Rock And Roll Essay -- essays research papers

â€Å"America. betaking herself to formative action(as it is about time for more solid achievement, and less windy promise), must , for her purpose, cease to recognize a theory of character grown of feudal aristocracies, or form’d by merely literary standards, or from any ultramarine, full-dress formulas of culture. polish, caste, &c., enough, and must sternly promulgate her new standard, yet old enough, and accepting the old, the perennial elements, and combining them into groups, unities, appropriate to the modern, the democratic, the west, and to the practical occasions and needs of our own cities, and of the agricultural regions.†1 Walt Whitman wrote this poem back in 1855. A hundred years before rock and roll was invented, people like Walt Whitman could sense that a change needed to happen in America. In the 1880’s, the Robber Barons had a dramatic impact on America. Some of them, such as Andrew Carnegie showed that people could rise from rags to riches. The 1920’s were called the Roaring 20’s, partly because people were carefree and willing to have fun. Jazz became the dominant form of music. Finally along comes the 1950’s. America has gotten out of WW2 and is now ready for a new evolution. People are feeling how they did back in the 20’s; carefree and willing to do anything for fun. On March 5, 1951, a rhythm-and-blues band, Jackie Brenston and His Delta Cats, recorded â€Å"Rocket 88†, a frenetic, toe-tapping tribute to a customized car.2 This was the birth of Rock and Roll. The music didn’t catch on until 1955 though, when Bill Haley produced â€Å"Rock Around the Clock†. The song soared up the pop charts, and became the first rock and roll song to ever-hit number 1. From the music of Elvis Presley and Buddy Holly, to Little Richard and Jerry Lee Lewis, no other style of music has so greatly impacted the lifestyle of the American people.   Ã‚  Ã‚  Ã‚  Ã‚  Elvis Presley was the most recognized and the most influential rock and roll artist that ever lived. In 1956, Elvis made his way into the national spotlight with his single â€Å"Heartbreak Hotel†. He set in stone the image and sound of rock and roll that would endure as long as the music lived.3 With the swivel of his hips, the slur of his voice, and the curl of his lip, he evoked the force and feeling of youth and sex and the rebellion that would become the image of rock and roll. He also stamped ... ...sten to rap, sca, hip hop, etc., but our parents hate it. They are doing the same thing to us that their parents did to them in the 50’s. Even today, we are advancing. Dress styles that were banned 20 years ago are standard today. Music has influenced our lives from the very start. It is who we are. Rock and roll is a symbol of America. It is a national pastime. If it were not for Elvis Presely or Buddy Holly or Jerry Lee Lewis or any of the rock and roll artists of the 50’s, our grandparents and parents may not have realized the need for change and we would probably still be listening to jazz and opera all the time. A quote by Gilbert Ostrander tells how the younger generation of America always finds something new to latch onto. When they get bored with that, they move on to something else. â€Å"The younger generation is at all times simultaneously appearing on the field and moving off the field and trying to stay on the field while turning into something else. N o sooner have the rules of the game been officially explained by the younger generation, than another game is discovered to be in progress on the same field under different rules by a somewhat different younger generation.†19

Ebonics :: essays research papers

Ebonics, which stands for Ebony + Phonics is a new term that Linguistics use to describe Black Dialect or Black English or many of the other names that it has been given for more that 350 years.. has been in the news recently but it is definitely not a new topic. Ebonics is a "language" that is a combination of "proper English" and a combination of African languages. Because of this combination a pattern was formed on how certain words are said such as this and that, would be pronounced dis and dat. In all words the "Th." sound sounded like a "D". There was also another pattern formed such as, no tense indicated in the verb, no "r" sound and no consonant pairs. These are just some of the many patterns that were created when Africans were forced to learn the English language.History states that around 1619, during the slave trade, ships collected slaves not just from one nation but from many nations. Although they were all Africans certain areas spoke different languages. Some Africans spoke Ibo, Yoruba and Hausa. They were then separated from each other and had to travel with people whom the could not understand. Captain William Smith wrote:...There will be no more likelihood of their succeeding in a plot...The slaves then had to learn English so that they could have some form of communication with their masters. Their native language and English would be combined and they would speak African-English pidgin. As the slaves began to learn how to communicate with each other, their words would merge into one common word that they could all understand. This is one of the ways that the language became mixed with English.When the African slaves had children they talked to them in African English pidgin. The slaves taught the children both languages so that they could communicate with the slaveowners and to other slaves. As each generation went on the Africans began to speak better English but there were still word that were never spoken correctly or said in proper form.In Georgia and other southern states there were blacks who were not brought from Africa and quite a few knew how to speak standard English. Around 1858 over 400 slave from Africa were brought straight to Georgia and none of them knew a word of English.(Smitherman) Being that these two groups merged together they adapted each others language whether it was correct or incorrectOn the east coast of America, the Blacks spoke a different degree of

Religion in the Works of Flannery OConnor Essay -- Biography Biograph

Religion in the Works of Flannery O'Connor      Ã‚  Ã‚  Ã‚   Religion is a pervasive theme in most of the literary works of the late Georgia writer Flannery O'Connor. Four of her short stories in particular deal with the relationship between Christianity and society in the Southern Bible Belt: "A Good Man Is Hard to Find," "The River," "Good Country People," and "Revelation." Louis D. Rubin, Jr. believes that the mixture of "the primitive fundamentalism of her region, [and] the Roman Catholicism of her faith . . ." makes her religious fiction both well-refined and entertaining (70-71). O'Connor's stories give a grotesque and often stark vision of the clash between traditional Southern Christian values and the ever-changing social scene of the twentieth century. Three of the main religious ingredients that lend to this effect are the presence of divine meanings, revelations of God, and the struggle between the powers of Satan and God. The divine symbols in O'Connor's works tend to be mostly apocalyptic in nature, exhibiting drastic cases of societal breakdown in a religious context, but occasionally, they show prophetic hope. John Byars states that: She presents two contradictory images of society in most of her fiction: one in which the power and prevalence of evil seem so deeply embedded that only destruction may root it out, and another in which the community or even an aggregate of individuals, though radically flawed, may discover within itself the potential for regeneration. (34) In all four of the mentioned stories, this presence of Christian signs-of-the-times can be seen. Set in the early fifties, "A Good Man Is Hard to Find" tells of the murder of a vacationing Georgia family by an escaped felon called the Misfit. ... ...Norman. "Dostoevskian Vision in Flannery O'Connor's `Revelation.'" The Flannery O'Connor Bulletin 16 (1987): 16-22. O'Connor, Flannery. The Complete Stories of Flannery O'Connor. New York: Farrar, 1990. Rubin, Louis D., Jr. "Flannery O'Connor and the Bible Belt." The Added Dimension: The Art and Mind of Flannery O'Connor. Ed. Melvin J. Friedman and Lewis A. Lawson. New York: Fordham UP, 1966. 49-71. Scott, Nathan A., Jr. "Flannery O'Connor's Testimony." The Added Dimension: The Art and Mind of Flannery O'Connor. Ed. Melvin J. Friedman and Lewis A. Lawson. New York: Fordham UP, 1966. 138-56. Spivey, Ted R. "Flannery O'Connor's View of God and Man." Flannery O'Connor. Ed. Robert E. Reiter. St. Louis: B. Herder, 1966. 111-18. Wood, Ralph C. "Flannery O'Connor, Martin Heidegger, and Modern Nihilism." The Flannery O'Connor Bulletin 21 (1992): 100-18.

Novel effect Essay

I think Mary Shelley used language to develop lots of atmosphere in chapter five, I think this is because this huge build up of atmosphere makes you read faster and faster, and makes you want to read more. She uses many long, complex sentences, such as â€Å"Delighted and surprised, I embraced her; but as I imprinted the first kiss on her lips, they became livid with the hue of death; her features appeared to change, and I thought that I held the corpse of my dead mother in my arms; a shroud enveloped her form, and I saw the grave-worms crawling in the folds of the flannel,† this creates tension, giving the novel more effect. As she has used so many long complex sentences, many comma’s and semi-colon’s are used, this makes the reader pause a lot whilst reading, giving the effect of many short sentences, embedded into long, complex ones. As well as these sentences, she also uses many short sentences, and all of these changes lead you to read faster, which creates more tension. An example of one of the short sentences used is â€Å"Beautiful!† Another way Mary Shelley may have wanted to create atmosphere is by using many powerful adjectives such as â€Å"dreary,† and â€Å"miserable.† Words like these also give the effect of imagery, as well as creating huge amounts of atmosphere. Many other phrases in the book also help build atmosphere, many of which are things Frankenstein says, often about his monster. Examples of this are â€Å"miserable monster,† and â€Å"wretch.† I think Mary Shelly also created atmosphere another way, without the reader even realising she is trying to. In the novel, many archaic words and phrases are used, like â€Å"lassitude,† and â€Å"I beheld the accomplishment of my toils.† These words and phrases suit the gothic horror style the novel is written in, and help build up atmosphere. They also give the impression something spooky is going on, as they don’t sound like words we would use today. Also, naturally, people are scared of things that are unfamiliar, and Mary Shelley may have used these archaic words to give the book more of a spooky effect. I feel that chapter five links to the key themes in the novel, and I think the main one is the fact that Mary Shelley may have been hinting in her novel, that you can’t play god, and in chapter five, that is what Frankenstein is obsessed with doing. His friend, Henry, also notices this, and states â€Å"I did not before remark how very ill you appear; so thin and pale; you look as if you had been watching for several nights.† This implies that Frankenstein is an extremely obsessive character, and that he will not rest, until he has fulfilled his goal, creating life (playing god). The rest of the novel is about how Frankenstein’s desperation for power, comes back to haunt him. I also feel that chapter five links in with the key theme in the novel in another way. Whilst taking about her novel, Mary Shelley said â€Å"Frightful must it be; for supremely frightful would be the effect of any human endeavour to mock the stupendous mechanism of the Creator of the world. I feel that the meaning of this phrase, is that she is saying only god should have the power over life and death, and anyone who tries to defy him (by creating life), should be scared, as he will not accept it, and punish the person who defied his right. I think that in her story, she was subliminally hinting this, as she constantly refers to god. When Frankenstein is running away from the monster, the night it is created, he sees the steeple, â€Å"its white steeple,† and many other hints are also made. She could be hinting that straight after the monster is created, god has planned what will happen next. Furthermore, this shows that in the 19th century people were extremely religious, and took care about what they did, as they did not want god to punish them for their actions. Also, the phrase â€Å"infuse a spark of being into the lifeless thing that lay at my feet,† is stating that he is going to use electricity of some kind, to bring the â€Å"thing,† to life. This relates to galvanism, which is the process of running charges of electricity through dead animals and trying to bring them back to life, in actual fact, the charges were just making the muscles of the dead animal spasm. So the phrase shows that in the 19th century, many people were trying to bring dead things back to life. Mary Shelley got the idea of using lightning to bring the monster back to life from Luigi Galvani’s idea of galvanism, we know this because as well as overhearing her husband and Lord Byron talking about it, she was also very up to date with scientific experiments at the time. Furthermore, chapter five also gives us a better understanding of 19th century prose. The words and phrases in chapter five, are typical of 19th century language, for example, the phrase â€Å"infinite pain’s and care I had endeavoured to form,† is a phrase we would not use nowadays. Phrases such as this tell us that in the 19th century, writers would write in a much more formal style. I think that this is because in the 19th century, anyone who could read and write would be from an extremely wealthy family, and books were written to suit their style of language, not for the middle class. Another example of a 19th century word is countenance (another word for face), at present time, people are always looking to find abbreviations, so they can communicate faster, however, words like countenance are much longer, and more suited to the formal 19th century style of literature. From chapter five, we can also learn that in the 19th century, writers would use lots of powerful adjectives, and 19th century works would be very descriptive, with lots of imagery. Examples of powerful descriptive phrases, and adjectives are â€Å"grave-worms crawling,† and â€Å"demonical.† These words add lots of atmosphere to the story, and there is a strong use of imagery. The final thing I have learned about 19th century prose from chapter five is the use of colons and semi colons. Mary Shelley uses many semi colons and commas in the novel, and her use of commas and semi colons allows her to build atmosphere using long and complex sentences, and then often rapidly switch to a short one, for example â€Å"I took refuge in the courtyard belonging to the house which I inhabited; where I remained during the rest of the night, walking up and down in the greatest agitation, listening attentively, catching and fearing each sound as if it were to announce the approach of the demoniacal corpse to which I had so miserably given life,† then, the first sentence in the next paragraph is just the word â€Å"Oh!† This shows that in the 19th century, very often, some people would use commas and semi colons often, instead of full stops.

Why Is Reality T.V. so Popular?

Why Is Reality T. V. So Popular? It would be difficult to find an hour of the day when a reality television show isn’t on. What exactly is the appeal of reality television that has so many viewers completely hooked? Why has the popularity of reality TV spanned all socio-economic statuses, age groups, and education levels? Perhaps it’s the unscripted glimpse you get into other people’s lives that helps take the focus off present troubles, or makes everyone’s day to day lives seem a little less â€Å"crazy. Whatever it is that draws reality TV fans in, this fairly new phenomenon has certainly taken the entertainment industry by storm. Let’s take a look at some possible reasons the popularity of reality TV continues to grow. Voyeurism . It's the reason traffic backs up when there's a horrific car crash – we just want to look. Reality stars have the lack of embarrassment we often wish we had, but more often than not, are glad we don't. Admit it. In your head you've smacked a thousand snotty girls or meat headed guys across the face.We all dream of having an excuse to get into a fist fight, just to show what we've got. Well reality stars have found their excuse – the camera – and we'll keep watching as long as they've got punches to throw I don't think I'm taking a huge leap here by saying that reality TV stars aren't the sharpest tools in the shed. Let's remember that these are people who are knowingly exploiting their personal lives for a little cash and fifteen minutes of fame. Reality stars can, however, be depended upon for one thing.When a delicate situation arises, that requires proper judgment, clear thinking, and caution, reality stars will without failure, make the wrong choice. This is great for us because we can learn from them. We can learn what not to do in almost any situation, and their flagrant disregard for logic, can be our guiding light. Our daily lives require a lot of mental energy. Our j obs our stressful and challenging, and often our personal lives are even worse. Our minds are constantly being taxed and drained.Who wants to come home and escape by turning on entertainment with substance? I don't know about you, but after a long day of thinking, I can't handle substance. I want fluff – pure, unadulterated fluff. The less I have to think to understand what I'm watching the better, and luckily, reality TV requires no thought at all. The popularity of reality TV shouldn't come as a surprise considering the fact that we live in a culture that worships vanity, rather than virtue, and lives by the mantra of ‘He with the most toys lives,' rather than ‘He with the most joys lives. It's been said that circumstances don't make a man, they only reveal him. Likewise, reality TV is merely a reflection of what our society has become – a materialistically driven society where the love of power and money overcomes the power of love. It's a reflection of a society that is not only devoid of a solid wholesome value system, but is also separated from spiritual roots. It's also a culture that thrives on living on the edge, characterized by thrill-seeking and addictions.

Supply and Management

__† .. _ _~~ w† t'HlI~ln †Ã¢â‚¬ '110111'1;/1'1 gllls! les)7 h. If another person Wasadded, where is the logical place'? c. What effect would a mail order lab (where the glasses are made off site and returned in 5-7 days) have on the process? 10 A quoting department for a custom publishing house can complete 4 quotes per day, and there are 20 quotes in various stages in the department. Applying Little's Law, the current lead time for a quote is how many days? 11 A small barber shop has a single chair and an area for waiting, where only one person can be in the chair at a time, and no one leaves without getting their hair cut. So the system is roughly: Entrance —+ Wait —+ Haircut —+ Exit Assume customers arrive at the rate of 10 per hour and stay an average of 0. 5 hour. What is the average number of customers in the barber shop? ADVANCED PROBLEM 12 Remember Mr. Rockness in Problem 2? He now retrains college professors. It is a much more challenging task but still involves five steps. He has worked hard to balance the line; however, there is a lot of variability. Each stage in the process now handles between one and six faculty members er hour depending on how bad the case is. If there is some inventory available for every position (do not worry about the start-up), what is the expected output per hour? (Assume that each stage is independent and that it is equally likely that one. two, three, four, five, or six faculty members get processed each hour at each stage. )† 5/'IEJ ::l-#1-1 ~ i4. * MAil, S$ _:. II. CASE: II ANALYZING _ _ â€Å"†l&'l;~R CASINO ,'† â€Å"ll~ RIfj~_I _ WlI'_W I† MONEy-HANDLING ~_m~~_>

Communication and Young People

UNIT 1 PRINCIPLES OF DEVELOPING RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND ADULTS 1. 1. 1 EXPLAIN WHY EFFECTIVE COMMUNICATION IS IMPORTANT IN DEVELOPING RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND ADULTS Communicating effectively with children, young people and adults is very important to enable strong and positive relationships between these groups. Related article: Contribute to Evaluating the Effectiveness of Agreed Methods of CommunicationCommunicating positively with adults, this includes teachers and parents, is an important part in helping build a strong and trusting relationship with each other, therefore opening the lines of communication, both written and verbal, so I can put forward any ideas regarding lesson plans, activities or any concerns I have regarding the child. Developing positive relationships with children and young people will create a happy, calm and safe environment. Children and young people will then feel able to approach me and talk about any concerns they may be having that could affect their learning or social skills.It is important to listen and use positive language when communicating, this can include eye contact, nodding and showing interest. Knowing the child’s care goals and any IEP's will help identify the needs of the child. 1. 1. 2 EXPLAIN THE PRINCIPLE OF RELATIONSHIP BUILDING WITH C HILDREN, YOUNG PEOPLE AND ADULTS The principles of relationship building are built on mutual respect, willingness to listen to each other and trust. There needs to be clear and effective communication which includes positive body language and consideration between each other. Always remember everyone is different in their beliefs, values and religion.Use diversity positively. 1. 1. 3 EXPLAIN HOW DIFFERENT SOCIAL, PROFESSIONAL AND CULTERAL CONTEXTS MAY AFFECT RELATIONSHIPS AND THE WAY PEOPLE COMMUNICATE Different social, professional and cultural contexts may affect relationships and the way people communicate because of a lack of understanding of one anothers background and culture. When communicating with others we may need to adapt the way we communicate in different situations, for example formal and informal communication. Formal communication could be a meeting with the teacher, outside groups and following policies and procedures.Knowledge of events happening outside the schoo l ie at home may explain a persons behaviour, so talking to the teacher and getting as much information as possible may help communication within the relationship. Understanding the affect of language and non-verbal communication is important in maintaining a good relationship. Maintaining professional relationships with children at all times helps the children with boundaries and what is acceptable behaviour. The ethos of the school sets out how the children are expected to behave. UNIT 1UNDERSTAND HOW TO COMMUNICATE WITH CHILDREN, YOUNG PEOPLE AND ADULTS 1. 2. 1 EXPLAIN THE SKILLS NEEDED TO COMMUNICATE WITH CHILDREN AND YOUNG PEOPLE There are many skills needed to communicate with children and young adults. I should use eye contact and actively listen by using positive body language, facial expressions and by reacting and commenting on what is being said. I should always be approachable and find opportunities to speak to children. Giving children enough opportunities to talk and e xpress themselves may boost their confidence when speaking to adults.When speaking to children I would get down to their level so they don't feel intimidated. I would smile, nod and make appreciative sounds to show that I was interested and fully attentive in what they have to say. Always be polite, relaxed, confident and articulate. 1. 2. 2 EXPLAIN HOW YOU WOULD ADAPT COMMUNICATIO FOR: (a) THE AGE OF THE CHILD/YOUNG PERSON (b) THE CONTEXT OF THE COMMUNICATION (c)COMMUNICATION DIFFERENCES I would always take into consideration the age of the child/young person I was communicating with and adapt my language appropriately.I would always ask questions to ensure they understand what is being communicated. I would always praise and encourage the child/young person. There can be differences in accents, languages or speech difficulties. We must respect communication differences by working to provide an environment which prompts diversity. This can be done by using welcome signs in differen t languages also learning essential greetings in these languages would be beneficial. Displaying pictures reflecting multicultural images could bridge communication differences.There are many group activities including preparing food from other cultures and celebrating multicultural festivals that can make people with cultural differences feel included. Makaton is also a great way of communicating with someone with speech difficulties. 1. 2. 3 EXPLAIN THE MAIN DIFFERENCES BETWEEN COMMUNICATING WITH ADULTS AND COMMUNICATING WITH CHILDREN AND YOUNG PEOPLE When communicating with children I should be clear, concise and use appropriate language for their age, needs and abilities by using words and phrases they will understand.I should actively listen to children and respond positively. I would ask questions to prompt responses and check understanding. I would always concentrate on what the child is saying and keep eye contact, smile and nod. When communicating with children I would alwa ys give encouragement and praise. When communicating with adults I would always maintain professionalism and always respect their ideas. There are many types of communication that can be used including email, letters and texts. I would always comply with policies and procedures for confidentiality, sharing information and data protection.If there were any poor areas of communication I would always discuss and resolve these problems in a clear, concise and respectful manner. 1. 2. 4 EXPLAIN HOW TO ADAPT COMMUNICATION NEEDS OF ADULTS I should always communicate clearly with other adults and treat them with respect. I would always listen to their views and opinions. I would speak clearly, concisely and with confidence. 1. 2. 5 EXPLAIN HOW TO MANAGE DISAGREEMENTS WITH CHILDREN, YOUNG PEOPLE AND ADULTS When managing disagreements I must listen to all sides of the conflict and assess the whole situation.Remain calm and maintain pupil safety. I would give the people involved time and space to calm down and then speak to the individuals to see what caused the disagreement. I would try to resolve the issues by negotiation and always reinforce good behaviour with encouragement and praise. UNIT 1 UNDERSTAND LEGISLATION, POLICIES AND PROCEDURES FOR CONFIDENTIALITY AND SHARING INFORMATION, INCLUDING DATA PROTECTION 1. 3. 1 SUMMERISE THE MAIN POINTS OF LEGISLATION AND PROCEDURES COVERING CONFIDENTIALITY, DATA PROTECTION AND DISCLOSURE OF INFORMATIONConfidential information is information that should only be shared with people who have a right to have it. Confidential information can include SEN records, health and medical information and social services information. Consent is required if this information is passed onto others. This confidential information must only be used for the purpose for which it was gathered. Except where a pupil is potentially at risk, information should not be given to other agencies unless previously agreed. I would always follow the schools poli cies and procedures regarding confidentiality and the sharing of information.The Data Protection Act 1998 deals with the processing of personal data. It also safeguards the storage of data kept on computers, including hard drives and floppy discs. Certain information is exempt for disclosure if it is likely to cause harm to the physical or mental health of a child or someone else. I should never agree confidentiality to a child who is in harm, this is illegal. Under the Data Protection Act 1998 all settings processing personal information must comply with the eight principles of good practise.Personal data must be; fairly and lawfully processed processed for limited purposes adequate, relevant and not excessive accurate not kept longer than necessary processed in accordance with the data subjects rights secure not transferred outside the EU without adequate protection Individual rights are protected by the Data Protection Act 1998, Human Rights Act 2000 and Freedom of Information Ac t 2000. the Equality Act 2010 provides a single legal framework with clearer legislation to effectively tackle disadvantage and discrimination.Included in the Human Rights Act 1998 is article 8, the right to respect private and family life, home and correspondence – unless this impacts on public security, safety, prevention of crime, protection of health or rights of others. It may be a breach of article 8 when sharing confidential information unless justified. Reasonable action should be taken, including information sharing, to safeguard the rights of individuals. The Children Order (Northern Ireland) 1989, section 47, sates that we have a duty to enquire were we suspect a child is at risk of significant harm.The Children Order 2004, section 10, There is a duty on children services to promote co-operation between agencies, social services and the police, to promote the well-being of children. This includes information sharing. There is a duty on schools to safeguard the welf are of children, this includes information sharing. This legislation is found in the Education Act 2002. UNIT 1 1. 3. 2 EXPLAIN THE IMPORTANCE OF REASSURING CHILDREN, YOUNG PEOPLE AND ADULTS OF THE CONFIDENTIALITY OF SHARED INFORMATION AND THE LIMITS OF THISI would never agree confidentiality to a child who is in harm. It is important to respect confidentiality to gain and keep the respect of others. I should make sure that I let others know my obligations and that parental consent would be needed before any information regarding their children could be shared with other professionals, however if there are any issues to indicate the child is at risk from harm or abuse or if there is a legal obligation placed on the school to disclose information, this can be done.I would explain to pupils who have medical conditions that their information needs to be accessible to all staff who are in contact with the pupils. 1. 3. 3 JUSTIFY THE KINDS OF SITUATION WHEN CONFIDENTIALITY MUST BE BREACH ED Confidentiality protocols must be breached in cases of suspected child abuse or when a child or young person is at risk. I would always inform the individual that this information cannot remain confidential and needs to be passed on to meet the needs of the child.