Look Out! Its an Octopus!A Squid!The Son Of Hades! Professor Ramos Blog

Look Out! Its an Octopus!A Squid!The Son Of Hades! â€Å"How it lashes, how it thrashes, How if flashes, how it flails, How it dwarfs the greatest fishes, Even dwarfs the mighty Whales. Nothing living in the ocean Can enjoy a moment’s ease, For the Kraken has awakened at the bottom of the seas.†   (Prelutsky,1980)         Wait it can swallow a whale? Thats one big ass sea monster. It would have to be the biggest monster on the planet in order to â€Å"hunt for mighty vessels† or â€Å"choke a great leviathan with one squeeze   (Prelutsky, 1980).† The first mention of the Kraken dates all the way back to 1180. King Sverre of Norway at this time would tell tales and give warning to sailors of sea monsters that were dangerous and of these sea creatures the most dangerous of them all was the Kraken   (Gaither, 2012). This was a time when the sea was more of a mystery than it is now and there was so much unexplored and unmapped waters. Men would spend months on sea, sometimes even getting lost. With drinking water and food in low supply, and extreme weather conditions ranging from storms to extreme heat it is safe to say that a lot of the men at sea were not in their right mind. The stories and experience of these early voyages were influenced due to these factors and their perception and reality was blurred. They would come back with horror stories of various monsters and experiences that held only a small amount of reality (Salvador, 2016).          I dont know about you, but when I hear the word â€Å"kraken† immediately my mind paints an image of gigantic tentacles ripping apart a ship. The interesting part is that its never a modern day cruise ship, its always a wooden ship from a specific era in which parts of the world were still left undiscovered. Is this by coincidence? I think not. I believe the kraken has been burned into our minds as a monster from that era. Try   to imagine a kraken today. Can you picture it taking down a Carnival cruise ship? Maybe a Naval jet carrier? It’s difficult to paint these pictures because the kraken is a direct product of a time in which the sea itself was an unknown danger. In Monster Theses 1: The Monster’s Body is a Cultural Body, monster theorist Jeffrey Cohen explains that a monster’s creation is directly linked to the time and culture in which it was created. â€Å"The monster is born only at this metaphoric crossroads, as an embodiment of a certain cultural moment-of a time, a feeling a place.†(Cohen, Thesis 1) The time in which the Kraken was created was a time of uncertainty in regards to the sea. There was so much mystery about the sea, how deep it was, and most importantly what creatures, or monsters if you will, inhabit it. What makes the Kraken such a significant monster as it applies to Cohen’s first thesis, is that all of these cultural factors regarding the mystery of the sea are still just that, mysteries. Although we immediately imagine the kraken in an ancient setting, the possibilities of a current kraken are still there and left unexplored in modern films. This could possibly be because the kraken has such a strong connection to the specific cultural moment in which it was created.         Living in the deepest parts of the ocean in most description, the kraken is a product of parts of the ocean left unexplored. Modern technology has taken us all the way to the moon, however we have been unable to reach the very bottom of the ocean floor on our own planet. We have yet to find aliens in space, but we haven’t explored enough to determine if they in fact exist. This same idea applies to the sea. Do we know that the kraken is just a legend? Is it possible that there are things beyond our knowledge sleeping on the floor of the darkest and deepest parts of the ocean? We can’t answer any of these questions with full certainty. The kraken, regardless of it being a product of imagination or fact, is a warning of the unknown that lies in our own planet. Perhaps it is stories and modern variations of the kraken that have stopped us from answering the questions the ocean holds. Monster theory has taught us that a monster serves as a warning to the unkno wn and that it embodies the ideas that scare us so that we will not look any deeper into them(Cohen, 5). Perhaps we fear waking the beast that could potentially be so large as to be mistaken for a mile long piece of land. After all we were able to build technology that allows us to breath in space but we can’t figure out technology to take us to the lowest depths of the ocean floor. Or maybe we can and we don’t? The kraken’s warning of the unknown is undeniable, and if kraken could be imagined to be down there, we can only assume there are frightening hybrid creatures dwelling with it. The potential for monstrosity on our own planet spans far beyond that of space. â€Å"To modern science, the deep sea is an alien world cradling unknown life.† (Alder, 2018)   The idea of the kraken existing is not that far out as we continue to discover new forms of life in our oceans every year that were previously unrecorded. Sometimes we are even able to connect them to the ideas of the monsters in legends and myths. Although a kraken has yet to be discovered, the possibility of its existence is still there and the different imagery we have in film and television of this monster adds to our fears and anxieties.          The kraken takes on a reimagined look that strays from early descriptions we may have had in the film ‘Clash of the Titans’ where we see a sea creature hybrid that holds human-like characteristics. â€Å"Clash of The Titans† gives us a classic story of a hero, Perseus, son of the god Zeus, fighting Zeus’ brother and god of the underworld Hades. In the film, Hades is explained to have created the Kraken and uses him as a weapon in this war of gods. We receive narration throughout the film explaining just how the kraken came to be. â€Å"Zeus convinced his brother Hades, to create a beast so strong it could defeat their parents. And from his own flesh, Hades gave birth to an unspeakable horror, The Kraken.†(Clash of the Titans, 2010) I personally could not think of a monster more scary than one that is birthed from the flesh of the god of the underworld. Although most descriptions of the kraken early on can be written off as a giant squid or an octopus, the reimagining of the kraken is a mixture of various creatures. In â€Å"Clash of The Titans† we see that the kraken stands upright with a full torso, a head, a face, and arms in addition to its massive tentacles. Kraken is some sort of humanoid cephalopod hybrid in this adaptation. The combination of human-like features on a sea monster makes this monster that much more frightening because we are unable to classify it as just a giant squid or anything else. I believe they used this strategy to replace the image we may have had of the kraken and create something less predictable and more ferocious. Monster theory three shows us that a monster can not be defined by a specific class, it can be a combination of a few different species, or hold characteristics that cross the lines of all characteristics. So just to paraphrase this interpretation of the Kraken is part Hades, god of the underworld, part cephalopod, part who knows what else but definitely something evil and monstrous that has the ability to crush entire cities and craves the flesh of humans. The issue I have with this interpretation of the Kraken is that all it took to kill it was the head of Medusa. We see the Kraken stare into her eyes and begin to turn to stone even though he is a goliath of a creature. I feel like a creature so evil, born of Hades flesh, should have had a bit more of a fight and a more complex demise then just turning to stone especially since it has arms in addition to its tentacles and just towers over the city as if it were a set of legos. I would like to believe that the kraken could not be so easily defeated and for this, I give â€Å"Clash of the Titan’s† interpretation of the kraken a two out of five. One point for monster thesis nu mber three being present in its physical features, and one point for the cool, fear-inducing creation story.         Although redefining the appearance of the kraken is one way to scare an audience, another way would simply be to perfect the classic description with an addition of one unforgettable and unexpected feature and this is exactly what we got in the film â€Å"Pirates of the Caribbean.†   and this is exactly what we found . Jack Sparrow, the legendary drunk and untrustworthy pirate, finds his greatest fear in the beast that sleeps on the bottom of the ocean floor in The Pirates Of The Caribbean trilogy. The other-worldly pirate Davy Jones keeps the kraken as his sleeping pet, only woken in the most extreme cases to do Jones’ bidding. Sparrow finds himself on the wrong side of the seas when he is marked with â€Å"the black spot† by Jones. The black spot enables the Kraken to find Sparrows exact location upon being woken from its slumber. Before we even get a glimpse of the kraken in the film we are threatened with the monsters capabilities and unimagin able strength. â€Å"A fearsome creature with giant tentacles that’ll suction your face clean off, and drag an entire ship down to the crushing darkness. The Kraken. They say the stench of its breath is†¦(shudders) Imagine, the last thing you know on God’s green earth is the roar of the Kraken and the reeking odor of a thousand rotting corpses. If you believe such things.† -Pirate Gibbs. (Pirates Of The Caribbean, 2016 ) The kraken clearly has a reputation in this world the film has created which is why Sparrow spends the duration of the movie dodging the Kraken and trying to come up with a way to evade the monster’s promise of a watery grave. We see a peak of the Kraken as it demolishes ships in less than a minute. It seems to park its unidentifiable body underneath Naval ships and with absolute silence we see the larger than life tentacles breech the ships sides and in an almost effortless swoop, the ship is completely submerged with no trace of the catastrophe. At this point we assume from the verbal descriptions and the tentacles that this Kraken is just a giant squid or Octopus. Although a giant squid would still be more than enough to freak me out, I am still able to classify it which takes away from this films variation fitting into monster thesis three. It is not until a monumental moment in the climax of the film where we actually see the kraken surface in full to feast on Jack Sparro w. Upon its emergence we get a glimpse at a huge mouth filled with rows upon rows of sharp and salivating teeth. This kraken is able to extend its mouth open in a way that is fitting of the earliest descriptions of the kraken in which sailors describe it as being able to open its mouth wide enough to swallow an entire vessels and whales(Salvador, 2016). At this moment in the film we immediately throw all the classifications of the kraken being a giant version of a sea creature out the window and it is here when it becomes the monster that we can no longer classify. The delayed reveal of this creature plays a trick on our minds leading us to believe we know what it is and then all of a sudden we are greeted by a monstrous reveal of the beastie, as Sparrow calls it. We begin to question our assumptions of the monster which monster theorist Jeffrey Cohen explains in the third monster thesis. â€Å"Generally: they are disturbing hybrids whose externally incoherent bodies resist attempt s to include them in any systematic structuration.† Cohen’s observation can be easily broken down as I watched the slow reveal of the Kraken. I thought I had it all figured out, its just a giant squid and then, bam, where in the hell did all those teeth come from? And how in the hell is this thing able to just swallow a ship whole? Its a freakish creature that dwells below and the fear it has struck in the characters suddenly make sense. This kraken in my opinion is the kraken of all krakens. Although we see it die in the film, it took an entire naval fleet to kill it not just some head of a snake lady. This kraken kicked ass and took names before meeting its demise. It swallowed multiple ships effortlessly, it was revealed to us in a way that kept it mysterious and surprising, and it ate the main character of the entire Pirates of the Caribbean franchise. If this kraken were to fight the kraken from â€Å"Clash of the Titans† it would clearly kick its ass, but t hen again the tiny head of snake lady was able to kick its ass so maybe thats not saying much.         The kraken is said to sleep on the bottom of the ocean floor, and maybe thats where its been all this time that it hasnt been portrayed in a present day or modern way. The few versions we have been given of this beast are enough to prove just how monsterous the kraken truly is. We are never able to understand exactly what it is as it is product of the sea in which we have left unexplored. Its physical features, although sometimes recognizable, are mutated and horrific. It has been portrayed mainly in films and stories set in an era in which it was created. In this era the world as a whole was a new place and it was easy for our minds to create monsters out of pieces of reality. We have explored the planet since then which is perhaps why the role of the kraken as a monster has gone underrepresented. If you ask me we have forgotten the most important thing that defines kraken as just that, even in todays world. The kraken is a warning of what we dont know and what we have left unexplored on our own planet. The monster possibilities under the sea are endless because of our ignorance or perhaps our fear of knowing. Fear, anxiety, and potential of unfathomable monstrosities manifests in the legend of the kraken. I believe this monster is severely underrated and severely underrepresented in todays culture. I suppose the kraken is out there sleeping on the ocean floors and we be wary of the day it wakes and confronts us with our fears that we seem to have forgotten of the unknown parts of our very own planet. ANNOTATED BIBLIOGRAPHY Alder, Emily. Kraken. The Ashgate Encyclopedia of Literary and Cinematic Monsters, Jeffrey Andrew Weinstock, Ashgate Publishing, 1st edition, 2014. Credo Reference, https://search.credoreference.com/content/entry/ashgtmonster/kraken/0?institutionId=5312. Accessed 17 Jul. 2018. This is a detailed analysis of the history of the Kraken.   The author compares the very first documented descriptions of the kraken with other newer variations of the kraken. There is also an in depth analysis of the different names the kraken has in different cultures. I will be using this source to pull various krakens to compare. I will also be using some of the cross examinations. This source is credible because it is a scholar journal found on credo. Sea Serpent. Gaithers Dictionary of Scientific Quotations, edited by Carl C. Gaither, and Alma E. Cavazos-Gaither, Springer Science+Business Media, 2nd edition, 2012. Credo Reference, https://search.credoreference.com/content/entry/sprgaithers/sea_serpent/0?institutionId=5312. Accessed 29 Jul. 2018. This source summarizes early tales of the kraken and its origins. I will be using this source to understand how we created the monster. I will tie this in to monster theory centered around the monsters being a product of the era in which they were originated. Alder, Emily. Sea Monsters. The Ashgate Encyclopedia of Literary and Cinematic Monsters, Jeffrey Andrew Weinstock, Ashgate Publishing, 1st edition, 2014. Credo Reference, https://search.credoreference.com/content/entry/ashgtmonster/sea_monsters/0?institutionId=5312. Accessed 29 Jul. 2018. This source gives a detailed background specifically around the origin of various sea monsters. Although the kraken is not mentioned in this academic journal, the observations about the unexplored sea can be applied to my essay. I will use these observations to explain how the kraken is a product of our fears of the unknown associated with the sea. Prelutsky, Jack. â€Å"The Kraken.† 1992 https://www.poets.org/poetsorg/poem/kraken#. Accessed 17. Jul. 2018. This is   poem written about the Kraken.   I will use this source as one of the examples of the kraken that I am examining. Although it is just a short poem it is still very descriptive in its appearance. I will also use this in my introduction. Salvador, Rodrigo Brincalepe. â€Å"The Real-Life Origins of the Legendary Kraken.† The Independent, Independent Digital News and Media, 4 Jan. 2016, independent.co.uk/news/science/kraken-the-real-life-origins-of-the-legendary-sea-monster-a6796241.html. This is an article that once again details the origin of the kraken however this time the reference of the actual journals is being used. I will use this to explain the fear and anxiety the kraken actually created during this time. This will help me link the kraken to the monster theory that talks about monsters being a specific product of a moment in time or era. Leterrier, Louis, director. Clash of the Titans. Warner Bros., 2010. I will be using the version of the kraken from Clash of the Titans to analyze. Bruckheimer, Jerry, et al. Pirates of the Caribbean, Dead Mans Chest. Buena Vista, 2006. I will be using this version of the kraken from Pirates of the Caribbean to analyze. Cohen, J Jeffrey. â€Å"Monster Culture (Seven Thesis) Monster Theory: Reading Culture, 1996 pp. 3-20 This is the source of the monster thesis which I will be incorporating to analyze and evaluate the kraken. I will compare monster thesis 1, 3, and 5 to the kraken and explain how these theories apply to it.  

Please Don't Let Me Die Assignment Example | Topics and Well Written Essays - 500 words

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Business-to-Business (B2B) and Business-to-consumer (B2C) - Essay Example Business-to-Business (B2B) and Business-to-consumer (B2C) are two types of e-businesses found on the Internet. E-commerce is an umbrella term used for all business done online but when close studied there are some technical differences which set of type of business apart from another. B2B is the business where both parties are organizations or companies working with each other for some kind of mutual benefit such as Skillbay.com. An example of this would be industrial suppliers or manufacturers who sell to a business that eventually takes final goods to the customers. Whereas most other sites would fall in the category of B2C since organizations are selling their services or products to consumers. Examples include Amazon.com and Walmart.com.The main difference between a B2B and a B2C is that of who purchases at the other end, whether it's the consumer or a business buyer as defined earlier. The other difference is the complexity of the business-to-business setup as compared to a busi ness to consumer setup. Supply chain management gets involved with in a business-to-business setup making the online process all the more complicated. And then there is also an issue of security that needs special consideration in business to business as compared to the business to consumer e-commerce. The other differences could be the negotiation and integration. Negotiation means bargaining prices and in case of business-to-business selling the most important thing is a negotiation.... While the business to consumer seems very easy as the any online retail store would just has to upload a catalog with prices and specification, the negotiation part involves another complexity within the business to business setup and that is of integration. There needs to be integration between the seller and the buyer system for effective business-to-business e-commerce to take place. At times, the buying company could not integrate with the selling company and vice versa which makes the transaction difficult to handle. Channel integration was also a problem for the business to consumer e-commerce in the earlier phase of e-commerce development as a lot of stores declined to connect their Web companies through the internal back office systems. Many companies rejected in an effort to build up a distinct Web unit and articulated much about the efforts of those who approached them as cannibalization of present sites. However, as it proved it was much of a fear than the actual eating up and companies like the Gap without delay adjusted to the new system in order to let customers do online transactions and in case of any default return the products back to the physical retailer. This opportunity and ease pulled out many fears of the customers of an online shopping system and in turn increased online sales as there could be more effective follow-up system online and the order management would be handled more effectively. This not only gave confidence to the online shopper but also increased the value of th e products and services they purchased. There are various ethical and legal regulations to follow when these businesses are started. Like any other business, online organizations have a responsibility towards their clients and this includes

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Childcare Orientation Package Essay Introduction Child Care in Ontario Child Care Licensing in Ontario Role of the Operator The Director under the Day Nurseries Act Role of Program Advisors The Application Process Planning and Design Guidelines for Child Care Centres Obtaining a Licence Health Canada – Product Safety Program Duration of Licensing Process Types of Licences Child Care Licensing Website Child Care Service System Managers 4 5 5 6 6 7 7 9 9 10 10 10 11 11. Summary of Licensing Requirements for Day Nurseries Organization and Management Staff Qualifications Health Assessments and Immunization Number and Group Size Criminal Reference Checks Building and Accommodation Equipment and Furnishings Policies and Procedures Playground Requirements Inspections Insurance Requirements Fire Safety and Emergency Information Health and Medical Supervision Nutrition 13 13 13 13 14 15 15 17 17 18 19 19 19 20 21 2. Behaviour Management Enrolment Records Program 22 23 23 Summary of Licensing Requirements for Private-Home Day Care Agencies Organization and Management Numbers of Children Criminal Reference Checks Building and Accommodation Equipment and Furnishings Policies and Procedures Inspections Insurance Requirements Health and Medical Supervision Nutrition Behaviour Management Enrolment Records Program Health Assessments and Immunization 25 25 25 27 27 27 28 28 29 29 30 31 32 32 33. Conclusion Glossary of Terms (Appendix 1) Things to Look Into Before Applying for a Licence to Operate a Day Nursery or a PrivateHome Day Care Agency (Appendix 2) Ministry of Children and Youth Services Regional Offices (Appendix 3) Child Care Service System Managers (Appendix 4) 34 35 36 37 38 3 INTRODUCTION One of the goals of the Ministry of Children and Youth Services is to help support social and economic development in Ontario by investing in and supporting an affordable, accessible and accountable child care system which helps benefit children, their parents and caregivers, and the broader community. The early learning and child care system in Ontario should: †¢ be accessible, affordable and inclusive †¢ care for children in a safe, nurturing environment †¢ foster early childhood development †¢ help support early learning and readiness for school †¢ be flexible and provide choice †¢ support children and their families †¢ provide appropriate standards of child care †¢ provide supports for parents in financial need, who are employed, in training, or involved in other employment activities †¢ support economic growth, and †¢ work in partnership with others involved in Ontario’s  early learning and child care system. This Orientation Package has been designed to provide individuals who are interested in obtaining a licence to operate either a day nursery (also known as child care centres) or a private-home day care agency in the Province of Ontario, with practical information and advice. The following information is included in this package: †¢ the process for obtaining a licence †¢ a summary of the licensing requirements to operate a day nursery or a private-home day care agency under the Day Nurseries Act †¢ a glossary of terms (Appendix 1) †¢ information to assist you in considering your decision to apply for a licence to operate either a day nursery or a private-home day care agency (Appendix 2) †¢ a list of the Regional Offices of the Ministry of Children and Youth Services (Appendix 3), and †¢ a list of the Child Care Service System Managers responsible for planning and managing the delivery of child care services throughout Ontario (Appendix 4). 4 CHILD CARE IN ONTARIO The child care system in Ontario consists of a range of services for families and their children, including licensed day nurseries and private-home day care which provide supports to children and their families. The Day Nurseries Act requires any premise that receives more than five children under the age of 10 years, not of common parentage (children who have different parents), for temporary care and guidance, to be licensed as a day nursery. A person may provide informal child care to five children or less under the age of 10 years who are not of common parentage (children who have different parents), in addition to his/her own children, without a licence. This number may not be exceeded, regardless of the number of adults present or on site. When a person provides in-home child care at more than one location or co-ordinates the provision of care at more than one site, a licence to operate a private-home day care agency is required. It is an offence to establish, operate or maintain a day nursery or private-home day care agency without a licence. On conviction, the fine is up to $2,000 for each day the offence continues, or imprisonment for a term of not more than one year, or both. Ministry staff have the responsibility to follow-up on all complaints about child care being provided without a licence. CHILD CARE LICENSING IN ONTARIO The Ministry of Children and Youth Services is responsible for the Day Nurseries Act and issues licences to operators of child care programs. There are two types of licensed child care programs: day nurseries and private-home day care agencies. In the Day Nurseries Act and in this package, child care centres are referred to as day nurseries. Day nurseries may include nursery schools, full day care, extended day care, and before and after school programs. 5. Private-home day care agencies arrange or offer home day care at more than one home. Care is provided to five children or less, under 10 years of age in a private residence other than the home of the parent/guardian of the child. Homes are monitored by the agency. Role of the Operator Operators have responsibility for the operation and management of each day nursery or private-home day care agency, including the program, financial and personnel administration of the program. Operators of licensed day nurseries and private-home day care agencies are required to achieve and maintain compliance with the standards set out in Ontario Regulation 262 under the Day Nurseries Act at all times. The Day Nurseries Act and Ontario Regulation 262 are available through: Publication Services 777 Bay Street, Market Level, Toronto, Ontario M5G 2C8 416-585-7485 or 1-800-668-9938 The Day Nurseries Act is available on the ministry’s website at: http://www. elaws. gov. on. ca/html/statutes/english/elaws_statutes_90d02_e. htm. Ontario Regulation 262 under the Day Nurseries Act is available online at: http://www. elaws. gov. on. ca/html/regs/english/elaws_regs_900262_e. htm#37. (1). The Director under the Day Nurseries Act Child care licences are issued by a â€Å"Director† who is an employee of the Ministry of Children and Youth Services, appointed by the Minister for the purpose of the Day Nurseries Act. The Director reviews all documents required for licensing, approves and signs the licence. The Director has the authority to refuse to issue a new licence if: †¢ the applicant or any of the officers, directors or employees of the applicant are not competent to operate a day nursery or privatehome day care agency in a responsible manner in accordance with the Day Nurseries Act 6 †¢ the past conduct of the applicant affords reasonable grounds for the belief that a day nursery or private-home day care agency will not be operated in accordance with the Day Nurseries Act, or the building in which the applicant proposes to operate the day nursery or provide private-home day care does not comply with the requirements of the Day Nurseries Act. †¢ In addition, if there are grounds, the Director may refuse to renew or revoke an existing licence. The Director may also issue a direction and temporarily suspend a licence if there is an immediate threat to the health, safety or well-being of the children. An applicant or licensee is entitled to a hearing before the Licence Appeal Tribunal. Role of Program Advisors Program Advisors, Ministry of Children and Youth Services staff designated under Section 16 of the Day Nurseries Act, are responsible for inspecting day nurseries and private-home day care agencies to enforce licensing requirements. In some regional offices, this position is referred to as Licensing Specialist. Program Advisors are responsible for assessing whether the operator has met the licensing requirements before an initial licence is issued. Unannounced inspections are conducted by Program Advisors for licence renewals on an annual basis or more frequently for a shorter term licences. In addition, Program Advisors conduct unannounced inspections in response to complaints related to licensed child care programs and to monitor operators who have difficulty maintaining compliance with licensing standards. The Ministry of Children and Youth Services also responds to complaints from the public pertaining to persons who are alleged to be operating without a licence (i. e. caring for more than five children under 10 years of age, not of common parentage, without a licence). The Application Process An individual or corporation can apply for a licence to operate a day nursery or a private-home day care agency. (Licences cannot be issued to partnerships. ) 7 Types of operators include: †¢ an individual †¢ corporations (non-profit and for-profit) †¢ municipalities †¢ community colleges †¢ churches, or †¢ Bands and Councils of the Band. The prospective operator contacts the local Regional Office (see Appendix 3) to request an application package and confirm the information required before proceeding with the next steps in the licensing process. Prior to requesting an initial site inspection for a day nursery (a visit to determine if the space is appropriate), the operator submits the completed application form to the Regional Office, as well as: †¢ †¢ †¢ written verification from the zoning authority confirming the location is approved for use as a child care centre detailed floor plans, and detailed site plans of the proposed location. These plans must include room measurements, window measurements (actual glass area), location of fixed cabinets (counters and storage areas) and fenced outdoor playground space dimensions (if required). Please note that effective July 1, 2005, as part of regulatory changes to the Ontario Building Code, all building or renovation plans for a day nursery must be reviewed and approved by the Ministry of Children and Youth Services prior to a municipality issuing a building permit. It is the operator’s responsibility to determine whether the location will meet zoning, building, fire and health requirements. Written verification must be submitted to the regional office confirming that these requirements have been met prior to a licence being issued. The fee for a new licence is $15; the renewal fee is $10. If a licence renewal is submitted to the ministry after the licence expiry date, the late fee is $25. 8 Planning and Design Guidelines for Child Care Centres This guide provides information about the planning, design and renovation of licensed child care centres. It is intended to be used by persons involved in the site selection, design, and operation of a child care centre in the province of Ontario. This guide is available through the local MCYS Regional office and on the ministry’s website at http://www. children. gov. on. ca/mcys/english/resources/publications/be ststart-planning. asp. (Alternately, from the ministry’s home page at http://www. children. Gov. on.ca, you can follow the links to Best Start, then Best Start resources, then Planning and Design Guidelines for Child Care Centres. ) Obtaining a Licence To obtain a licence, applicants must demonstrate compliance with the requirements set out in Regulation 262 of the Day Nurseries Act in a number of areas including: confirmation of compliance with municipal zoning, building, fire and health requirements; the suitability of the building; availability of equipment and furnishings; conformity with space requirements and playground standards; maintenance of staff/child ratios for various age groups; staff qualifications; nutrition; appropriate behaviour management; programming and insurance. Private-home day care agencies must demonstrate compliance with the requirements set out in Regulation 262 of the Day Nurseries Act in a number of areas including: staffing and training; policies and procedures; records of inspections of providers’ homes; availability of equipment and furnishings; appropriate behaviour management and insurance. The Program Advisor makes a recommendation to the Director under the Day Nurseries Act about the issuance of a licence based on their assessment of compliance with the requirements of the Day Nurseries Act and ministry policy. The Director decides whether to issue a licence and the type and term of licence to be issued. The Director may add terms and conditions to the licence. The operator is required to comply with the terms and conditions of the licence as well as the requirements of the Day Nurseries Act and ministry policy. 9 Operators must apply for a licence renewal prior to the expiry date of the current licence. Licences may be issued for a period of up to one year if all licensing requirements are met. Health Canada – Product Safety Program Health Canada helps protect the Canadian public by researching, assessing and collaborating in the management of the health risks and safety hazards associated with the many consumer products, including children’s equipment, toys and furnishings, that Canadians use everyday. Through their Product Safety Program, Health Canada communicates information about juvenile product hazards and recalls to protect children from avoidable risks. Advisories and warnings, juvenile product recall notices, food recalls and allergy alerts are posted on the Health Canada website. The Consumer Product Recalls webpage can be accessed at http://209. 217. 71. 106/PR/list-liste-e. jsp. Health Canada offers an electronic newsletter so that the public can receive updates when consumer advisories and warnings, juvenile product recalls, and consultation documents regarding consumer product safety are posted on the Health Canada Web site. As a prospective operator, you are encouraged to register on line for this service at: http://www. hc-sc. gc. ca/cps-spc/advisories-avis/_subscribeabonnement/index_e. html. Duration of Initial Licensing Process It may take up to 6 to 12 months to open a new day nursery or private-home day care agency depending on a number of factors, including the extent of the renovations, the incorporation of a corporation, the purchasing of equipment, the hiring of a supervisor or home visitors, the recruitment of staff, the development of policies and obtaining all required approvals. Types of Licences †¢ Regular licence – may be issued for up to 1 year if the operator was in compliance with licensing requirements when last inspected. 10 †¢ Regular short-term licence – issued at the discretion of the Director routinely issued to new licensees (generally for a period of up to six months) or when more frequent licensing visits are appropriate to support ongoing compliance. Regular licence with terms and conditions terms and conditions are requirements prescribed by a Director and are additional to the requirements of the Day Nurseries Act. They may reflect circumstances specific to the operation, such as half day or 10 month service. They may also be in place to minimize the recurrence of a non-compliance, such as incomplete staff medical records. Provisional licence – When Day Nurseries Act requirements have not been met and the operator requires time to meet requirements, a provisional licence (generally for a period up to three months) may be issued. This licence gives the operator a period of time to meet licensing requirements. Copies of a letter indicating that a provisional licence has been issued and a summary of the non-compliances are sent to the centre for distribution to parents. The summary of non-compliances will also appear on the Child Care Licensing Website. †¢ †¢ Child Care Licensing Website MCYS has launched the Child Care Licensing Website to provide parents with information about licensed child care in Ontario. The site is accessible at http://www. ontario. ca/ONT/portal51/licensedchildcare. A search tool allows parents to search for child care by city, postal code, type of program, age group, program name, operator name and language of service delivery. The site also provides the status of the licence and the terms and conditions of the licence for any licensed program parents might be considering or about which they might be concerned. Once a licence is issued, the information appearing on the licence of the program will be available on the website. Child Care Service System Managers The child care system is managed at the municipal level by fortyseven Consolidated Municipal Service Managers (CMSMs) /District 11 Social Services Administration Boards (DSSABs). Each service system manager has responsibility for planning and managing a broad range of child care services, including fee subsidy, wage subsidy, family resource centres and special needs resourcing. Prospective operators should contact their local child care service system manager (see Appendix 4) to discuss the need for child care in the area being considered and for information about funding and fee subsidy. 12 DAY NURSERIES ACT SUMMARY OF LICENSING REQUIREMENTS FOR DAY NURSERIES Day nurseries are centre-based programs and can include nursery schools, full day child care, extended day and before and after school programs. Organization and Management The operator of the day nursery is responsible for maintaining compliance with the Day Nurseries Act and ministry policy. This includes responsibility for the operation and management of the program and financial and personnel administration. A qualified supervisor who directs the program and oversees the staff is required for each child care centre. This person must have a diploma in Early Childhood Education, or other academic qualifications which are considered equivalent, and have at least two years experience in Early Childhood Education. The supervisor must also be approved by the Director under the Day Nurseries Act. Staff Qualifications †¢ The supervisor must have a diploma in Early Childhood Education or equivalent qualifications, with two years experience and must be approved by the Director under the Day Nurseries Act. †¢ One staff with a diploma in Early Childhood Education or equivalent qualifications must be hired for each group of children. Health Assessments and Immunization †¢ Staff immunization/health assessment, as required by the local medical officer of health, must be completed before commencing employment. 13. Number and Group Size Number of Staff required for a Day Nursery Other than a Day Nursery for Children with Disabilities Ratio of Employees to Children 3 to 10 1 to 5 Maximum Number of Children in a Group 10 15 Group Age of Children in Group Infant Toddler Under 18 months of age 18 months of age and over up to and including 30 months of age more than 30 months of age up to and including 5 years of age 44 months of age or over and up to and including 67 months of age as of August 31 of the year 56 months of age or over and up to and including 67 months of age as of August 31 of the year 68 months of age or over as of August 31 of the year and up to and including 12 years of age Preschool 1 to 8 16 Junior Kindergarten 1 to 10 20 Senior Kindergarten 1 to 12 24 School age. 1 to 15 30 †¢ All children must be supervised by an adult at all times. †¢ Ratios are not permitted to be reduced at any time for children under 18 months of age. †¢ Ratios are not to be reduced on the playground. 14 †¢ Where there are six or more children over 18 months of age or four or more children under 18 months of age in attendance, there must be at least two adults on the premises. †¢ Staff/child ratios may be reduced to 2/3 of the required ratios during the periods of arrival and departure of children and during the rest period, with the following exceptions: †¢ †¢ when children are under 18 months of age on the playground with any age group. †¢ In a full day program operating six or more hours in a day, for the purposes of staffing, the period of arrival is not to exceed two hours after the opening and the period of departure is not to exceed two hours before the closing of the day nursery. †¢ In half day nursery school programs and school age programs, the period of arrival is not to exceed 30 minutes after the opening and the period of departure is not to exceed 30 minutes before the closing of the day nursery. Criminal Reference Checks Individuals and directors of a corporation applying for new licences will be required to submit a criminal reference check to their local Ministry of Children and Youth Services Regional Office as part of the licence application. In preparation for the initial licensing visit, the operator of the day nursery is required to develop a criminal reference check policy for all full and part time staff working with the children, as well as for volunteers. Additional information about the Ministry of Children and Youth Services criminal reference check policy is available from Regional Offices. Building and Accommodation Each day nursery must: †¢ comply with the requirements of applicable local authorities i. e. zoning and building department, medical officer of health and fire department †¢ comply with the requirements of the Safe Drinking Water Act, 2002, O. Reg. 170/03, where applicable. These provisions only apply to designated facilities with drinking water systems where 15 the water is not provided through service connections with a municipal residential water system. The requirements of this regulation are available from the Ministry of the Environment’s website at http://www. ene. gov. on. ca/envision/gp/5361e. pdf †¢ comply with the requirements for lead flushing and water sample testing (where applicable) under the Safe Drinking Water Act, 2002, O. Reg. 243/07. The requirements of this regulation are available from the Ministry of the Environment’s website at http://www. ontario. ca/ONT/portal51/drinkingwater/General? docId= 177450lang=en †¢ comply with the requirements of the Smoke-Free Ontario Act. †¢ have designated spaces for washing, toileting and separate storage areas for toys, play materials and equipment †¢ have designated space for eating and resting, preparation of food if prepared on premises or a food service area if food is catered (prepared off premises by a food catering company and delivered to the centre), a fenced playground (see page 15), storage for beds, a staff rest area and an office area if the program operates for six or more hours †¢ have play space of at least 2. 8 square metres (30 square feet) of unobstructed floor space for each child, based on the licensed capacity †¢ have separate play activity rooms for each age grouping. A separate sleep area for infants is also required †¢ have rooms on or below the second floor where the rooms are for children under six years of age †¢ have a clear window glass area equivalent to 10% of the available floor area for each play activity room for a program that operates for six or more hours in a day. 16 Equipment and Furnishings Each day nursery must have: †¢ an adequate number of toys, equipment and furnishings for the licensed capacity. The toys, equipment and furnishings must be age appropriate and include sufficient numbers for rotation as well as for gross-motor activity in the playground area †¢ infant and toddler diapering areas that are adjacent to a sink †¢ cribs or cradles that meet the requirements of the Hazardous Products Act, for infants, and cots for older children †¢ equipment and furnishings which are maintained in a safe and clean condition and kept in a good state of repair †¢ a telephone or an alternative means of obtaining emergency assistance that is approved by the Director †¢ Where children are transported in a day nursery vehicle, child seating and restraint systems are used that meet the requirements of the Highway Traffic Act, O. Reg. 613. Policies and Procedures Every operator must develop the following policies and procedures: †¢ Fire evacuation procedures †¢ Sanitary practices †¢ Serious occurrence policy, including child abuse reporting procedures †¢ Criminal reference check policy †¢ Medication policy †¢ Behaviour management policy, including monitoring procedures and contravention policies 17. †¢ Program statement/parent handbook †¢ Playground safety policy †¢ Anaphylactic policy, including an individual plan for each child with a severe allergy and the emergency procedures to be followed. Playground Requirements †¢ Programs operating six or more hours in a day require outdoor play space equivalent to 5. 6 square metres (60 square feet) per child, based on licensed capacity. †¢ The playground must be: †¢ sub-divided if licensed capacity is over 64 children †¢ at ground level and adjacent to the premise †¢ designed so that staff can maintain constant supervision. †¢ If used by children under 44 months of age as of August 31 of the year, the playground must be fenced to a minimum height of 1. 2m (4 feet) and furnished with one or more gates that can be securely closed at all times. †¢ If used by children 44 months of age and up to an including 67 month of age as of August 31 of the year (children eligible to attend junior and senior kindergarten), the playground is fenced to a minimum height of 1. 2 metres and the fence is furnished with one or more gates that are securely closed at all times, unless otherwise approved by the Director. †¢ Fixed playground structures (i. e. climbing equipment, slides) are not required by the Day Nurseries Act; however, if the operator intends to install fixed play structures, the structures and safety surfacing must meet current Canadian Standards Association standards. †¢ The current Canadian Standards Association’s (CSA) Standard applies to new and newly renovated playground equipment, and 18 safety surfacing. The CSA Standards also set out the requirements for routine maintenance and inspections. †¢ Playground plans indicating the type and location of fixed structures as well as the type and area of safety surfacing must be approved by the ministry before installation. †¢ Once play structures and surfacing are installed, compliance with the CSA standards must be verified in writing by an independent certified playground inspector before the structures can be used by the children. Inspections †¢ Copies of fire and health inspections are to be sent to the Ministry of Children and Youth Services program advisor and kept on file at the day nursery. Insurance Requirements †¢ The operator must have comprehensive general liability coverage and personal injury coverage for all staff and volunteers. †¢ All vehicles owned by the operator and used for transportation of staff and children must have motor vehicle insurance. Fire Safety and Emergency Information †¢ A fire safety plan must be approved by the local fire department. †¢ A written evacuation procedure, approved by the fire department, must be posted in each room. †¢ Staff are to be instructed on their responsibilities in the event of fire. †¢ Monthly fire drills must be conducted and written records of drills maintained. †¢ Tests of the fire alarm system and fire protection equipment (as required under the Ontario Fire Code) must be conducted and written records of test results maintained. 19. †¢ There must be a designated place of emergency shelter. †¢ An up-to-date list of emergency telephone numbers including the fire department, hospital, ambulance service, poison control centre, police department and a taxi service must be posted where they can be easily accessed. †¢ Medical and emergency contact information for each child must be accessible. Health and Medical Supervision †¢ A daily written log that includes health and safety incidents is required. †¢ Any instructions or recommendations made by the fire department, public health department or other regulatory bodies must be implemented and recorded. †¢ Sanitary practices and procedures must be approved by Ministry. †¢ Children must be immunized according to the requirements of the local medical officer of health, unless a fully authorized exemption is on file. †¢ Before each child begins to play with others, a daily observation of the child’s health is required. †¢ An ill child must be separated from others and arrangements made for the child to be taken home or for immediate medical attention, if required. †¢ Serious occurrence procedures must be in place and the Ministry of Children and Youth Services notified of any occurrence. A serious occurrence includes such things as the death of a child, a serious injury, alleged abuse/mistreatment of a child, a missing child, a disaster on the premises (e. g. fire) or a serious complaint. 20. †¢ A written anaphylactic policy is in place that includes: †¢ A strategy to reduce the risk of exposure to anaphylactic causative agents †¢ A communication plan for the provision of information on lifethreatening allergies, including anaphylactic allergies †¢ An individual plan for each child with an anaphylactic allergy that includes emergency procedures in respect of the child †¢ Staff, students and volunteers have received training on procedures to be followed if a child has an anaphylactic reaction. †¢ A first aid kit and manual must be readily available. †¢ A written procedure approved by a qualified medical practitioner regarding the giving and recording of medication is required. The procedure should include the storage of medication (e.g. medication must be stored in a locked container). †¢ If a child has or may have a reportable disease or is or may be infected with a communicable disease, this is reported to the medical officer of health as soon as possible. †¢ Cats and dogs on the premises must be inoculated against rabies. Nutrition †¢ Infants are to be fed according to written parental instructions. †¢ Food and drink from home must be labelled with the child’s name. †¢ All food and drink must be stored to maintain maximum nutritive value. †¢ Meals and snacks must meet the requirements of the Day Nurseries Act. Canadas Food Guide provides useful information about nutrition. 21 †¢ Meals are to be provided where a day nursery operates for 6 or more hours each day or where the daily program operates less than 6 hours each day and operates over the meal time. This generally refers to the provision of lunch as the mid-day meal. In day nurseries that offer care over extended hours, this may mean that breakfast and/or dinner are also provided. †¢ With the approval of a ministry Director, children 44 months of age or over as of August 31 of the year may bring bag lunches. Written policies and procedures with guidelines for bag lunches should be both posted and provided to parents. †¢ Menus must be posted with substitutions noted. †¢ Children’s food allergies must be posted in the kitchen and in all rooms where food is served. †¢ Special dietary arrangements for individual children are to be carried out according to written instructions of parents. Behaviour Management †¢ Corporal punishment is not allowed under any circumstances. †¢ The following are not permitted: †¢ deliberate harsh or degrading measures that would humiliate or undermine a childs self respect †¢ deprivation of food, shelter, clothing or bedding †¢ confining a child in a locked room †¢ exits locked for the purpose of confinement. †¢ Written behaviour management policies and procedures which guide centre staff in managing children’s behaviour are to be reviewed annually by the operator. The operator is required to review the policies and procedures with employees and volunteers or students before they begin working, and annually thereafter. These policies must set out permitted and prohibited behaviour 22 management practices and measures to deal with any contraventions of the policy. †¢ There must be: †¢ a signed, written record of all reviews, and †¢ a written procedure for monitoring behaviour management practices of employees, students and volunteers, and a record kept of this monitoring. Enrolment Records †¢ Up to date enrolment records for all children in attendance must be on site at all times and be available to the Ministry of Children and Youth Services. These records include, in part, an application, immunization records, emerg.

The Ethics of Xenotransplantation Essay -- Morals Science Biology Essa

The Ethics of Xenotransplantation 1. Introduction to Xenotransplantation Xenotransplantation is the process of taking cells, parts of organs, or even whole organs from one species of animal, and implanting them into another species. The FDA has given their own definition of xenotransplantation which they say is â€Å"any procedure that involves the transplantation, implantation, or infusion into a human recipient of either live cells, tissues, or organs from a non human animal source, or human body fluids, cells, tissues or organs that have had ex vivo contact with live non human animal cells, tissues or organs.† The main interest of the practice is to be able to take organs from animals for the purpose of using them in humans in need of organ transplants. It is still a relatively new medical phenomena, with documented cases of the practice only taking place since 1906. 2. The Case The case at hand is whether or not we should use xenotransplantation in humans. It is a rather controversial topic that has brought up strong feelings in parties on both sides of the argument. One of the main arguments of the people who are for xenotransplantation is that there is a large shortage of organs available for transplant, and that animal organs could provide enough spares to satiate the need. A recent figure given by the FDA is that currently 13 people die per day in the U.S. because of the lack of organs available for transplant. Meanwhile, one of the arguments of those people against xenotransplantation stems from animal rights. Some people feel that it is wrong to use animals in such a way and that there is a great potential for animal abuse. A marker to the seriousness of the current need for donor organs is that ac... ...an. 1998. <http://wedge.nando.net/newsroom/ntn/health/012198/health5_26375_noframes.html> 3. United Network for Organ Sharing (UNOS). "U.S. Facts about Transplantation." Nov. 2000. <http://www.unos.org/Newsroom/critdata_main.htm> 4. Koshal, Arvind. "Ethics Issues in Xenotransplantation." University of Alberta. 1993? <http://www.ualberta.ca/~ethics/bb6-3xen.htm> 5. Center for Biologics Evaluation and Research. "FDA Approach to the Regulation of Xenotransplantation." 19 Oct. 2000. <http://www.fda.gov/cber/xap/xap.htm> 6. National Academy Press. "Xenotransplantation: Science, Ethics, and Public Policy." 1996. <http://www.nap.edu/readingroom/books/xeno/> 7. Michaels, Marian. "Defining the Risks and the Risk Reduction Strategies." 27 Feb. 1998. <http://hivinsite.ucsf.edu/topics/xenotransplantation/2098.3896.html>

Comparison of How it happened and The Signalman Essay

The atmosphere in How it happened is full of mystery and energy. The plot moves very quickly, imitating the speed of the automobile as in the story it is said the automobile has a horse power of thirty, ‘Then I remember the big motor, with its glaring headlights and litter of polished brass, waiting for me outside. It was my thirty-horse-power Robur, which had only been delivered that day.’ It also emphasises the lack of control the driver has over it. Whereas the atmosphere in The Signalman creates both suspense and mystery. The appearances of the spirit help to create suspense as we anticipate them to lead us to the climax. However, we find out at the end of the story that the signalman was getting premonitions of his own death. The appearances are really red herrings as it is the signalman himself who dies. Whereas the biggest red herring in How it happened is how the narrator speaks from memory in the first person, fooling us into believing he must still be alive. This makes the twist at the end so much more powerful. The difference of experience between the first time reader, who is fooled into believing the narrator must still be alive and the 2nd time reader who is able to pick out things that are ironic, for example, ‘ I can live it again.’ The 2nd time reader knows he’s dead when he’s saying it. Dickens creates a strong atmosphere through the characterisation of his characters as well as his long complex sentences that can be difficult to understand. This is because of the 150 year cultural gap of reading the story. This makes differences with the way we read the story. For example, ‘The monstrous thought came into my mind, as I perused the fixed eyes and the saturnine face, that this was a spirit, not a man.’ The word ‘monstrous’ meant abnormal in 1866. This also shows Dickens’s effort to create psychological state. He also describes things very ambiguously, for example, ‘ I resumed my downward way, and stepping out upon the level of the railroad, and drawing nearer to him, saw that he was a dark sallow man, with a dark beard and rather heavy eyebrows. His post was in as solitary and dismal a place as ever I saw.’ The words underlined make the signalman difficult to imagine because if everything is dark, you would not be able to make out his features. The title How it happened is deliberately allusive to draw the reader in. But, it does immediately introduce suspense as we wonder what it refers to. Whereas the title The Signalman conveys urgency. The characterisation created in How it happened is that the narrator characterises himself as a risk taker, admitting ‘one often does foolish things’ to the reader. This adds to his sense of honesty but also makes us question his decision taking. Also, it provides tension between two ways of behaving which should interest us. Whereas the characterisation created in The Signalman is a bit different because both the characters remain shrouded in mystery and this adds to the sense of curiosity that surrounds the story. We don’t know the protagonist intimately to picture him in our mind. The themes in The Signalman include death, the supernatural and reason. Dickens sometimes uses the convention of quotation marks and sometimes does not. This reflects the contrasts of rationality and supernatural goings on. The narrator tries to give reasons to the visions that the signalman has, yet the final image of the story is of the narrator seeing the image of the signalman and the ghost himself. Dickens cleverly manipulates tension to give the final image the haunting effect. Whereas in How it happened, Arthur Conan Doyle was an apparent rationalist and he believed that after your death, you could continue to live on as a spirit. It was also believed that these spirits could communicate with the living through people known as ‘mediums’. This belief is present in the story where the narrator has survived his death in order to tell us how it happened. This idea is given more credit when we know that the story originally started with the line, ‘This story was told to me by a medium’. The story How it happened was written in 1918 and involves a high-powered automobile. This suggests to us the story must have been written about the present at the time. It is also set in London. At that time, London was still the centre of an empire and this important as the story involves aspects of modernism. Whereas the setting of The Signalman is important as Dickens goes to a lot of effort to make the story seem ghostly and surreal. Dickens was writing this story involving trains because they were the biggest and finest machines at the time and by writing the story to do with railway system he is challenging it. Dickens was also in a famous train crash. The Signalman’s job is a job of life and death. The one in the story has a reputation for being good at the job. The signalman works in a cutting and that the descent into this place is described as if one is descending to the underworld of Greek Mythology. The ‘clammy stone’ and that fact that it becomes ‘oozoer’ and ‘wetter’ helps create this sense. They key aspect of the cutting is its remoteness. The tunnel as well is described as having ‘wet stains’, suggesting that this is a place you would not want to visit. This helps to make an eerie atmosphere and makes it easier for us to imagine spirits and other ghostly aspects. The story is an intensely human story about psychological differences between two people whereas How it happened is about dealing with the physical and spirit world. The narrative voice in How it happened is in the first person and we tend to trust its honesty about the first person. This is because the narrator admits to not remembering everything clearly. ‘I can remember some things upon that evening most distinctly, and others are like some vague, broken dreams. This is what makes it so difficult to tell a connected story.’ This openness suggests we are going to hear the truth. He also blames neither the car nor Perkins for events but himself. ‘I also remember asking Perkins, my chauffeur, how she had gone, and his saying that he thought she was excellent.’ The ways he says, ‘Perkins, my chauffeur’ tell us social standing and class of narrator. The narrator gains a ghostly aspect at the end, when we find out he is dead, and this introduces the idea of Spiritualism that is key to the story. Whereas the narrative voice in The Signalman is also in the first person and we find that until the end of the story we are not sure if we can totally trust it. This is because of the ambiguities in the description of things as well as the lack of information about the narrator himself. But we can tell the visitor is a sceptic. He chooses not to believe that the bell was rung by a ghost without proof. ‘I caught at that. Did it ring your bell yesterday evening when I was here, and you went to the door?’ As readers, we side with the sceptic. The skill of the story is that most people will not agree the bell rang without sound. There is also an additional piece of irony, the sceptic doesn’t believe in the ghost but he says the same things the ghost said like ‘Halloa!’ Although he does tell us that he is ‘a man who had been shut up within narrow limits’ until ‘at last set free’. But it is difficult to understand this because we don’t know if he’s referring metaphorically to something else or talking as if he has spent a long time in prison.

Caecilians, the Snake-Like Amphibians

Caecilians are an obscure family of slender-bodied, limbless amphibians that—at first glance—resemble snakes, eels and even earthworms. Their closest cousins, however, are better-known amphibians like frogs, toads, newts, and salamanders. Like all amphibians, caecilians  have primitive lungs that enable them to take in oxygen from the surrounding air, but crucially, these vertebrates also need to absorb additional oxygen through their moist skin. (Two species of caecilians lack lungs entirely, and thus are completely dependent on osmotic respiration.) Some species of caecilians are aquatic and have slender fins running along their backs that enable them to move through water efficiently. Other species are primarily terrestrial and spend much of their time burrowing underground and hunting for insects, worms and other invertebrates using their acute sense of smell. (Since caecilians need to stay moist to stay alive, they not only look but also behave much like earthworms, rarely showing their face to the world unless theyve been uprooted by a spade or a careless foot). Because they mostly live underground, modern caecilians have little use for a sense of sight, and many species have partially or entirely lost their vision. The skulls of these amphibians are pointed and consist of strong, fused bones—adaptations that enable caecilians to bore through mud and soil without doing any damage to themselves. Due to the ring-like folds, or annuli, that encircle their bodies, some caecilians have a very earthworm-like appearance, further confusing people who dont even know that caecilians exist in the first place! Oddly enough, caecilians are the only family of amphibians to reproduce via internal insemination. The male caecilian inserts a penis-like organ into the cloaca of the female and keeps it there for two or three hours. Most caecilians are viviparous--the females give birth to live young, rather than eggs--but one egg-laying species feeds its young by allowing the newborn hatchlings to harvest the outer layer of the mothers skin, which is well-stocked with fat and nutrients and replaces itself every three days. Caecilians are found primarily in the wet tropical regions of South America, Southeast Asia, and Central America. They are most widespread in South America, where they are especially populous in the dense jungles of eastern Brazil and northern Argentina. Caecilian Classification Animalia Chordata Amphibian Caecilian Caecilians are divided into three groups:  beaked caecilians, fish caecilians, and common caecilians. There are about 200 caecilian species overall; some undoubtedly have yet to be identified, lurking in the interiors of impenetrable rain forests. Because they are small and easily degraded after death, caecilians are not well represented in the fossil record and consequently not much is known about the caecilians of the Mesozoic or Cenozoic eras. The earliest known fossil caecilian is Eocaecilia, a primitive vertebrate that lived during the Jurassic  period and (like many early snakes) was equipped with tiny, vestigial limbs.