic that has different areas to make it complete. Children with special needs may have mild learning disabilities or profound impairment; food allergies or terminal illness; developmental delays that catch up quickly, occasional panic attacks or serious psychiatric problems. The designation is useful for getting needed services, setting appropriate goals, and gaining understanding for a child and stressed family. Children with special needs are children with a variety of different disabilities, health and mental health conditions that require special intervention, services, or support. Parenting a child with special needs can be particularly challenging. Fortunately, children with special needs and their families may be eligible for services to address their unique needs, many of which are free. Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age b) have a disability which prevents them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. The overall aim is that children and young people with special educational needs and disabilities will have improved health, independence and wellbeing so that they will enjoy childhood, achieve their potential and make a positive contribution in their lives by having timely access to local support and local schools which meet their needs. Special educational provision means: a) for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the local education authority, other than special schools, in the area. b) for children under two, educational provision of any kind. Some children may be able to catch up with their peers with extra help in the form of short term targeted interventions or a differentiated curriculum, but may not have a special educational need. It is when this support does not help a pupil to progress that he or she will need to be assessed further and support planned, in liaison with parents, carers and other professionals. The child should have a voice in this process. There is a graduated approach to identifying and providing support to meet these needs. The law says the child has special needs if their learning difficulties are caused by physcially disabilites mental emotional and behaviour problems difficulties in reading, writing maths etc speech diffiulities About 1 in 5 children have learning difficuties at the same time in thie school likfe. Most of these children end up going to a mainsteam school. Children with statement aften atten mainstram school. The Role of the SENCO Early education settings, except specialist SEN provision, will need to identify a memberof staff to act as the special educational needs coordinator (SENCO). In the case of accredited childminders who are part of an approved network, the SENCO role may be shared between individual childminders and the coordinator of the network. The SENCO should have responsibility for: ? ensuring liaison with parents and other professionals in respect of children with special educational needs ? advising and supporting other practitioners in the setting ? ensuring that appropriate Individual Education Plans are in place ? ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated. The SENCO should take the lead in further assessment of the child’s particular strengths and weaknesses; in planning future support for the child in discussion with colleagues and in monitoring and reviewing the action taken. The SENCO should also amke sure that appropriate records are kept including a record of children at school Action A and School Action Plus and those with statements. They usually responsible for the child should remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action. STATEMENT A statement of special edcuaution needs is a legal document, it decsribes all the needs of the child. Also the special help they require. It takes into account the advice from speech therapist, gp, nurses, teacher councilors etc. The law sasy that all state schhols must do their best, provide full proper education and give the best posible learning for them including inclusion. The law has dealt with special education needs 1993 ducation Act  which replaces the 1981 Act. The 1993 Act states and issues the code of practice. This was issues by the secreatary state and is still being used today. CODE OF PRACTICE Code of practice gives quidence and how to identfy and access special educational needs. In 1978 the warnock committee looked at the needs of the child and not at the handicap. In 1982 the educatio Act encouraged the intigration of the needs and the handicap, This resulted in the statementing process. The Code of Practice suggest 5 stages of action: 1. the class teachers, assistant identify the child SEN needs and takes ential action 2.the school SEN co ordinator takes the lead responsibility. 3. the school is supported by outside specialist 4. the lEA decides whesather a satuortory assessment is nesseccary 5. the LEA considers whether a statement is considered. SEN SPECIAL NEEDS STATEMENTING CODE OF PRACTICE IMPACT OF SEN ON SIBLING AND FAMILY SUPPORT FOR DISABILITY HEARING IMPAIRMENT AUTISM ADHD DOWN SYNDROME DYSLEXIA When a child is identified with a need they are places on a SEN registor withing the schools. Teachers, TA offer support through differenciation. They also support through planning IEPs in place with specific subject and cross cirrcular TARGETS. Targets need to be realistic short term, measurables, smart, achievable, time bound. When targets are set Smart language has to be used. example of smart language which can be easurale : MAKE CREATE WRITE DESIGN and words that are not considered as smart: UNDERSTAND KNOW SHOW Targets set in the IEP should be SMART, which stands for: S specific, so that it is clear what the child should be working towards Mmeasurable, so that it is clear when the target has been achieved Aachievable, for the individual child. Rrelevant, to the child’s needs and circumstances Ttime-bound, so that the targets are to be achieved by a specified time Class and subject teachers and TA support IEPs implementation. SENCO is responsibily for planning, monitoring, and reviewing the SEN provision and the student progress. Termly reviews of the progress are advisaby those on going minireviews are also very important. 1st step for children who have some special needs SCHOOL ACTION A †¢ School action: the school is able to meet the pupil’s needs with in house interventions, staff and resources. Students can move off the school action A IEPs if sufficient progress is achieved. SCHOOL ACTION PLUS †¢ School action plus: the school is able to meet the pupil’s needs with in house resources but has support from outside agencies, for example, the local authority’s educational psychologist. It is a school responsibility to get support from external agencies. The students is placed on a SEN registor for school action plus. A new IEP is divised in conjuction with the external agencies. Class teachers and TA support the new IEP or implement it in the class or on a one to one basis. SENCO takes the lead monitoring reviewing, co ordinating. If there is progress made the pupil goes back into school action A. If there is progress in school action A then they will be taken off the SEN registor. However if after 2 school action plus reviews, progress is not statutory or has gone worse, the schoolnegoiates with the parent, request the ivolvement of the LEA, asking them to make an assessment. The assessment statutory : parents and school, the LEA to undertake a statutory on a child identifying with SEN. The LEA can take up to 6 weeks to consider whether to approve the application. Then the LEA will take 10 weeks to undertake a essay for the SEN child. Lea will request reports, evaluation, assessments from head teachers, teacher, nurses, gp, SENCO, parents and cares. Following the outcome of statutory assessment the LEA takes 2 weeks to notify to the parenst of their intentions whether they will issues a SA or suggest approriate. The statement of SEN is issued by the LEA only when the mainstream school are unable to meet the needs of a child with it exsisting resources and equipment. Parents then recieve a draft statement, then 8 weeks are given to be finanlized. A statementt is a legal document, procedures are put into place to monitor, review, evaluate the childs progress in a school that is fit for the child or purpose. They also support with transport need, dietery needs, aid needs. The statement LEA is then reviewed annually at which point it can be amended or seized according to the child progress. Statement of special educational needs: the pupil’s needs are severe or complex enough to require additional funding and resources to supplement the school’s support. Referrals for statutory assessment can be made by the child’s school or setting, a parent, or an agency such as a health is The Language of Disability Using the correct termonilogy when discussing the term DISABILITY is important, as use of bad language re enforces stereo types and influnences people attitude. Perhaps the best use of language is deaf and dumb. These words are extermly negative and makes acrossition between deaf and stupidity or having lack of inteligence. It also unlikely that the person is totally deaf. In the context of seacking most deaf people have some degree of speech, although this may be limited because of their inability to learn to say words which they can not hear. So they are not dumb. Eg: victim of . person who has. crippled by .. person who has. invilid . person with.. mental.. person with. disabled disabled person handicaped.. disabled person deaf and dumb.. person with hearing visual or speech mongoloid. person with down symdrome abnormal. different Disability, is a impairment that has a long term and substantial effect on a child’s ability may amount to a disability. This may include sensory impairments, such as those affecting sight or hearing, or hidden impairments such as dyslexia, autism, speech and language impairments, and attention deficit hyperactivity disorder. The Disability Discrimination Act 2005 builds on the 1995 Act by requiring all schools to produce a Disability Equality Scheme (DES). The DES must set out ways that schools promote equality of opportunity and promote positive attitudes towards pupils, sta? and others with disabilities. In addition there must also be an Access Plan. This plan must identify how discriminatory barriers are removed. For example: ?an improvement to the physical environment, such as ramps, room layout, lighting ? providing information in di? erent ways for children with a disability, such as audio, pictorial, larger print. Children or young people with medical needs such as diabetes or epilepsy would also be considered to have impairment and therefore be disabled if he or she: a) relies on medical treatment or aid in order to able to be able to carry out normal day to day activities (except needing to wear glasses or contact lenses). b) has a progressive condition (such as cancer, multiple sclerosis, muscular dystrophy or infection) or  c) has a severe disfigurement which affects normal day to day activities. Legal entitlements Disability Discrimination Act 1995 Protects the rights of all those with disabilities. It also places a duty on schools (and other organisations) to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005 Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. The rights of children and young people with special educational needs and disability are set out in the Disability Discrimination Act 1995 . This includes the right to have their needs met without having to wait for a diagnosis. Equally a diagnosis alone does not mean that a child is covered by the act. It is the effect on a child’s ability to carry out day to day activities that has to be considered. Special Educational Needs and Disability Act 2001 Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability. The Special Educational Needs and Disability Act (2001)11 strengthened the right of children and young people with special educational needs to equality of access to education, and in particular, to a mainstream school. A statutory duty on local authorities and schools: †¢ not to treat disabled pupils less favourably for a reason related to their disability. †¢ to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage to those who are not disabled. †¢ to plan strategically and make progress in improving accessibility for disabled pupils over time, by: increasing access to the curriculum making improvements to the physical environment of the school to increase access to education and associated services making written information accessible in a range of different ways for disabled pupils, where it is provided in writing for non-disabled pupils. Race Relations Act 2000 Outlines the duty of organisations to promote good relationships between people from different races. Human Rights Act 1998 Sets out rights of all individuals and allows them to take action against authorities when their rights have been affected. Children Act 1989 Sets out the duty of local authorities (including schools) to provide services according to the needs of children and to ensure their safety and welfare Children Act 2004 Sets out the duty to provide effective and accessible services for all children and underpins the fi ve Every Child Matters outcomes Education Act 1996 Sets out the school’s responsibilities towards children with special educational needs. The Act also requires schools to provide additional resources, equipment and additional support to meet their needs Equality Act 2010. Sets out the legal responsibilities of public bodies, including schools, to provide equality of opportunity for all citizens. This brings together nine equality laws The Special Educational Needs Code of Practice 2001 This outlines the statutory guidance for policy and the procedures and responsibilities towards children with special educational needs. It includes the levels of support which should be provided to children, depending upon their individual need. Local authorities and schools are required to develop accessibility strategies and plans to demonstrate this. Children and young people with special educational needs and disability also have a right to have their disability equality positively promoted. Local authorities, schools and educational settings have a duty to ‘take a more proactive approach to promoting disability equality and eliminating discrimination. With this came the requirement to publish disability equality schemes and measure their impact, engage disabled stakeholders, and audit the needs of disabled children and adults within the community. Children with disabilities have poorer outcomes across a range of indicators. These include lower educational attainment, poorer health, more difficult transitions to adulthood and poorer employment outcomes. Families of disabled children are less likely to have one or both parents in work, and are more likely to suffer family break up. Siblings of disabled children may be more likely to suffer from emotional and behavioural problems. WITHIN THE SCHOOL 6. The school must appoint a SEN co ordinator to run a special needs policy 7. By observing, reporting, target, work being set, the SEN co ordinator must keep records and reports of all the children with needs 8. SEN co ordinator has taken lead responsibilty to draw up plans for indiviual childrenthey have to be reviewed each term 9. From sept 1994 all schools were obligied to publish their special need policy. For all the above to work the following conditions within the school environment must exsist. 10. A strong management of head and staff that are committed to speial needs. 11. They need to have good commnication and all need to know basis nformation is showed. 12. A whole school approach with everyone following same procedures 13. Inservice training, SEN is esstenial (current legisalation, current issues, everything updated) 14. Provision of adaquates, children persecfic resources to support the childs needs, specific to their ability 15. High profile educational needs, teachers should be an important part of their school life However school must be careful not to discriminate against pupils with SEN or disablity. There is a difference between SEN and disability. Not all children with disability will have a special edcuatonal need or visa versa. SEN is a relative term and the need is some what dependant on the learning environment. The effectiveness of teaching and the task to be done. Early recognition and intervention Early intervention has lasting benefits, providing a sound foundation for future learning and development. It enables some children to catch up with their class mates and for those who need support on a continuing basis it means thatbhelp is available as early as possible, reducing the risk of long-term under achievement. However, there are a number of factors that get in the way, including poor co-ordination between education, health and social care leading to gaps in support, shortfalls in the availability of childcare for disabled children, dif?culties in refocusing funding to support earlier intervention: Improving support for children with special needs from birth. Children develop and learn from the moment they are born. The ? rst few years are a crucial developmental phase, which do much to shape a child’s life chances. The role of parents in supporting their child’s learning in the early years, more than any other phase, is absolutely critical. Improving childcare for children with SEN and disabilities. Parents of children with SEN and disabilities have more dif? culty than others in ?nding suitable childcare. Key points include: 16. promoting a co-ordinated approach to early education and childcare 17. improving information on the availability of suitable childcare locally through Children’s Information Services and Childcare Link, and through 18. helping families to meet the additional costs Improving SEN advice and support to early years settings Raising the skills and awareness of staff in early years settings Removing barriers to learning Inclusion is about much more than the type of school that children attend. It is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school. But we know that the reality does not always match this. Schools and early years settings still vary enormously in their experience in working with children with SEN, and in the specialist expertise and resources available to them from other schools, local authority education and social services, health, and voluntary organisations. Schools should have the con? dence to innovate and with the skills and specialist support they need to meet the needs of all pupils successfully. How do school complete this with the help of local authority, parents, teacher and other specialist is by many ways: †¢ special schools providing education for children with the most severe and complex needs and sharing their specialist skills and knowledge to support inclusion in mainstream schools †¢ schools working together to support the inclusion of all children from their local community, backed up by good quality specialist advice from the local authority and health services, working in multi-disciplinary teams †¢ parents with con?dence, that, in choosing a local mainstream school, their child will receive a good education and be a valued member of the school community. †¢ help schools to develop effective inclusive practice through a Inclusion Programme bringing together education, health, social care and the voluntary sector †¢ provide practical tools and materials for schools and local authorities to improve access for disabled pupils †¢ clarify the future role for special schools, giving a strong focus to high standards and partnership working with mainstream schools and encouragement to participation in full †¢ take steps to improve the quality of education for children with more severe behavioural, emotional and social dif? culties †¢ work with the SEN to improve planning †¢ develop practical guidance on reducing reliance on high cost placements in residential special schools †¢ set minimum standards for SEN advisory and support services, to achieve greater consistency in quality, availability and cost effectiveness. Widening opportunities in mainstream education is very important when removing barriers. Dif? culties in learning often comes from an unsuitable environment or inappropriate grouping of pupils, in? exible teaching styles, or inaccessible curriculum materials – as much as from individual children’s physical, sensory or cognitive impairments. Children’s emotional and mental health needs may also have a signi? cant impact on their ability to make the most of the opportunities in school. Schools are committed to removing the barriers to learning that many children encounter in school. The National Curriculum contains a statutory statement, Inclusion – providing effective learning opportunities for all pupils. All OFSTED inspections reports implementing this requirement. Schools need to become more effective at responding to the needs of individual pupils through a Inclusion Development Programme. The programme will support partnership projects involving education, health and social care, voluntary organisations, higher education institutions, special and mainstream schools, and early years settings to develop. The aim is to develop evidence base about what works and build about how to implement good practice most effectively. Focusing initially on: †¢ autistic spectrum disorder (ASD) †¢ behavioural, emotional and social dif? culties (BESD) †¢ speech, language and communication needs (SLCN) and dyslexia †¢ moderate learning dif? culties (MLD). The Inclusion Development Programme will support schools and early years settings through: †¢ teaching and learning resources for teachers and early years practitioners †¢ training materials for, and advice on, effective deployment of learning support assistants †¢ guidance on effective classroom strategies †¢ models of good practice for working in multi-disciplinary teams †¢ information about where to go for more specialist advice and support Another great way when trying to remove barries is sharing expertise between special and mainstream schools. Breaking down the divide between mainstream and special schools to create a uni? ed system where all schools and their pupils are included within the wider community of schools. Educating children with the most severe and complex needs can be harder. However having strengthened parents that choose a mainstream place for their child, at the same time we recognise thatsome children have such severe and complex needs that they require more specialist provision than is currently available in most mainstream schools. Providing transport for children with SEN helps cutting back to cost, which enables children to be included and not at a disadvantage. Improving specialist advice and support for schools, parents, children and staff. Schools need access to specialist SEN advice and support to help them identify and meet children’s needs and to provide back-up when children’s needs suddenly change or crises occur. Raising expectations and achievement Schools provides education that brings out the best in every child, that builds on their strengths, enables them to develop a love of learning and helps them to grow into con? dent and independent. You can see great progress in the achievement of pupils in primary and secondary schools in recent years. But we need to do much more to help all children, including those with SEN to achieve as well as they can, not least if we are to reach the challenging national targets expected of all schools. All teachers should have the skills and con?dence – and access to specialist advicewhere and when necessary – to help children with SEN to reach their potential improved data giving parents and teachers a clearer picture of how well children working below age-related expectations are progressing young people able to follow courses which build on their interests and aptitudes and lead to recognised quali? cations young people with SEN actively involved in decisions about their education and options to have real opportunities for progression, training and work. Schools will: put children with SEN at the heart of personalised learning, helping schools to vary the pace and approach to learning to meet individual children’s needs deliver practical teaching and learning resources to raise the achievement of children with SEN strengthen the focus in Key Stage 3 on young people with SEN who are falling behind their peers Personalising learning for children with SEN embraces every aspect of school life including teaching and learning strategies, ICT, curriculum choice,organisation and timetabling, assessment arrangements and relationships with the local community. Supporting improvements in the quality of special school will help: †¢ promote leadership and management training for special school head teachers and managers †¢ increase access to diversity programmes in the special school sector to improve the curriculum †¢ develop tools to help local authorities to identify potentially failing special schools Its very imortant that schools Improve training and professional development opportunitie. Every teacher should expect to teach children with SEN and must ensure that they are equipped with the skills to do so effectively. This will require action at three levels of skills. Delivering improvements in partnership Schools are more consistency between local authorities in their strategic management of SEN, particularly in their use of statements, the level of delegated funding to schools. †¢ schools regularly reviewing the effectiveness of their SEN , with LEAs providing support and challenge where concerns are raised †¢ parents with greater con? Dence that their child’s SEN will be met in school, whether or not they have a statement †¢ greater integration of education, health and social care to meet the needs of children and families in line with the proposals set out Schools will promote more consistent practice through a team of expert, working closely with the Department for Education, who will provide support and challenge on key SEN issues including the use of statements, management of SEN resources, identifying and sharing good practice and tackling underperformance. The networking and collaboration facilitated by the SEN will support this work. They will make SEN Regional Partnerships directly accountable to the Department for Education and Skills for their work on the implementation of this strategy. Ensure that schools make inclusion an integral part of self-evaluation. Role of teaching assistants who work with children with SEN Teaching assistants who work with children with SEN and disabilities, often referred to as Learning Support Assistants (LSAs), play a valuable role, providing one-to-one support to children with SEN as well as wider support in the classroom. However, research suggests that individual support from an LSA can in some cases lead to less involvement by the teacher, leaving the LSA to deliver most of the curriculum. It is important that teachers and LSAs play complementary roles, avoiding over-dependence on the LSA and depriving the child of teacher attention. Similarly, whilst making due allowance for special needs, it is important that children do not rely excessively on the LSA or solely on one-to-one help. If they are supported to learn within peer groups, they will be better able to develop social and collaborative skills enabling them to move towards increasingly independent learning. Many schools have a mission statement which sets out the commitment of the school which focuses on inclusion and equality of opportunity. They are easily avaliable on their websites or can be asked for. There must also be written policies, designed to re? ect the rights and responsibilities of those within the school environment. Policies should also provide guidance for sta? and visitors to the school on ways to ensure inclusive practice. Schools have to conduct policies for many thing which leads to having many many policies. There may be a number of separate policies or they may be combined. Policies must include ways that schools work in relation to: ? race/cultural diversity ? equality of opportunity/inclusive practice ? safeguarding/bullying ? gi ed and talented pupils ? special educational needs ? disability and access. Policies are developed in response to legislation, codes of practice and statutory frameworks. The di? erent ways in which schools promote the rights and equality of opportunity for children and young people must be included in the policies. There is now a greater focus on the outcomes that is, the di? erence that legislation has made to individuals and groups within the school. Schools must monitor the strengths and any weaknesses in policy as they do with each indiviual student and staff. During school inspections, Ofsted also make judgements about the school’s inclusiveness. Legislation is frequently amended and changed in response to outcomes, so it is important that staff are familiar with up-to-date policies and procedures within your own setting. This help protect not only the pupils but staff and head of the school. The development of legislation, policies and practice should be seen as a cycle. The cycle goes like this: Legislation. . Practice and pr.

Novel Approaches to DoS Impact Measurement

Novel Approaches to DoS Impact Measurement J.Anto Sylverster Jeyaraj, C.Suriya, R.Sudha Abstract Over the past few years Denial of service (DoS) Attacks have emerged as serious vulnerability for almost every internet Services. Existing approach to DoS impact measurement in Deter Testbeds equate service denial with slow communication low throughput, high resource utilization, and high loss rate. These approaches are not versatile, not quantitative, not accurate because they fail to specify exact ranges of parameter values that correspond to good or poor service quality and they were not proven to correspond to human perception service denial. We propose Novel approaches to DoS impact that measure the quality of service experienced by users during an attack. Our novel approaches are quantitative, Versatile, accurate because they map QoS requirements for several applications into measurable traffic parameters with acceptable, scientifically determined thresholds, they apply to a wide range of attack scenarios, which we demonstrate via Deter testbed experiments Keywords Communication/network, Measurement techniques, performance of system, Network security 1. INTRODUCTION Denial of service (DoS) is a major threat. DoS severely disrupts legitimate communication by exhausting some critical limited resource via packet floods or by sending malformed packets that cause network elements to crash. The large number of devices, applications, and resources involved in communication offers a wide variety of mechanisms to deny service. Effects of DoS attacks are experienced by users as a server slowdown, service quality degradation, service degradation. DoS attacks have been studied through testbed experiments. Accurately measuring the impairment of service quality perceived by human clients during an attack is essential for evaluation and comparison of potential DoS defenses, and for study of novel attacks. Researchers and developers need accurate, quantitative, and versatile. Accurate metrics produce measures of service denial that closely agree with a human’s perception of service impairment in a similar scenario. Quantitative metrics define ranges of parameter values that signify service denial, using scientific guidelines. Versatile metrics apply to many DoS scenarios regardless of the underlying mechanism for service denial, attack dynamics, legitimate traffic mix, or network topology. Existing approaches to DoS impact measurement fall short of these goals. They collect one or several traffic measurements and compare their first-order statistics (e.g., mean, standard deviation, minimum, or maximum) or their distributions in the baseline and the attack case. Frequently used traffic measurements include the legitimate traffic’s request/response delay, legitimate transactions durations, legitimate traffic’s goodput, throughput, or loss, and division of a critical resource between the legitimate and the attack traffic. If a defense is being evaluated, these metrics are also used for its collateral damage. Lack of consensus on which measurements best reflect the DoS impact cause researchers to choose ones they feel are the most relevant. Such metrics are not versatile, since each independent traffic measurement captures only one aspect of service denial. For example, a prolonged request/response time will properly signal DoS for two-way applications such a s Web, FTP, and DNS, but not for media traffic that is sensitive to one-way delay, packet loss, and jitter. The lack of common DoS impact metrics prevents comparison among published work. We further argue that the current measurement approaches are neither quantitative nor accurate. Adhoc comparisons of measurement statistics or distributions only show how network traffic behaves differently under attack, but do not quantify which services have been denied and how severely. To our knowledge, no studies show that existing metrics agree with human perception of service denial. We survey existing DoS impact metrics in Section 2. We propose a novel approach to DoS impact measurement. Our key insight is that DoS always causes degradation of service quality, and a metric that holistically captures a human user’s QoS perception will be applicable to all test scenarios. For each popular application, we specify its QoS requirements, consisting of relevant traffic measurements and corresponding thresholds that define good service ranges. We observe traffic as a collection of high-level tasks called â€Å"transactions† (defined in Section3).Each legitimate transaction is evaluated against its application’s QoS requirements; transactions that do not meet all the requirements are considered â€Å"failed.† We aggregate information about transaction failure into several intuitive qualitative and quantitative composite metrics to expose the precise interaction of the DoS attack with the legitimate traffic. We describe our proposed approaches in Section 3. We demonstrate that our approaches mee t the goals of being accurate, quantitative, and versatile through testbed experiments with multiple DoS scenarios and legitimate traffic mixes. Conclude in Section 5. 2. EXISTING METRICS Prior DoS research has focused on measuring DoS through selected legitimate traffic parameters: Packet loss, Traffic throughput or goodput, Request/response delay, Transaction duration, and Allocation of resources. Researchers have used both simple metrics (single traffic parameter) and combinations of them to report the impact of an attack on the network. All existing metrics are not quantitative because they do not specify ranges of loss, throughput, delay, duration, or resource shares that correspond to service denial. Indeed, such values cannot be specified in general because they highly depend on the type of application whose traffic coexists with the attack: 10 percent loss of VoIP traffic is devastating while 10 percent loss of DNS traffic is merely a glitch. All existing metrics are not versatile and we point out below the cases where they fail to measure service denial. They are inaccurate since they have not been proven to correspond to a human user’s perception of service denial. 3. PROPOSED APPROACHES TO DOS IMPACT EASURMENT 3.3 DoS Metrics We aggregate the transaction success/failure measures into several intuitive composite metrics. Percentage of failed transactions (pft) per application type. This metric directly captures the impact of a DoS attack on network services by quantifying the QoS experienced by users. For each transaction that overlaps with the attack, we evaluate transaction success or failure applying Definition 3. A straightforward approach to the pft calculation is dividing the number of failed transactions by the number of all transactions during the attack. This produces biased results for clients that generate transactions serially. If a client does not generate each request in a dedicated thread, timing of subsequent requests depends on the completion of previous requests. In this case, transaction density during an attack will be lower than without an attack, since transactions overlapping the attack will last longer. This skews the pft calculation because each success or failure has a higher influence on the pft value during an attack than in its absence. In our experiments, IRC and telnet clients suffered from this deficiency. To remedy this problem, we calculate the pft value as the difference between 1 (100 percent) and the ratio of the number of successful transactions divided by the number of all transactions that would have been initiated by a given application during the same time if the attack were not present. The DoS-hist metric shows the histogram of pft measures across applications, and is helpful to understand each application’s resilience to the attack. The DoS-level metric is the weighted average of pft measures for all applications of interest: DoS-level =, where k spans all application categories, and wk is a weight associated with a category k. We introduced this metric because in some experiments it may be useful to produce a single number that describes the DoS impact. But we caution that DoS-level is highly dependent on the chosen application weights and thus can be biased. QoS-ratio is the ratio of the difference between a transaction’s traffic measurement and its corresponding threshold, divided by this threshold. The QoS metric for each successful transaction shows the user-perceived service quality, in the range (0, 1], where higher numbers indicate better quality. It is useful to evaluate service quality degradation during attacks. We compute it by averaging QoS-ratios for all traffic measurements of a given transaction that have defined thresholds. For failed transactions, we compute the related QoS-degrade metric, to quantify severity of service denial. QoS-degrade is the absolute value of QoS-ratio of that transaction’s measurement that exceeded its QoS threshold by the largest margin. This metric is in the range (0,1] .Intuitively, a value N of QoS-degrade means that the service of failed transactions was N times worse than a user could tolerate. While arguably any denial is significant and there is no need to quantify its severity, perception of DoS is highly subjective. Low values of QoS-degrade (e.g., The failure ratio shows the percentage of live transactions in the current (1-second) interval that will fail in the future. The failure ratio is useful for evaluation of DoS defenses, to capture the speed of a defense’s response, and for time-varying attacks . Transactions that are born during the attack are considered live until they complete successfully or fail. Transactions that are born before the attack are considered live after the attack starts. A failed transaction contributes to the failed transaction count in all intervals where it was live. 4. EVALUATION IN TESTBED EXPERIMENTS We first evaluate our metrics in experiments on the DETER testbed [15]. It allows security researchers to evaluate attacks and defences in a controlled environment. Fig. 2 shows our experimental topology. Four legitimate networks and two attack networks are connected via four core routers. Each legitimate network has four server nodes and two client nodes, and is connected to the core via an access router. Links between the access router and the core have 100-Mbps bandwidth and 10-40-ms delay, while other links have 1-Gbps bandwidth and no added delay. The location of bottlenecks is chosen to mimic high-bandwidth local networks that connect over a limited access link to an over provisioned core. Attack networks host two attackers each, and connect directly to core routers Fig.2. Experimental topology. 4.1 Background Traffic Each client generates a mixture of Web, DNS, FTP, IRC, VoIP, ping, and telnet traffic. We used open-source servers and clients when possible to generate realistic traffic at the application, transport, and network level. For example, we used an Apache server and wget client for Web traffic, bind server and dig client for DNS traffic, etc. Telnet, IRC, and VoIP clients and the VoIP server were custom-built in Perl. Clients talk with servers in their own and adjacent networks. Fig. 2 shows the traffic patterns. Traffic patterns for IRC and VoIP differ because those application clients could not support multiple simultaneous connections. All attacks target the Web server in network 4 and cross its bottleneck link, so only this network’s traffic should be impacted by the attacks. Illustrate our metrics in realistic traffic scenarios for various attacks. We modified the topology from [8] to ensure that bottlenecks occur only before the attack target, to create more realistic attack conditions. We used a more artificial traffic mix , with regular service request arrivals and identical file sizes for each application, to clearly isolate and illustrate features of our metrics. Traffic parameters are chosen to produce the same transaction density in each application category (Table 3): roughly 100 transactions for each application during 1,300 seconds, which is the attack duration. All transactions succeed in the absence of the attack. bottleneck links (more frequent variant) and 2) by generating a high packet rate that exhausts the CPU at a router leading to the target. We generate the first attack type: a UDP bandwidth flood. Packet sizes had range [750 bytes,1.25 Kbytes] and total packet rate was 200 Kpps. This generates a volume that is roughly 16 times the bottleneck bandwidth. The expected effect is that access link of network 4 will become congested and traffic between networks 1 and 4, and networks 3 and 4 will be denied service. 5. CONCLUSIONS One cannot understand a complex phenomenon like DoS without being able to measure it in an objective, accurate way. The work described here defines accurate, quantitative, and versatile metrics for measuring effectiveness of DoS attacks and defenses. Our approach is objective, reproducible, and applicable to a wide variety of attack and defense methodologies. Its value has been demonstrated in testbeds environments. Our approaches are usable by other researchers in their own work. They offer the first real opportunity to compare and contrast different DoS attacks and defenses on an objective head-to-head basis. We expect that this work will advance DoS research by providing a clear measure of success for any proposed defense, and helping researchers gain insight into strengths and weaknesses of their solutions. REFERENCES [1] A. Yaar, A. Perrig, and D. Song, â€Å"SIFF: A Stateless Internet Flow Filter to Mitigate DDoS Flooding Attacks,† Proc. IEEE Symp. Security and Privacy (SP), 2004. [2] A. Kuzmanovic and E.W. Knightly, â€Å"Low-Rate TCP-Targeted Denial of Service Attacks (The Shrew versus the Mice and Elephants),† Proc. ACM SIGCOMM ’03, Aug. 2003. [3] CERT Advisory CA-1996-21 TCP SYN Flooding and IP Spoofing Attacks, CERT CC, http://www.cert.org/advisories/CA-1996-21.html, 1996. [4] R. Mahajan, S.M. Bellovin, S. Floyd, J. Ioannidis, V. Paxson, and S. Shenker, â€Å"Controlling High Bandwidth Aggregates in the Network,† ACM Computer Comm. Rev., July 2001. [5] G. Oikonomou, J. Mirkovic, P. Reiher, and M. Robinson, â€Å"A Framework for Collaborative DDoS Defense,† Proc. 11th Asia-Pacific Computer Systems Architecture Conf. (ACSAC ’06), Dec. 2006. [6] Cooperative Association for Internet Data Analysis, CAIDA Web page,http://www.caida.org, 2008. [7] MAWI Working Group Traffic Archive, WIDE Project, http://tracer.csl.sony.co.jp/mawi/, 2008 [8] â€Å"QoS Performance requirements for UMTS,† The Third Generation Partnership Project (3GPP), Nortel Networks, http://www.3gpp.org/ftp/tsg_sa/WG1_Serv/TSGS1_03-HCourt/Docs/Docs/s1-99362.pdf, 2008. [9] N. Bhatti, A. Bouch, and A. Kuchinsky, â€Å"Quality is in the Eye of the Beholder: Meeting Users’ Requirements for Internet Quality of Service,† Technical Report HPL-2000-4, Hewlett Packard, 2000. [10] L. Yamamoto and J.G. Beerends, â€Å"Impact of Network Performance Parameters on the End-to-End Perceived Speech Quality,† Proc.EXPERT ATM Traffic Symp., Sept. 1997. [11] T. Beigbeder, R. Coughlan, C. Lusher, J. Plunkett, E. Agu, and M. Claypool, â€Å"The Effects of Loss and Latency on User Performance in Unreal Tournament 2003,† Proc. ACM Network and System Support for Games Workshop (NetGames), 2004. [12] N. Sheldon, E. Girard, S. Borg, M. Claypool, and E. Agu, â€Å"The Effect of Latency on User Performance in Warcraft III,† Proc. ACM Network and System Support for Games Workshop (NetGames), 2003. [13] B.N. Chun and D.E. Culler, â€Å"User-Centric Performance Analysis of Market-Based Cluster Batch Schedulers,† Proc. Second IEEE Int’l Symp. Cluster Computing and the GridProc. Second IEEE/ACM Int’l Conf. Cluster Computing and the Grid (CCGRID ’02), May 2002. [14] J. Ash, M. Dolly, C. Dvorak, A. Morton, P. Taraporte, and Y.E. Mghazli, Y.1541-QOSM—Y.1541 QoS Model for Networks Using Y.1541 QoS Classes, NSIS Working Group, Internet Draft,work in progress, May 2006. [15] T. Benzel, R. Braden, D. Kim, C. Neuman, A. Joseph, K. Sklower,R. Ostrenga, and S. Schwab, â€Å"Experiences with DETER: A Testbed for Security Research,† Proc. Second Int’l IEEE/Create-Net Conf.Testbeds and Research Infrastructures for the Development of Networks and Communities (TridentCOM ’06), Mar. 2006. [16] D.J. Bernstein, TCP 22 Syncookies, http://cr.yp.to/syncookies.html, 2008.

Philosophy of Education :: Philosophy of Teaching Statement

Philosophy of Education Webster defines philosophy as a critical study of fundamental beliefs and the grounds for them. In this philosophy, I will be talking about the three great philosophers: Socrates, Plato, and Aristotle. These three philosophers represent the birthplace of Western philosophy. Socrates, which is synonymous with wisdom and the philosophical life, was a teacher without a school. His goal was to help others find the truths that lie within their own minds. He helped his students reach deeper, clearer ideas by questioning, disproving, and testing the thoughts of his pupils. His teachings offended many of the powerful people of his time. They believed he was corrupting the youth in Athens. Since he believed and taught in this way, he was executed. Plato, a student of Socrates, followed in his teachings. After returning to Athens, he founded The Academy, considered by some to be the world’s first university. In Plato’s philosophy the human soul has three parts: intellect, spirit, and appetite. He felt that these three aspects interacted to determine human behavior. He urged that intellect be trained to control spirit and appetite. Aristotle was the student under Plato. He came to Plato’s Academy at the age of 18 and stayed for 20 years until the death of Plato. He went to northern Greece and taught Alexander the Great. After educating Alexander, he returned to Athens and set up his own school, the Lyceum. Aristotle placed more emphasis on the physical world than did Plato. He wrote works on biology, physics, astronomy, just to name a few. But, he is also renowned for his ethical and political theories. He thought the highest good for people was a virtuous life. By thinking this, he promoted the doctrine of the Golden Mean.

Gathering at the River: Cruising on East Speedway :: Essays Papers

Gathering at the River: Cruising on East Speedway "Whither goest thou, America, in thy shiny car in the night?" -Jack Kerouac, On the Road Roll the windows down, turn the music up, and drive slowly. Now you're cruising. Cruising is the art of seeing and being seen, and in Tucson the center of this art is Speedway Boulevard. This six-lane street runs east to west through Tucson and is one of the busiest thoroughfares in the city. It hosts a mix of commercial and private buildings: small shops, offices, restaurants, grocery stores, apartment buildings and older homes, as well as the University of Arizona. Despite the apartments and occasional houses, Speedway is mostly a commercial street populated with strip malls and other businesses. Cruising is most visible along the more commercial, business-oriented East Speedway, which for the purposes of this essay is defined as the three mile stretch of road from Alvernon to Wilmot. Like most streets, Speedway was built for an entirely practical reason: to conduct automobile traffic from one place to another with a minimum of waiting. This utilitarian reason is inverted by cruising. The purpose of cruising, unlike driving, is not to arrive but to not arrive. Cruising is a social activity wherein the cars become tools for meeting other people as well as a means of getting from one place to another. The reputation of cruising, and of the nighttime Speedway, is not nearly so benign. As traffic slows and the music increases, the character of Speedway as a place - that is, a focus for human memory and experience - changes to reflect the activities and desires of the cruisers. The character of Speedway as a place is temporal and spatial; the street of Friday midnight is radically different from the street of Tuesday morning. Daytime drivers quickly change lanes in an attempt to find the one which will deliver them to their destinations the fastest. Speed and efficacy define the daytime Speedway. As the type of driver changes, so does the driver's reason for being there. The weekday commute is replaced by the weeknight cruise. The drivers also become, as a group, less diverse in terms of age and gender. The majority of cruisers appeared to be teenagers. Also, though I saw many young women, the majority of cruisers were male.

Free College Admissions Essays: Im a Little Too Perfect! :: College Admissions Essays

I'm a Little Too Perfect! Â   I work tirelessly in many academic and leadership roles. I sleep no more than three hours a night because of my desire to expertly meet my many commitments. Throughout my life, I have worked as long and as hard as I possibly can to effect beneficial changes in both school and society. Â   During the summer of tenth grade, I took a number theory course at Johns Hopkins University with students from Alaska, California, and Bogota, Colombia. Similarly, during the summer following eleventh grade, I was one of ninety students from New Jersey selected to attend the Governor's School in the Sciences at Drew University. At Drew, I took courses in molecular orbital theory, special relativity, cognitive psychology, and I participated in an astrophysics research project. For my independent research project, I used a telescope to find the angular velocity of Pluto. With the angular velocity determined, I used Einstein's field equations and Kepler's laws to place an upper bound on the magnitude of the cosmological constant, which describes the curvature of space and the rate of the universe's expansion. Â   In addition to learning science, I recently lectured physics classes on special relativity at the request of my physics teacher. After lecturing one class for 45 minutes, one student bought many books on both general and special relativity to read during his study hall. Inspiring other students to search for knowledge kindles my own quest to understand the world and the people around me. Â   As president of the National Honor Society, I tutor students with difficulties in various subject areas. In addition, I am ranked number one in my class with an SAT score of 1580 and SATII scores of 750 in math, 760 in writing, and 800 in physics. In school, I take the hardest possible courses including every AP course offered at the high school. I am the leading member of the Math Team, the Academic Team, and the Model Congress Team. In the area of leadership, I have recently received the Rotary Youth Leadership Award from a local rotary club, have been asked to attend the National Youth Leadership Forum on Law and the Constitution in Washington D.C., and wrote the winning essay on patriotism for South Plainfield's VFW chapter. Currently enrolled in Spanish 6,I am a member of both the Spanish Club and the Spanish Honor Society.

Human Trafficking in Houston Essay

Texans and Americans alike need to be aware of ongoing human slavery that tarnished the I-10 freeway and they need to know how they can stop the plague of Human Trafficking on Houston Texas. This past January, President Barack Obama recognized Human Trafficking Awareness month. In a published statement the President said he wanted to, â€Å"recognize the people, organizations and government entities that are working to combat human trafficking,† and â€Å"recommit to bringing an end to this inexcusable human rights abuse.† According to the U.S. Department of Justice human trafficking is one of the fastest growing criminal industries, with 14,500-17,500 individuals trafficked in the United States each year and 800,000 globally. With a number of contributing factors, including a diverse immigrant population and major roads for domestic and international travel, Houston is a hotspot for human trafficking in the U.S. According to Religion Link, â€Å"Nongovernmental organi zations and nonprofits are now enlisting the aid of religious groups in the fight against human trafficking.† In Houston, organizations like the YMCA, the Houston Rescue and Restore Coalition, Free the Captives and Redeemed Ministries are all part of an entrenched alliance of non-profits, both secular and religious, fighting human trafficking in Houston. Constance Rossiter of the YMCA said, â€Å"These partnerships with religious organizations and other non-profits are essential to combatting human trafficking.† â€Å"There are many levels, it’s like a puzzle,† she said, â€Å"fighting human trafficking takes a community of partners including non-profits, churches, synagogues and law enforcement.† Each entity has its role to play, whether it be prevention, lobbying for legislation, advocation, awareness or enforcement, said Rossiter. Free the Captives, a Houston based Christian non-profit, does it all. Having long been involved in education and counseling for at-risk teenagers and potential pimps, Free the Captives is also active in trying to go after suppliers an d buyers in the human trafficking market. Working with attorneys, Free the Captives seeks to shut down trafficking locations by using nuisance abatement laws and other tactics. Taking the fight one step further, the organization recently began lobbying the Houston mayor’s office and local and federal law enforcement to focus on the demand side of the trafficking trade. Calling it the â€Å"Reduce the Demand Campaign,† the non-profit believes it is the primary solution in ending human trafficking. â€Å"To make an impact on domestic sex trafficking you have to go after the buyers,† said a representative from Free the Captives, whose identity is protected due to recent threats made by traffickers. â€Å"It does not matter how many pimps and landlords there are if the buyers are still willing to pay and there is money to be made,† said the anonymous source, â€Å"other pimps and landlords will pop up. You can’t stem the tide without going after the source.† For their part, the Mayor’s Office and the Houston Police Department believe that human trafficking is a major problem and are sincere in enforcing existing laws. In a letter from 2010, Mayor Annise Parker acknowledged the growing problem and said, â€Å"Houston is a hub for Human Trafficking where approximately twenty percent of all human trafficking victims will pass through our city at some point of their enslavement.† The Mayor’s Office recently reiterated the importance of fighting human trafficking and in a response to Free the Captives said, â€Å"Controlling sex trafficking remains of great concern. The governmental focus on landlords and illegal business has brought results. In the last year and a half the Houston Police Department has recovered 73 juveniles, arrested 21 pimps and two â€Å"Johns,† or buyers,† said Lieutenant Andy Lahaye. To do more the police are training their patrol offices to identify trafficking situations and be able to respond or pass on a tip for the vice department to investigate. However, Lahaye commented that it is difficult to go after the buyers and said, â€Å"It’s an underground world, we can’t just put an undercover officer out there as a decoy to catch a ‘John.’† â€Å"It’s all very subsurface, so we are going after what is out there for us to see, even though we want to cut it off at the source. That’s the struggle we are battling.† Free the Captives continues to demand the focus be shifted to the buyers. Although, many of the domestic victims in the world are not being pimped out in spaces that need landlords. While the mayor and law enforcement focuses on landlords they are almost entirely missing vulnerable American teens in private locales. They remain in bondage. Prevention is a key component to the fight against human trafficking and more organizations, not just faith based organizations like Free the Captives, need to focus their energies on prevention and curbing the supply of victims being exploited. In addition to existing enforcement the lobbying efforts of everyday citizens are paying dividends. While there are some great efforts to end human trafficking in Houston, organizations cannot function without active members. There is always something to help with.