In his children’s classic, Where the Wild Things Are, Sendak (1963) describes how one day a small boy called Max donned his wolf suit and “made mischief”. His mother called him a “wild thing”; he threatened to eat her up and was sent to bed without any supper. In his imagination, Max’s room became transformed into a jungle and then the open sea as he sailed away to “where the Wild Things are”. Though they roared, gnashed their teeth, rolled their eyes, and showed their claws, Max tamed the Wild Things by staring into their eyes. He became their King, and all sorts of rumpus followed. Eventually Max tired of this. He sent these creatures to bed without supper. Then Max was lonely and “wanted to be where someone loved him best of all”. From far away, he smelled good things to eat. So he gave up being King, got back into his boat, and sailed back across the world. In his room, his supper was waiting for him, still hot.
As Raphael-Leff (1989) has noted, this story captures astutely some of the psychological challenges of parenting children under the age of 5 years. Judging from the illustrations, Max had been tormenting the dog, making holes in the walls, and shouting back at his mother. Behaviour problems at home and at school are among the most common reasons for referring under fives to CAMHS. The referred child is often described as a “Jekyll and Hyde”, delightful one minute and a monster the next. Alarm in parents and referrers may be exacerbated by public concern and media attention given to the question of the origins of violence and delinquency. Television programmes about ADHD and the interventions of a “super nanny” stress that it is urgent to intervene early for the family’s benefit as well as for the child’s. CAMHS referrals will generally implicitly if not explicitly highlight the risk of parents lashing out or harming the child, in reaction to their power-lessness and loss of control. These referrals commonly, but certainly not exclusively, tend to be of boys.
Although the Perl CGI methodology we
discussed in Chapter 4, is an easy and popular
approach to building web-based applications, there have historically
been some performance problems with this approach. Whenever a Perl
CGI script is run, the rather sizeable Perl interpreter must first be
brought into memory before it can interpret and execute your program.
Unfortunately, that can be a very slow process. Fans of Java servlets
have pointed to this performance issue in advocating that their
technology be used instead of Perl. But Perl has not taken this
challenge from Java evangelists lying down! Apaches
mod_perl module provides an interface between
Apache and Perl that allows Perl code to be cached in the web
servers memory space. The effect is a substantial
improvement in performance over standard Perl CGI
much is substantial? As with so many things, the only real benchmarks
are either for highly oversimplified cases (with no real application)
or for highly specialized cases (with little extensibility). For most
real-world programs, however, we can tell you that
mod_perl provides a raw speed increase of
approximately 40 to 60%. But this is only part of the story. The
really significant gain is the vastly increased scalability provided
through mod_perl because the interpreter is in
memory and can be shared between processes.
Dormitory, San Damiano (MONDAY, AUGUST 11, 1253) Sister Agnese di Oportulo de Bernardo was growing accustomed to sleeping sitting up. She had awakened next to Clare’s bed, her lank body more rested than it had been for days. Today in Assisi would be merrymaking, dancing, and music, processions and prayers—especially in the church of its patron saint, San Rufino. Perhaps San Rufino would cure someone, as he often did on his feast. Clare, perhaps?
Sister Pacifica was kneeling by Clare’s head, pressing a moist cloth to Clare’s parched lips.
“My sisters, are you here?” Clare asked weakly, the parchment still clutched in her hands.
“Is Brother Leo here?”
“Yes, my lady,” Leo answered. “Brother Angelo is with me.” Keeping vigil.
Clare’s eyes were closed, her voice faint. “My sisters, my brothers, I wish to confess to you all my sins and faults.”
A tremor of holy awe passed over Agnese. The sisters always confessed when they sensed that the end was near.
I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.
— Nelson Mandela
The board and district determine the context within which schools function and the culture within which they operate. Effective districts are committed above all else to setting and supporting goals for high levels of student learning, and the board and superintendent work together to emphasize this priority.
From this principle, we derive Effectiveness Indicator 10. An on-site school review evaluates the district’s leadership in aligning curriculum, instruction, and assessment between and within grade levels, districtwide.
It also examines the district’s performance in committing resources to its goals and in using data to evaluate progress toward those goals.
Six characteristics define Effectiveness Indicator 10: District Support:
10A. The roles and responsibilities of the board, the district, and the schools are clear and communicated to stakeholders.
Nowadays, streaming video, audio, and high-quality graphics are what draw most people to
websites. After all, it's exciting to hear the latest song from your favorite band, see a
preview of a yet-to-be released blockbuster, or tune in to YouTube to see the kid down the
street embarrass himself in front of a billion Web viewers.
But the fact is, the Web is primarily woven with words. iPad
reviews, Brad Pitt and Angelina Jolie gossip, and countless personal blogs about cats still
drive people to the Web. As you build web pages and websites, you'll spend a lot of your
time adding and formatting text. To get your message across
effectively, you need to understand how Dreamweaver works with text.
This chapter covers the not-always-simple act of getting text into
your Dreamweaver documents. In Chapter3, you'll read about
formatting this text so that it looks professionally designed.
In many ways, Dreamweaver works like a word processing program. When you create a new
document, the blinking cursor appears at the top of the page, ready for you to begin
typing. When you finish a paragraph, you press Enter or Return to start a new one. Text,
as well as anything else you add to a web page, starts at the top of the page and works
its way to the bottom. But you can't type in some kinds of characters, like a copyright
symbol, from the keyboard, and other kinds, like a nonbreaking space, require special
keyboard combinations. Here's how to access those special characters.