If Someone is Erasing Or Deleting Their Text Messages, is it a Sign of Cheating?

I often hear from people who can’t help but notice that their husband, wife, boyfriend, or girlfriend has been increasingly sending and receiving text messages. However, when they go to check up on those texts, they’ve often been deleted or erased.

I often hear comments like: “my husband will go and try to find privacy when he’s texting. I’ll see he has a mischievous and excited look on his face and I get a feeling of dread in the pit of my stomach. But, when I get a hold of the phone later to see who he’s been texting and what he’s been saying, I find that he’s deleted his entire history. He also does not like to part with the phone and mostly keeps it on him at all times. What is going on? Should I be concerned that he’s cheating on me and using his cell phone to do it?”

These concerns are most definitely valid. Statistics show that it’s increasingly common for people to get caught cheating from their cell phones. And, it’s very tempting for cheaters to sending playful and flirtatious texts to someone who you are cheating with. Plus, the cheater often thinks that all they have to do is hit the delete button to erase all evidence of wrongdoing. (This assumption can be just plain wrong.)

If you confront your loved one about the deleted texts, they’ll often tell you that they were trying to save memory on their phone or that it’s just their habit not to let their messages clutter up their phone. And, I suppose there are cases where this is a valid excuse. But, it will often help to look at how soon after the message’s use that they are actually deleting it. It’s less problematic if they let the message sit there for days or weeks before they get around to erasing it. But, if they’re erasing immediately after it’s sent or received, then this becomes a good bit more suspicious.

If your loved one is even reasonably tech savvy (and they likely are if they’re constantly messaging,) then they likely know that they can easily set their phone to automatically delete old messages after a specified period of time so that having to go in and manually do this is really over kill.

What To Do When Your Loved One Is Constantly Deleting Their Texts: As I see it, you have a few choices here. You can ask or confront them about this, but I have to tell you that an extremely large majority of cheaters will firmly deny any wrong doing. You can ask yourself if there are any places where you’re seeing odd behaviors (like at the computer) and then try to follow up and check those places. You can also check the call log, photos, and sent emails. There is software that allows you to go back in and read the texts and only you can decide if you want to take this that far.

I think it often comes down to the other behaviors that surround the messaging and whether or not you believe that this is all innocent or not. And, if you’ve found this article, I suspect that you might feel like there is more to this than saving phone memory. Sometimes this isn’t the case, but many times, it is.

Starting Up a College in Kenya

STEP 1: The initial step is to go to Sheria House (registrars) and acquire a name search for the college.

STEP 2: From Sheria House, the company will acquire certain documents that are meant to be taken to TELEPOSTA GPO building where the company will receive a requirement list, a letter of no objection and a letter of acceptance/ a waiting letter. The requirement list basically contains all the documents that the company interested should have prior to acceptance. The letter of acceptance should then be taken to the educational examination body that the company desires example, KASNEB, KNEC, CITY AND GUILDS. This is necessary so as to acquire the necessary curriculum. Further information and clarification will be found in this document.

STEP 3: from Sheria House the applicant will then be directed back to TELEPOSTA, where the registration process and necessary information will be provided.

POINTS TO NOTE

Before registration at TELEPOSTA the institution should have the premise ready.

The institution should also have a curriculum

The institution should have the legal documents; the acts; (Legal Act,Labor Acts, Education Act) these can be acquired from the government printers or from an already established institution

The college lecturers as well should have a higher degree than what they are meant to teach in the college, example a diploma lecturer should have a degree, and a certificate lecturer should have a diploma.

Lastly the institution should acquire a handbook that is provided at the ministry of education, science and technology website.

In terms of the timeline, pre registration of the college will solely depend on the applicant and their urgency, however once submission is done, the MINISTRY OF EDUCATION SCIENCE AND TECHNOLOGY will take 60-70 days to make the final decisions before giving the go ahead.

GUIDELINES IN CURRICULUM ACQUISITION

The ministry of education recognizes, the following curriculum bodies in kenya, KASNEB, KNEC, CITY AND GUILDS, ICM,ABEUK, NATIONAL INDUSTRIAL TRAINING AUTHORITY(NITA).

FOR KASNEB: The institution has to acquire application forms from the KASNEB website. Once application is done KASNEB will send out individuals to assess the institution. From that assessment KASNEB advices the applicant the necessary steps forward.

FOR KNEC; once the registration documents are filled the institution will have to go to the KNEC offices, where they will receive the centre number for their institution.

NITA: The NITA curriculum is available for any institution even before registration. It can be acquired for a fee of Ksh.500 per curriculum depending on the needs of the institution at the NITA offices in Commercial Street, Industrial area. Nairobi.

CITY AND GUILDS;

City and Guilds being an international curriculum body their requirements are more than that of the local bodies; which are:

1. Organizational chart with names and titles of those involved with the delivery of the course/program.

2. C.V’s for all current teaching staff involved with the delivery of the course/program.

3. Copy of appeal procedures document

4. Equal opportunities statement, this is for gender purposes.

5. Health & safety certificate of your premises from the respective Ministry.

6. Equipment list to be used in the delivery of the course/program.

7. Duly filled form CGI -CAP, Centre Approval*

8. Duly filled form CGI -QAP, Qualification Approval.*

9. Ministry of Education / Ministry of Science & Technology or Directorate of Industrial Training approval certificate.

10. Centre approval fee Ksh. 210,000 per centre

11. Qualification Approval fee Ksh. 40,000 per qualification.

*these forms are acquired from the City and Guilds office..

How to Write a Good Reflective Account For Your NVQ

Often learners have asked me how do I write a reflective account? And my answer is you need to know what a reflective account is before you can write good one. Many learners have submitted an account to their NVQ assessor and have been disappointed when told they need to write it again. Let me tell you what might have happened; You probably wrote your account without a guide and therefore as lengthy as your account might have been you were told you have not met many performance criteria which are what your assessor is looking for. So let me tell you what a reflective account is.

A reflective account is usually a write up of how you have carried out part of your job in the past. It could be yesterday or a week, month or years ago as long as you use past tense. It maybe how you dealt with a health emergency, an abusive situation or how you have used a particular piece of equipment in the past.

Your account will be a record of events that actually happened. It must be reflected in your style of writing as what you did not someone else.

For example:  I did this and then I did that. It is NOT acceptable to write I would do this as this does not demonstrate that you have done it or have been doing it.

If possible write about why you took the actions stated.

For example: When I arrived at Mrs A home I put on my gloves and apron to ensure I protect t he service user and myself from infection…..

Throughout your account you must maintain confidentiality by using Mrs A, R or any other alphabet rather than using their actual names or addresses.

Think about a typical day at work or over a period of days and write a story on how you carried out those activities using the performance criteria of the units within your NVQ as a guide. This might include:

 

  • Assisting clients with toileting requirements. (HSC 218a)
  • Assisting clients with their personal hygiene. (HSC 218bc)
  • Preparing food and drink for clients. (HSC 213abc)
  • Assisting clients to eat and drink. (HSC 214abc)
  • Undertaking clinical activities. ( HSC 230ab)
  • Supporting others to undertake clinical activities. (HSC 361ab)
  • Supporting clients with cleaning or other domestic needs. (HSC 29abc)
  • Supporting clients to be comfortable (HSC 216ab)
  • Providing pressure area care. (HSC 217ab)
  • Supporting clients to move from one position to another (HSC 223ab, HSC 360ab)
  • Supporting service users to access and use services and facilities (HSC 330abc)
  • How you contribute to care planning and review (HSC 328abc)
  • Supporting individuals with specific communication needs (HSC 369abc)
  • How you administer medication to individuals (HSC 375ab)

 

This list is in exhaustive it applies to any unit title you have chosen within your NVQ.

There are many other activities that you might have been involved in which you should include in your account.

The way in which you carried out the activities is very important; here you will find yourself covering a good part for your mandatory units. This might include:

 

  • How you communicated with clients and others such as colleagues, relatives and other professionals.
  • How you treated people as individuals and showed them respect and dignity.
  • How you maintained a professional relationship with the different individuals. Did you have to deal with any conflicts, distress or challenging behaviour?
  • How you worked as a team.
  • How you monitored and maintained health and safety during the different work activities.
  • What information you passed on, how it was passed on and what records you completed.

 

Note: Your reflective account is expected to meet the standards of the NVQ usually the performance criteria and sometimes it will cover some knowledge specification.

 I believe if you make use of all the points I have mentioned, you will be able to construct a good reflective account at NVQ Level 2, NVQ Level 3 or NVQ Level 4 on your own.

In all our packages: NVQ 2 & NVQ 3 Mandatory and Optional units, we have fully referenced examples of reflective accounts and a guide to how to write your reflective account included. You also have FREE access to our online support centre once you purchase any of the packages, if you need more help on writing reflective account or any other aspect of your NVQ I will advise you to purchase any of our packages relevant to your needs, go here now to make your choice.

Teaching Vs Writing

“So which is really your passion? Is it teaching or writing?”, the school head asked me in a straightforward manner during my final interview with the panel. I paused for a while, smiled faintly, and paused again. Realistically, I could not give a concrete answer to such a crucial question.

“Both.” I resolved to say, hoping that it would give a closure to my self-delusion and self-paranoia. “I can do both, ” I reiterated my answer.

And that was the prime reason why I did not get the much sought after academic faculty position in that prestigious school. Days later when I began to analyze the repercussions of my behavior, I realized I should have defended my teaching capabilities more than my writing inclinations in order to get hired. Incidentally, I was applying to teach academic subjects and not to write for a magazine after all.

The aforementioned scenario led me to a noted K to 12 school where I was destined to display both of my passions in life. Fate gave me permission to explore my oral and written skills and relay them to my students who can appreciate my causes and pursuits in the academic world. In handling senior high school students, I was able to merge the inexplicable wonders of mentoring and penning ideas for the school community.

I am often pressed for a hardcore explanation why I chose the teaching profession. And just like most teachers, I find it compelling to be direct about the underlying reason for being a teacher. Thus, sometimes I can be indirect about my approach to the orthodox query: WHY DID YOU BECOME A TEACHER?

If I throw the classic question at myself, I have a temporal attachment to the matter. “I teach because it is part of my mission to share knowledge and uphold values to my students.” But is that all there is to it?

If I delve deeper, I may mention why I had to forego other tempting job offers in the past and why I stuck with the teaching post. In the true schema of things, I have formed an unbreakable bond with my students, both from the past and the present, a kind of bond that makes me miss them when it is summer vacation and there is no noise lingering in the classrooms, and when there are empty chairs and desks during quarterly breaks. I begin to recall their camaraderie and foolish pranks. I teach because my students make me embrace the fact that a person’s true happiness cannot be found on material wealth. Rather, my students make me aware of the awakening that in this life, you would be found unnecessarily soulless if you turn your back on your dire purpose in life.

Over the years, I have discovered and rediscovered the joys and pains of the teaching profession. There were times when I quit teaching, found a new lucrative profession, and then left again… only to return amidst the uncertainty of the situation. It has been a recurrent cycle of assurance and affirmation that I have been indeed been called and chosen to be a second mother, an elder sister and a best friend to my students. God led me to the teaching profession for a purpose. Dealing with my students has brought me much closer to my Maker because it is with my students that I experience the true meaning of companionship, generosity and above all, being entirely human.

Until when will I allow myself to teach? Maybe until my last breathing hour. And why am I writing this piece anyway? Because it by way of teaching that I can document the tremendous beauty and mystery of life in general.