WordPress Privacy Policy Guide How to Create One, Plus What to Include

Lately, it seems like all the talk online has been about privacy, consent for data tracking, and related topics. The introduction of the new General Data Protection Regulation (GDPR) has a lot to do with that. Among other things, it’s left many website owners wondering: â€Å"How can I add a WordPress privacy policy to my site?†A privacy policy has always been useful, but it’s now a requirement for most sites. You’ll want to be very clear about what data you collect from your visitors, along with how it’s stored and used. Fortunately, putting together this type of policy is now easier than it’s ever been, thanks to a handy new WordPress feature.In this post, we’ll briefly discuss why you need a WordPress privacy policy for your website.Then we’ll walk you through how to create one. Let’s jump right in! This is how you’ll inform visitors about all the key information they need to know. While it may take a little eff ort on your part to get your policy just right, the basic steps involved aren’t difficult.How to create a website privacy policy in WordPress (in 3 steps)Before we get started here, we need to make a disclaimer. We’re not legal experts, nor are we aiming to provide that sort of advice. What follows is a walk-through on how to put together a privacy policy in WordPress, and some of the elements you’ll want to include. However, you may still want to consult your lawyer or legal team on the finer details.With that out of the way, lets get to work!Step 1: Create a new page for your privacy policyUntil recently, you had to build a WordPress privacy policy completely from scratch. In fact, you can still do that – simply create a new page and start writing. However, WordPress  now offers a feature to help you get started, which we highly recommend you check out.As long as your site is updated to the most recent version (which it should be!), you’ll find this option under  Settings Privacy:Here, you can select an existing page to designate as your privacy policy. This can be useful if you already have a policy in place that just needs to be updated. However, you’ll most likely want to start by selecting Create New Page.This will take you straight to the WordPress editor you’re familiar with, where you can start adding content to the page. It will have some headings and information already included:This can serve as the template for your privacy policy. All you have to do is fill in the blanks.Step 2: Add in your website-specific informationIf you look through the template WordPress has provided you with, you’ll see a number of sections. This is a useful outline letting you know what type of information you need to explain to your visitors.A few of the sections already have some text filled in. This describes data that all WordPress sites gather by default, as well as how long it’s stored, and similar details.You’ll likely want to leave all of this as-is. However, it’s worth reading through to see if any of the functionality described is altered on your specific site (for example, due to a change you’ve made to the settings, an installed plugin, or some custom code):After familiarizing yourself with what’s already there, youll want to go through each section of the template.When adding information, it’s best to provide as much detail as you can. There’s a WordPress privacy policy guide that can help you fill in some of the gaps, which is linked to at the top of the page. It even provides some suggested text you can use. You’ll likely also want to refer to the GDPR guidelines themselves, and to the legal advice we mentioned earlier.What to include in your privacy policyWhile this isn’t an exhaustive list, here are some of the points you’ll need to make sure are covered in your WordPress privacy policy:What kind of data your site collects from visitors (names, email addresses, payment details, etc).What features or elements of your site gather data (such as contact and opt-in forms, social media buttons, and comments sections).Why you collect this data and what the data is used for in a general sense.How the data is stored (and for how long it’s stored).Who the data is shared with, such as  external parties like cloud storage services and payment processors.How you protect the data, including what procedures are in place to keep it safe and to respond quickly in the event of a breach.What rights visitors have over their data. This should include the right to know all of the above, to ask for a copy of their data, and to request that it’s deleted at any time.This may seem like a lot, but it’s best to be comprehensive. While it’s true that most people aren’t likely to read through the whole thing, you’ll want to be able to prove (if needed) that youâ€℠¢ve made all this information available and easily accessible.Finally, dont make the mistake of leaving something out of your privacy policy because it seems obvious. Even if it would be hard for a visitor to mistake that your email opt-in form clearly collects names and emails, you still need to clarify the facts in a permanent format.Step 3: Display your WordPress privacy policy on your siteOnce you’re happy with your new privacy policy, you need to make it available to your website’s visitors. Publishing the page will make it live, but that isn’t enough. People shouldn’t have to go hunting for this information – it should be easy to access.The best way to do this is usually to display a link to your policy on every page of your site. Most people will add this to their sites’ footers. However, you can use a sidebar or even your main navigation menu if you want to ensure that it’s as visible as possible.For example, you could open up Appearance Widgets in your dashboard, drag a new Text widget into your theme’s footer, and include a simple text prompt and link:Another way to add your privacy policy is via the free Orbit Fox plugin, which includes a built-in module to help you add a privacy policy notice as a dismissable bar that appears on the bottom of your site:Heres an example of what that bar looks like:Finally, it’s not a bad idea to also include a link to your WordPress privacy policy in places where you deliberately collect user data. This can include on your forms, sign-up pages, and/or payment screens.With that, your WordPress privacy policy is up and running! Just remember that it should be a living document. Every time you make a significant change to your site, such as adding a new form or installing a plugin, make sure to update your policy as relevant. The same applies to any major WordPress updates, since they may introduce changes to the way your site gathers data behind the scene s.ConclusionA simple but comprehensive privacy policy can do a lot of things for your website. It helps to ensure compliance with the GDPR and similar regulations (such as the Cookie Law). Plus, it provides peace of mind for your visitors, since they’ll know exactly what kind of details you’re gathering from them and how youre using that data.In order to create a WordPress privacy policy, all you have to do is follow these three steps:Create a new page for your privacy policy.Add in your website-specific information.Display your WordPress privacy policy on your site.Do you have any questions about how to write up your privacy policy? We’re not legal experts, but we’ll do our best to help in the comments section below! Are you GDPR-compliant? Here's how to create a privacy policy for your #WordPress site

Canadian Mosaic

Canadian Mosaic Free Online Research Papers When I arrived in Canada last year, I saw different people of different skin colors. There were white, yellow, black and brown. I got surprised cause I never thought about Canada like this. I never thought of Europeans, Americans, Latinos, Africans and Asians will ever settle in one place. But it is happening, right here where I immigrated to. It is a fact that Canada is racially diverse. The 250,000 to 300,000 residents of Canada are composing of about 50 societies belonging to twelve linguistic groups. Aside from the two prevailing groups co-existing inside Canada (Anglophones and Francophones), the presence of the minorities contributes in its culture, language and values (Burnet 66 and Bibby 158, 162-169). This gives out to a mosaic idea of Canada (Bibby 158, Burnet 71). The mosaic means putting together distinctive characteristics among the people leaving in Canada. This means every ethnicity, including English and French, must preserve their own culture and language in particular. For me, this impression is not a hindrance in developing distinctive Canadian identity. In fact speakers and writers never get tired of praising the condition in which ethnic groups can preserve their uniqueness and yet live as a Canadian (Burnett 66). This mosaic idea will be distinctively Canadian as long as its two components, bilingualism and multiculturalism, will be accepted and appreciated by most Canadians. Every move must start on the huge part of the mosaic- the Anglophones and Francophones. The conflict between them must be resolved first before anything else. According to Wardhaugh, the English- French conflict is an enduring trademark of Canadian history (Wardhaugh 13). Apart from their language difference, each group is tied up with different culture and values (Richer and Laporte 75). This may affect the relationship between the two groups. These two countrywide mindful individuals have to gain knowledge of co-existence inside a federal system which can provide that opportunity (Wardhaugh 16). Just what the late Prime Minister Trudeau visualized about Canada before he became the Prime Minister: The die is cast in Canada: there are two main ethnic and linguistic groups; each is too strong and too deeply rooted in the past, too firmly bound to a mother-culture, to be able to engulf the other. But if the two will collaborate at the hub of a truly pluralistic state, Canada could become the envied seat of a form of federalism that belongs to tomorrows world? (Wardhaugh 18) As the original immigrant-groups, as they claim themselves, these cultural differences is only a minor problem but it seems like language difference is still a big deal. Indeed the government wants to end this divergence and to fill in a puzzle piece on the mosaic. The government passed The Official Languages Act of 1969 which reserves bilingualism as an official government rule (Wardhaugh 15, Breton 51 and Dasko). French and English becomes the official language of Canada. The new act did not bring peace between the majorities instead it remains disrupted because of the Bill 101 of 1977 under the said languages act which forced a diminution of English language in Quebec. The bill infuriated most of the English (Wardhaugh 14-15). It even gets worst as French Canadians began to identify themselves as Quà ©bà ©cois. The incident was marked by the Royal Commission on Bilingualism and Biculturalism as the greatest crisis in Canadian history (Burnett 67). There are also records of low approval of the law among the Canadians almost twenty years after passing the Official Languages Act. Outside Quebec a little less than 50 percent Canadians agree with the policy. The statistics range at about 50 percent in Ontario and the Atlantic Region, through 41 percent in British Columbia to a low of 36 percent on the Prairies. Certainly, most of western Ontarians consistently favour English as the only language they want (Bibby 159). However, more and more Quebeckers has supported bilingualism (Bibby 161). As Bibby concludes, bilingualism will continue to have a dawdling but consistent growing level of recognition (161). But Bibbys hypothesis is wrong. After two decades, the inclination towards bilingualism is still the same. It is even declining. According to Dugas and Cheadles article, the significance of bilingualism to Canadian identity declines dramatically past childhood. From 75 percent of 12- 15 years old agreed that bilingualism was vital to them as being Canadian, the popularity declines to 49 percent among ages 22 to 30 (Dugas and Cheadle). In the same article, Jack Jebwab, executive director of the Montreal-based Association for Canadian Studies is frustrated about the results because they put so much effort on getting the country back on bilingual trail. This situation is a hindrance in progress of any type of unified Canadian identity and even consistency in creating a strong and distinguishing policy (Wardhaugh 17). However, according to another study conducted by Dasko, the approval rating is increasing towards the end of decade. The results are contradictory to each other but as what Dasko states, opinions vary from person to person and varying events and phenomena. Though there is still a gap between the English and French when it comes to bilingualism law, the smaller part of the mosaic, the immigrants and different people of different culture and race collectively known as the ethnic minorities, is not taking the same difficulty. Hypothetically, this must be more difficult because it deals with more different culture and more misunderstanding because of different languages. Two years after approving Official Language Act, the Multiculturalism Policy of 1971 is presented to the people (Dasko and Wardhaugh 199). This is in accordance to the governments multiculturalism within a bilingual framework (Wardhaugh 199). Included in this policy are the English and French so therefore all the residents have their minority group for all of us to remain equal though bilingualism is at work. This policy aims to do four things according to the governments compliance to the fourth volume of the Report of the Royal Commission on Bilingualism and Biculturalis m. First, it would provide support on cultures, provided the resources are available, that want to continue to develop and participate in development of Canada. Second, it would provide assistance for every cultural group to trounce cultural barricades to participate properly in Canadian society. Third, it would encourage creative activities to unite all Canadian cultural groups. Finally, it would provide ways and facilities for the immigrants to know any of Canadas official languages (Wardhaugh 199). As a member of the minorities, I am greatly convinced that our government is doing everything they can to meet the goals of the policy. One concrete example is the Folklorama Festival which enables every ethnic group in Winnipeg to showcase their own cultures and literature. This is also a way to unite all ethnic groups. Also recently, a cultural building for Filipinos (Philippine Cultural Center of Manitoba) was recently opened. I believe there are also cultural centers for other ethn ic groups of still being planned. Public acceptance on this policy is not a major problem for it increases its supporters as the years pass by. According to a statistics conducted by the Environics, they asked Canadians about their awareness of the multicultural policy (Dasko). It is growing until the 1990s when it fell and started to increase again at the last part of the 90s, and in 2002, 79 percent of Canadians are aware of the policy (Dasko). Then another survey is conducted if the Canadians approve or disapprove the multicultural policy. In the year 1989, the first time it was carried out, it is approved by 63 percent of people they asked. It then goes down during the early 1990s and going up again from mid 90s to 2002 (Dasko). It said on 2002, 74 percent of Canadians say they back up the policy of multiculturalism. These statistics shows that Canadians becomes more and more favourable of multiculturalism during the 1989- 2002 time frame (Dasko). The next questions asked concerns about the effects of the multiculturalism policy. The first one is Will the multicultural policy cause degradation on Canadian identity? 59 percent say it does not lead to deprivation of Canadian identity (Dasko). The second is Will the multicultural policy bring out more conflict involving racial and ethnic groups in Canada? 59 percent of the people asked say it will not bring out conflict among the racial and ethnic groups compared to 47 percent in 1997 and 41 percent in 1989. Only a third of Canadians say it will direct more conflict between groups (Dasko). The third one is not significant to this paper so I will jump into the fourth question which is Will the multicultural policy lead to greater national unity? (Dasko). The percentage increased from 46 percent to 65 percent from 1997 to 2002. The next significant question is Will multicultural policy contribute to a greater understanding between different groups in Canada? (Dasko). Again, the ma jority (77 percent) of Canadians say it does contribute to a better understanding between each groups. This is a giant leap for the Canadians who are still in search of their true identity because they show unity over approval of multiculturalism and sooner totally accept it as a part of their whole being. When the bilingualism and multiculturalism are put on together to form a mosaic, a true identity is formed. But for the past few decades, the French Canadians and English Canadians seem not aware of ethnic features they share together and assessment between their arguments and of those of other racial groups (Burnet 74). They do not know that they contribute on the cultural fortification of Canada (Burnet 67). The people must become aware of this and take this into safe keeping before it is too late (Burnet 67). However, there is a progress on this issue. In a survey conducted by Daskos party shows that most Canadians think bilingualism and multiculturalism collectively is significant for the Canadian identity. It is maybe due to improving relationships amongst the residents of Canada. The uneasiness towards the Indo-Pakistanis, Canadian Indians, Jews, Blacks and Orientals are declining according to a survey conducted during 1980s and also supported by the surveys about multicultural ism conducted recently as shown on previous paragraphs. It is also due to the increasing number of inter-racial marriage which results into sharing of cultures. Therefore, its outcome is a better understanding and appreciation of different cultures (Bibby 162- 169). When it comes to English- French relations as a huge and serious problem, in 1980s survey, it declined from 16 percent to 13 percent in Quebec and 12 percent outside Quebec (Bibby 162). The question now is why the result is not parallel to the popularity of bilingualism among the Canadians. Well, different people have different perspectives so we will not be able to know as long as we ask each Canadian. In conclusion, there is still a slight complexity about bilingualism in contrast to multiculturalism which has an increasing support among the Canadians. So Canada is still in process of making the mosaic. But the picture is becoming clear now as the government is trying its best to make the mosaic identity a reality with the help of the policies they are conducting. Thru these policies, each component is increasingly developing throughout the time. The only thing missing is the total support of all Canadians. Also, having different cultures and languages is not a hindrance on building a true identity. Instead, developing and preserving individual traits and cultures will serve as one of building blocks of Canadian identity. Here is a great passage concerning this by Sir Wilfrid Laurier: I want the marble to remain the marble; the granite to remain granite; the oak to remain the oak; and out of all these elements I would build a nation great among the nations of the world. (Burnet 71) This will not happen without the Canadians cooperation. Though the bilingualism issues slows down the process of making the mosaic, still the optimism among the Canadians on finding their true identity is on the mosaic idea. Let me state what Bibby says about Canada: One Canada, two languages and many cultures, complete with acceptance and respect of differences, comprise the national ideals (Bibby 159). This is already at hand; it only waits for the people to acquire. Bibby, Reginald W. Bilingualism and Multiculturalism: A National Reading. Ethnic Canada: Identities and Inequalities. Ed Leo Driedger. Toronto: Copp Clark Pitman, c1987. 158- 169. Breton, Raymond. Symbolic Dimensions of Linguistic and Ethnological Realities. Ethnic Canada: Identities and Inequalities. Ed Leo Driedger. Toronto: Copp Clark Pitman, c1987. 44- 63. Burnet, Jean. Multiculturalism in Canada. Ethnic Canada: Identities and Inequalities. Ed Leo Driedger. Toronto: Copp Clark Pitman, c1987. 65- 79. Cheadle, Bruce and Dan Dugas. Ideal of a Bilingual Canada Becoming Frayed by Ambivalence, Indifference. Canadian Press NewsWire Dec. 2004. Multiple Databases. ProQuest. University of Winnipeg Library, MB. 23 November 2005 Dasko, Donna. Public Attitude Towards Multiculturalism in Canada. Canadian Issues Summer 2004: 30. Multiple Databases. ProQuest. University of Winnipeg Library, MB. 23 November 2005 Elliott, J.L. Introduction Canada: Two Nations, Many Cultures?. Two Nations, Many Cultures: Ethnic Groups in Canada. Ed Jean Leonard Elliott. Scarborough, Ont.: Prentice-Hall of Canada, c1979. 1- 6. Laporte, Pierre E. and Stephen Richer. Culture, Cognition, and English-French Competition. Two Nations, Many Cultures: Ethnic Groups in Canada. Ed Jean Leonard Elliott. Scarborough, Ont.: Prentice-Hall of Canada, c1979. 75- 83. Wardhaugh, Ronald. Language and Nationhood: The Canadian Experience. Vancouver: New Star Books Ltd, 1983. Research Papers on Canadian MosaicQuebec and CanadaAssess the importance of Nationalism 1815-1850 Europe19 Century Society: A Deeply Divided EraThe Effects of Illegal ImmigrationAnalysis Of A Cosmetics AdvertisementAnalysis of Ebay Expanding into AsiaWhere Wild and West MeetEffects of Television Violence on ChildrenComparison: Letter from Birmingham and CritoRelationship between Media Coverage and Social and

Age Of Sexual Consent In California Essay Example | Topics and Well Written Essays - 1000 words

Age Of Sexual Consent In California - Essay Example There is no law in the State of California regarding sexual consent. What exists is the age wherein persons are given full legal capacity free from parental interference. The age of full legal capacity or consent is at the age of 18.In California, a person legally becomes an adult at age 18 and acquires most of the rights, privileges, responsibilities, and obligations of adulthood.athers; 16 year old boys pushed into having oral and anal sex; (3) information regarding sexual encounters or experience of 16 year olds will be divulged notwithstanding the effects that this may cause on the child's mental and social wellbeing. The child as a human being also has a right to privacy and should be spared the ridicule and ostracism 16 year olds are still children half way between adulthood and still being a child. The dictionary defines them as young and immature. They have bodies as developed as adults and still think and reason as children. They are immature and the fact that these children would experiment and desire to experience sex as what they have seen in the Dvd, without thinking of the possible repercussions of their actions in terms if STD's, HIV and even pregnancy is proof of their immaturity. The Dvd or other direct or indirect influences are not to blame for their actions. They will manipulate the use of technology to suit their innermost desires: â€Å"In every era, new technologies are always adapted to sexual uses (Klien, p. 6).†Admittedly these desires are normal. There is nothing wrong in keeping them in control until such time that these children would have grown and be ready to take responsibility for their actions. ... 6)." Admittedly these desires are normal. There is nothing wrong in keeping them in control until such time that these children would have grown and be ready to take responsibility for their actions. Admittedly, this is a part of their self expression. But even this self expression is rooted on how the individual actually behaves. "We can't understand the origins of human sexual expression without knowing more about how we actually behave (Fausto-Sterlin, p.18)." This further proves that the adolescent who behaves in an immature way is not ready to delve into the study of his/her very own sexuality. But to allow these 16 year old children to rampantly experiment is against the mandate given by the people to the State. They are still too young. In fact the benefits of the Alan Guttmacher Institutes' study, greatly favors the experimentation at an age wherein the subjects are ready: "Women who consistently used condoms within their casual relationships had a greater perceived ability to use condoms in difficult situations, expressed a greater need for intimacy within a relationship and were more motivated to have sex to please others or to express love than women who had unsafe casual sex (Alan Guttmacher Institute, p. 57)." This is at 18years old. The study was made among vocational students meaning those that were not in regular schooling for being advance in years. The average age was 18 years old. This proves that 18 year old young adults are mature enough to think and decide for themselves. This study further substantiates the stand of the State that maturity, legal consent and capacity should be retained at 18 years old. Who will protect these children Who will guide them to make the right choices Who is tasked to ensure that their rights

4 topics to chose from Essay Example | Topics and Well Written Essays - 750 words

4 topics to chose from - Essay Example He explains that if a person thinks then he/she exists. This he confirmed through the use of the use of senses, he concludes that thought go hand in hand with being conscious. As a demonstration of his principles of thought and doubt, he conducted an experiment using wax. In his demonstration, the wax has certain characteristics as informed by the brain but the wax loses its characteristics once it put before a flame (Descartes 28). The wax though melted is still the same thing but the brain through his thoughts informs him that the wax characteristics are different. The use of this experiment meant to remove all doubts and uncertainty and thus to ensure that thoughts are used in guiding an individual’s beliefs. Descartes was considered the father of modern philosophy since he constructed many philosophies in use today. As a result of his philosophy of doubts, he went ahead and constructed a system of knowledge. In his system of knowledge, Descartes admitted to disregarding perception as unreliable and only admitting to deduction as a method. Descartes also explained the existence of God through the fact that God gave him a working mind and senses. In his argument, Descartes argues that God provided him with a sensory system that did not intend to deceive him (Descartes 59). As a result, the sensory perceptions appeared to him were involuntary and he used his senses to explain the external World. According to Descartes, the external world was brought about by the need for material things (Watson 51). In essence, the scientific method can be considered as a process, in which one corrects himself and his previous knowledge, through continuous examination of truth, for the final aim of finding answers to questions. This examination of truth is what is referred to as doubt and skepticism by Descartes. Theoretically, the scientific method of thinking, as practiced by famous thinkers such as Galileo and Francis Bacon,

Nation of Islam Essay Example for Free

Nation of Islam Essay Malcolm X was born Malcolm Little in Omaha, Nebraska in 1925. He was born to a minister father that was a supporter of Black Nationalist Movement leader Marcus Garvey, which resulted in Malcolm experiencing discrimination and racial hatred from an early age. His father was killed and his home burned when Malcolm was young, and Malcolm was jailed in his early twenties after several run-ins with the law following his father’s death. He joined the Nation of Islam in while in prison, and when he was paroled in 1952 he was named the national spokesman for the Nation of Islam. Malcolm X was an outspoken, articulate, charismatic man that used television, radio, and every other form of media available to convey the Nation’s message. He preached for militant stance in the black community and for equal rights for African Americans, â€Å"by any means necessary†. This unwavering stance and militant attitude made some see Malcolm as a threat and he was followed under FBI surveillance until he was assassinated in 1965. He used his charisma and his steadfast beliefs to make the message of the Nation of Islam well known in America and to bring the issue of African American rights to the forefront of American consciousness. His mission later transformed from fighting for African American rights to fighting for equal human rights for every race, and he enforced the same militant stance with his new message. Mahatma Gandhi was a human rights leader like Malcolm X but he delivered his message in a very different way. Born Mohandas Karamchand Gandhi, he was given the name Mahatma because it means, â€Å"great soul†. He was born in British-ruled India and practiced law in South Africa which was also ruled by Britain. While in South Africa he began a twenty-year campaign for Indian freedom. Instead of X’s militant, unmoving approach, Gandhi practiced and taught the principles of non-violent resistance. He believed it was more honourable to be jailed for one’s cause than to create violence. He also practiced fasting as a way of conveying his message of peace and non-violence. He returned to India after twenty years and became the leader of the Indian Nationalist Movement. After India was declared independent in 1947, it was divided into India and Pakistan and the two countries rioted against one another. Gandhi began a fast to encourage the leaders to stop fighting. After he fasted for five days, the fighting stopped and the countries were at peace until Gandhi was assassinated shortly after. Until his death, Gandhi epitomized his message to, â€Å"Be the change you want to see in the world†. He saw no value in violence, and thought that the message of non-violence as a way of protest could bring tolerance, peace and unity more effectively than any violent act could. Despite the change in his place of residence and the political climate of his country he stayed true to his message of peace and unity.

Technology Enhanced Classrooms Essay -- Internet Learning Papers

Technology Enhanced Classrooms The era of The Information Age is upon us as educators to access, explore, utilize, and implement the use of the Internet. as a wonderfully innovative and valuable tool to use in the classroom for the purpose of teaching our students through the exploration of a vast territory of endless information, experiences, interactions, and unlimited ideas known as the Internet. Purpose: The purpose of this paper is to present a variety of computer and Internet techniques that can be utilized into the Information Age classroom and curriculum as a tool for teaching and learning in modern educational systems. Technology Enhanced Classrooms The era of The Information Age is upon us as educators to access, explore, utilize, and implement the use of the Internet as a wonderfully innovative and valuable tool to use in the classroom for the purpose of teaching our students through the exploration of a vast territory of endless information, experiences, interactions, and unlimited ideas known as the Internet. The purpose of this paper is to present a variety of computer and Internet techniques that can be utilized into the Information Age classroom and curriculum as a tool for teaching and learning in modern educational systems. In order to effectively use the Internet, one needs to grasp basic computer techniques that will enable the transition from traditional classroom practices to that of technology enhanced methods that will be exciting for educators and students alike. As educators endeavor to follow standards, core content, lesson objectives, and the like, we often get caught up in the routine methods of presenting lessons. The Internet offers more data than could ever be obtained... ... continue to be presented concerning Internet skills. Using the Internet to enhance your classroom is a direction that will create an entirely alternate method of teaching. Utilizing the implementation of Internet skills into subject plan will increase the interest atmosphere within the classroom thus resulting in a higher-level of comprehension as a result of students actually being a part of their educational experience. References Barksdale, K. (1999). Internet concepts & activities. Cincinnati: South-Western Educational Publishing. Cashman, T. J. (1995). Learning to use microcomputer applications. Danvers: International Thomson Publishing. Maran, G. (1995). Internet and World Wide Web simplified. Foster City: IDG Books Worldwide, Inc. Weixel, S. (1997). Personal computing essentials. Indianapolis: Labreque Publishing Services.

Night World : Spellbinder Chapter 1

Expelled. It was one of the scariest words a high school senior could think of, and it kept ringing in Thea Harman's mind as her grandmother's car approached the school building. â€Å"This,† Grandma Harman said from the front passenger seat, â€Å"is your last chance. You do realize that, don't you?† As the driver pulled the car to the curb, she went on. â€Å"I don't know why you got thrown out of the last school, and I don't want to know. But if there's one whiff of trouble at this school, I'm going to give up and send both of you to your Aunt Ursula's. And you don't want that, now, do you?† Thea shook her head vigorously. Aunt Ursula's house was nicknamed the Convent, a gray fortress on a deserted mountaintop. Stone walls everywhere, an atmosphere of gloom-and Aunt Ursula watching every move with thin lips. Thea would rather die than go there. In the backseat next to her, Thea's cousin Blaise was shaking her head, too-but Thea knew better than to hope she was listening. Thea herself could hardly concentrate. She felt dizzy and very untogether, as if half of her were still back in New Hampshire, in the last principal's office. She kept seeing the look on his face that meant she and Blaise were about to be expelled-again. But this time had been the worst. She'd never forget the way the police car outside kept flashing red and blue through the windows, or the way the smoke kept rising from the charred remains of the music wing, or the way Randy Marik cried as the police led him off to jail. Or the way Blaise kept smiling. Triumphantly, as if it had all been a game. Thea glanced sideways at her cousin. Blaise looked beautiful and deadly, which wasn't her fault. She always looked that way; it was part of having smoldering gray eyes and hair like stopped smoke. She was as different from Thea's soft blondness as night from day and it was her beauty which kept getting them in trouble, but Thea couldn't help loving her. After all, they'd been raised as sisters. And the sister bond was the strongest bond there was†¦ to a witch. But we can't get expelled again. We can't. And I know you're thinking right now that you can do it all over again and good old Thea will stick with you-but this time you ‘re wrong. This time I've got to stop you. â€Å"That's all,† Gran said abruptly, finishing with her instructions. â€Å"Keep your noses clean until the end of October or you'll be sorry. Now, get out.† She whacked the headrest of the driver's seat with her stick. â€Å"Home, Tobias.† The driver, a college-age boy with curly hair who had the dazed and beaten expression all Grandma's apprentices got after a few days, muttered, â€Å"Yes, High Lady,† and reached for the gearshift. Thea grabbed for the door handle and slid out of the car fast. Blaise was right behind her. The ancient Lincoln Continental sped off. Thea was left standing with Blaise under the warm Nevada sun, in front of the two-story adobe building complex. Lake Mead High School. Thea blinked once or twice, trying to kick-start her brain. Then she turned to her cousin. â€Å"Tell me,† she said grimly, â€Å"that you're not going to do the same thing here.† Blaise laughed. â€Å"I never do the same thing twice.† â€Å"You know what I mean.† Blaise pursed her lips and reached down to adjust the top of her boot. â€Å"I think Gran overdid it a little with the lecture, don't you? I think there's something she's not telling us about. I mean, what was that bit about the end of the month?† She straightened, tossed back her mane of dark hair and smiled sweetly. â€Å"And shouldn't we be going to the office to get our schedules?† â€Å"Are you going to answer my question?† â€Å"Did you ask a question?† Thea shut her eyes. â€Å"Blaise, we are running out of relatives. If it happens again-well, do you want to go to the Convent?† For the first time, Blaise's expression darkened. Then she shrugged, sending liquid ripples down her loose ruby-colored shirt. â€Å"Better hurry. We don't want to be tardy.† â€Å"You go ahead,† Thea said tiredly. She watched as her cousin walked away, hips swaying in the trademark Blaise lilt. Thea took another breath, examining the buildings with their arched doorways and pink plaster walls. She knew the drill. Another year of living with them, of walking quietly through halls knowing that she was different from everybody around her, even while she was carefully, expertly pretending to be the same. It wasn't hard. Humans weren't very smart. But it took a certain amount of concentration. She had just started toward the office herself when she heard raised voices. A little knot of students had gathered at the edge of the parking lot. â€Å"Stay away from it.† â€Å"Kill it!† Thea joined the periphery of the group, being inconspicuous. But then she saw what was on the ground beyond the curb and she took three startled steps until she was looking right down at it. Oh†¦ how beautiful. Long, strong body†¦ broad head†¦ and a string of rapidly vibrating horny rings on the tail. They were making a noise like steam escaping, or melon seeds being shaken. The snake was olive green, with wide diamonds down its back. The scales on the face looked shiny, almost wet. And its black tongue flickered so fast†¦. A rock whizzed past her and hit the ground beside the snake. Dust puffed. Thea glanced up. A kid in cutoffs was backing away, looking scared and triumphant. â€Å"Don't do that,† somebody said. â€Å"Get a stick,† somebody else said. â€Å"Keep away from it.† â€Å"Kill it.† Another rock flew. The faces around Thea weren't vicious. Some were curious, some were alarmed, some were filled with a sort of fascinated disgust. But it was all going to end up the same for the snake. A boy with red hair came running up with a forked branch. People were reaching for rocks. I can't let them, Thea thought. Rattlers were actually pretty fragile-their backbones were vulnerable. These kids might kill the snake without even meaning to. Not to mention that a couple of the kids might get bitten in the process. But she didn't have anything†¦ no jasper against venom, no St. John root to soothe the mind. It didn't matter. She had to do something. The redheaded boy was circling with the stick like a fighter looking for an opening. The kids around him were alternately warning him and cheering him on. The snake was swelling its body, tongue-tips flickering up and down faster than Thea's eye could follow. It was mad. Dropping her backpack, she slipped in front of the red-haired boy. She could see his shock and she heard several people yell, but she tried to block it all out. She needed to focus. I hope I can do this†¦. She knelt a foot away from the rattler. The snake fell into a striking coil. Front body raised in an S-shaped spiral, head and neck held like a poised javelin. Nothing looked so ready to lunge as a snake in this position. Easy†¦ easy, Thea thought, staring into the narrow catlike pupils of the yellow eyes. She slowly lifted her hands, palms facing the snake. Worried noises from the crowd behind her. The snake was inhaling and exhaling with a violent hiss. Thea breathed carefully, trying to radiate peace. Now, who could help her? Of course, her own personal protector, the goddess closest to her heart. Eileithyia of ancient Crete, the mother of the animals. Eileithyia, Mistress of the Beasts, please tell this critter to calm down. Help me see into its little snaky heart so I'll know what to do. And then it happened, the wonderful transformation that even Thea didn't understand. Part of her became the snake. There was a strange blurring of Thea's boundaries-she was herself, but she was also coiled on the warm ground, angry and excitable and desperate to get back to the safety of a creosote bush. She'd had eleven babies some time ago and had never quite recovered from the experience. Now she was surrounded by large, hot, fast-moving creatures. Big-living-things†¦ way too close. Not responding to my threat noises. Better bite them. The snake had only two rules for dealing with animals that weren't food. 1) Shake your tail until they go away without stepping on you. 2) If they don't go away, strike. Thea the person kept her hands steady and tried to pound a new thought into the small reptile brain. Smell me. Taste me. I don't smell like a human. I'm a daughter of Hellewise. The snake's tongue brushed her palm. Its tips were so thin and delicate that Thea could hardly feel them flicker against her skin. But she could feel the snake drop down from maximum alert. It was relaxing, ready to retreat. In another minute it would listen when she told it to slither away. Behind her, she heard a new disturbance in the crowd. ‘There's Eric!† â€Å"Hey, Eric-rattlesnake!† Block it out, Thea thought. A new voice, distant but coming closer. â€Å"Leave it alone, guys. It's probably just a bull snake.† There was a swell of excited denial. Thea could feel her connection slipping. Stay focused†¦. But nobody could have stayed focused during what happened next. She heard a quick footstep. A shadow fell from the east. Then she heard a gasp. â€Å"Mojave rattler!† And then something hit her, sending her flying sideways. It happened so fast that she didn't have time to twist. She landed painfully on her arm. She lost control of the snake. All she could see as she looked east was a scaly olive-green head driving forward so fast it was a blur. Its jaws were wide open-amazingly wide-and its fangs sank into the blue-jeaned leg of the boy who had knocked Thea out of the way.