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1 
W874 [WCAG21 2.4.1 (A)] Add a skip navigation link as the first link on the page:
If your document has structure then you should add a skip navigation link to make it easier for accessible users to get to the page's content. To ensure detection, skip navigation links should point to a <main> element, or an element with role='main'. See Understanding 2.4.1, and Skip Navigation. <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
2 P967 [WCAG21 3.1.1 (A)] Use the 'lang' attribute to denote the primary language of the document:
You should always identify the primary natural language of a document using a 'lang' attribute on the <html> element. See WCAG 2.1 HTML Technique H57. <html xmlns="http://www.w3.org/1999/xhtml">
3 <head>
4 <meta name="viewport" content="width=device-width, initial-scale=1.0"/>
5 W605 Duplicate tag found: See matching tag on line: 22
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Style-Type" content="text/css" />
6 W605 Duplicate tag found: See matching tag on line: 23
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Script-Type" content="text/javascript" />
7 <meta http-equiv="Content-Type" content="text/html; charset=utf-8" />
8 <title>
8 E Safety | Next Stage 4Life
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10 <link rel="apple-touch-icon"
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" />
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href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-72x72-precomposed.png
" />
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href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-114x114-precomposed.png
" />
13 <link rel="stylesheet" type="text/css"
href="https://www.proceduresonline.com/trix_cms_snippets/cookie/jquery.cookiebar.css" />
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16 <script type="text/javascript">
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22 W605 Duplicate tag found: See matching tag on line: 5
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Style-Type" content="text/css" />
23 W605 Duplicate tag found: See matching tag on line: 6
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Script-Type" content="text/javascript" />
24 W609 The 'content-type' HTTP header specifies a character set of UTF-8, which is different to the value
given here:
The 'content-type' HTTP header specifies a different character set to that specified in the tag. In this case the HTTP header takes precedence. <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1" />
25 <meta name="author" content="Next Stage 4Life" />
26 <meta name="description" content="Next Stage 4Life" />
28 <meta name="robots" content="index, follow" />
29 <meta name="rating" content="all" />
30 <meta http-equiv="pragma" content="no-cache" />
31 <link title="small" href="scripts/style.css" type="text/css" rel="stylesheet" />
32 <link title="medium" href="scripts/style_larger.css" type="text/css" rel="alternate stylesheet" />
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35 <script type="text/javascript" src="scripts/print.js">
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36 <script type="text/javascript" src="scripts/styleswitcher.js">
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40 <body onload="highlight();">
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45 Home
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46 Contents
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47 <li>
47 <a href="local_resources.html">
47 Local Resources
47 </a>
47 </li>
48 </ul>
49 </div>
49 <div id="search">
50 <form action="search/search.html" id="cse-search-box" style="margin: 0px;">
51 I899 [WCAG21 1.3.2 (A)] Layout tables must represent their content in a meaningful sequence:
Screen readers can struggle to read out tables sensibly, so it is often better to use alternative mark-up and CSS to layout content. Try disabling the table mark-up to see if it still makes sense. See WCAG 2.1 Failure F49. <table width="97%" border="0" cellspacing="0" cellpadding="0">
52 <tr>
53 <td>
53 E885 [WCAG21 1.1.1/1.3.1/3.3.2/4.1.2 (A)] User interface controls should have a label or an accessible
name:
Associate form controls with <label> tags, or use the 'aria-label' or 'aria-labelledby' attributes to label controls where it might be confusing or not possible to use a label. See WCAG 2.1 Failure F68. <input type="text" name="zoom_query" class="search_input" size="20" id="zoom_searchbox" value="Search this
manual" onfocus="this.value=(this.value=='Search this manual') ? '' : this.value;"
onblur="this.value=(this.value=='') ? 'Search this manual' : this.value;" style="margin-right: 5px;" />
53 </td>
54 <td>
54 <input type="submit" value="Go"/>
54 </td>
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56 </table>
57 </form>
57 </div>
57 </div>
58 <div id="topper">
58 </div>
60 <div id="printReady">
61 <div id="container">
62 <div id="content_frame_overflow">
62 <div class="content_text">
63 <h1 class="h1">
63 E Safety
63 </h1>
64 <div class="scope_box" style="padding-bottom: 0px; padding-top: 15px;">
65 <h2 class="h3">
65 RELATED CHAPTERS
65 </h2>
66 <p>
66 <a href="p_corresp.html">
66 Correspondence, Communication and Social Network Procedure
66 </a>
66 </p>
67 <h3 class="h3">
67 RELEVANT GUIDANCE
67 </h3>
68 <p>
68 <a href="http://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/sexting/"
target="_blank">
68 Sexting: Advice for Parents, NSPCC
68 </a>
68 </p>
69 <p>
69 <a
href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/490001/Social_
Media_Guidance_UKCCIS_Final_18122015.pdf.pdf" target="_blank">
69 Child Safety Online
69 </a>
69 - A Practical Guide for Parents and Carers whose Children are using Social Media.
69 </p>
70 </div>
71 <h2 class="h2_underlined">
71 <br />
72 Contents
72 </h2>
73 <ol>
74 <li>
74 <a href="#definition">
74 Definition
74 </a>
74 </li>
75 <li>
75 <a href="#indicators">
75 Indicators
75 </a>
75 </li>
76 <li>
76 <a href="#encouraging">
76 Encouraging Safe Use of the Internet
76 </a>
76 </li>
77 <li>
77 <a href="#issues">
77 Issues
77 </a>
77 </li>
78 <li>
78 <a href="#further">
78 Further Information
78 </a>
78 </li>
79 </ol>
80 <h2 class="h2_underlined">
80 <br />
81 1.
81 <a name="definition" id="definition">
81 </a>
81 Definition
81 </h2>
82 <p>
82 'Internet Abuse' relates to four main areas of abuse to children:
82 </p>
83 <ul>
84 <li>
84 Sharing and production of abusive images of children (although these are not confined to the
internet);
84 </li>
85 <li>
85 A child or young person being groomed online for the purpose of
85 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/sexual_abuse.html"
target="_blank">
85 Sexual Abuse
85 </a>
85 ;
85 </li>
86 <li>
86 Exposure to pornographic or other offensive material via the internet; and
86 </li>
87 <li>
87 The use of the internet, and in particular social media, to engage children in extremist
ideologies or to promote gang related violence.
87 </li>
88 </ul>
89 <p>
89 The term digital (data carrying signals carrying electronic or optical pulses) and interactive
(a message relates to other previous message/s and the relationship between them) technology
covers a range of electronic devices. These are constantly being upgraded and their use has
become more widespread as the internet can be accessed easily on mobile phones, laptops,
computers, tablets, and games consoles.
89 </p>
90 <p>
90 Social networking sites may be used by perpetrators as an easy way to access children and young
people and groom them for sexual abuse. In addition radical and extremist groups may use social
networking to attract children and young people into rigid and narrow ideologies that are
intolerant of diversity: this is similar to the grooming process and exploits the same
vulnerabilities.
90 </p>
91 <p>
91 Internet abuse may also include cyber-bullying. This is when a child is tormented, threatened,
harassed, humiliated, embarrassed or otherwise targeted by another child using the internet
and/or mobile devices. In the case of online bullying it is possible for one victim to be
bullied by many perpetrators. In any case of severe bullying it may be appropriate to consider
the behaviour as child abuse by another young person.
91 </p>
92 <p>
92 E-Safety is the generic term that refers to raising awareness about how children, young people
and adults can protect themselves when using digital technology and in the online environment,
and examples of interventions that can reduce the level of risk for children and young people.
92 </p>
93 <p>
93 Sexting is a term used when a person shares describe sexual, naked or semi-naked images or
videos of themselves or others, or sends sexually explicit messages. They can be sent using
mobiles, tablets, smartphones, laptops - any device that allows you to share media and messages.
93 </p>
94 <p>
94 Sexting can be seen as harmless, but creating or sharing explicit images of a child is illegal,
even if the person doing it is a child. A young person is breaking the law if they:
94 </p>
95 <ul>
96 <li>
96 Take an explicit photo or video of themselves or a friend;
96 </li>
97 <li>
97 Share an explicit image or video of a child, even if it’s shared between children of the same
age;
97 </li>
98 <li>
98 Possess, download or store an explicit image or video of a child, even if the child gave their
permission for it to be created.
98 </li>
99 </ul>
100 <p>
100 However, if a young person is found creating or sharing images, the police can choose to record
that a crime has been committed but that taking formal action is not in the public interest (see
100 <a
href="http://www.college.police.uk/News/College-news/Documents/Police_action_in_response_to_sext
ing_-_briefing_(003).pdf" target="_blank">
100 College of Policing - Briefing note: Police action in response to youth produced sexual
imagery (‘Sexting’)
100 </a>
100 ).
100 </p>
101 <h2 class="h2_underlined">
101 <br />
102 2.
102 <a name="indicators" id="indicators">
102 </a>
102 Indicators
102 </h2>
103 <p>
103 Often concerns can come to light through the accidental discovery of images on a computer or
other device and can seem to emerge 'out of the blue' from an otherwise trusted and
non-suspicious individual. This in itself can make accepting the fact of the abuse difficult for
those who know and may have trusted that individual.
103 </p>
104 <p>
104 The initial indicators of abuse in children are likely to be changes in behaviour and mood.
Clearly such changes can also be attributed to many innocent events in a child's life and cannot
be regarded as diagnostic. However changes to a child's circle of friends or a noticeable change
in attitude towards the use of computer or phone could have their origin in abusive behaviour.
Similarly a change in their friends or not wanting to be alone with a particular person may be a
sign that something is upsetting them.
104 </p>
105 <p>
105 Children often show us rather than tell us that something is upsetting them. There may be many
reasons for changes in their behaviour, but if we notice a combination of worrying signs it may
be time to seek help or advice.
105 </p>
106 <h2 class="h2_underlined">
106 <br />
107 3.
107 <a name="encouraging" id="encouraging">
107 </a>
107 Encouraging Safe Use of the Internet
107 </h2>
108 <p>
108 Children can access the internet in many different ways, using a variety of devices including
mobile phones, games consoles, laptops, tablets and desk top computers. The internet is an
integral part of our lives and children need to learn how to use it safely.
108 </p>
109 <p>
109 The home should draw up a set of internet rules, which should set clear boundaries and
expectations for children in the home. These could include:
109 </p>
110 <ul>
111 <li>
111 Time limits;
111 </li>
112 <li>
112 The type of sites or specific sites that the young person is permitted or not permitted to
use;
112 </li>
113 <li>
113 Agreement to explain or show carers what they are doing online at any time;
113 </li>
114 <li>
114 Explanations of behaviour that is unacceptable e.g. bullying, gossiping;
114 </li>
115 <li>
115 If the young person accesses social networking sites, information on how to ensure that
privacy settings are appropriately set and discussion around staying safe online;
115 </li>
116 <li>
116 What to do if inappropriate content is accessed or they are upset by anyone while online.
116 </li>
117 </ul>
118 <p>
118 These rules should be reviewed and if necessary revised at regular intervals.
118 </p>
119 <p>
119 Staff need to be aware that children who have experienced past trauma or have low self-esteem
can be more vulnerable to the dangers associated with the internet.
119 </p>
120 <p>
120 The role of staff in helping children to learn how to use the internet safely is extremely
important and they must ask for support and/or further training if they lack confidence or
knowledge in this area.
120 </p>
121 <p>
121 If staff have any concerns about a child’s online activities they should report it to the
home's manager and their social worker.
121 </p>
122 <p>
122 Staff need to be aware that most mainstream Social Networking sites impose a minimum age limit
of 13 on their membership. This includes Facebook. It is therefore not appropriate for children
under 13 years old to use social networking sites which are also used by adults.
122 </p>
123 <p>
123 Prohibiting young people from using social networking sites in the home is not realistic. A more
effective way of helping to keep children safe when using social networking sites is to:
123 </p>
124 <ul>
125 <li>
125 Ensure young people set their privacy settings appropriately;
125 </li>
126 <li>
126 Pay attention to what information the young person is posting; and
126 </li>
127 <li>
127 Encourage young people to share their social networking experiences with an appropriate adult.
127 </li>
128 </ul>
129 <p>
129 Young people who wish to post images of themselves on websites must be made aware of the risks
involved. A similar approach should be taken around the use of webcams.
129 </p>
130 <p>
130 The use of social media / electronic communication as a way of maintaining contact with family
and friends should be outlined in the child’s Care Plan. Staff should support young people to
use social media and electronic communication safely and offer advice on what a young person
should do if they receive a message which is inappropriate or upsetting.
130 </p>
131 <p>
131 Where there are concerns about a child being groomed, exposed to pornographic material or
contacted by someone inappropriately, via the internet or other ICT tools like a mobile phone,
referrals should be made to the Police and to Children's social care.
131 </p>
132 <p>
132 The
132 <a href="http://www.legislation.gov.uk/ukpga/2015/9/section/67/enacted" target="_blank">
132 Serious Crime Act (2015)
132 </a>
132 introduced an offence of sexual communication with a child. This applies to an adult who
communicates with a child and the communication is sexual or if it is intended to elicit from
the child a communication which is sexual and the adult reasonably believes the child to be
under16 years of age. The Act also amended the Sex Offences Act 2003 so it is now an offence for
an adult to arrange to meet with someone under 16 having communicated with them on just one
occasion (previously it was on at least two occasions).
132 </p>
133 <p>
133 Due to the nature of this type of abuse and the possibility of the destruction of evidence, the
referrer should first discuss their concerns with the Police and Children's social care before
raising the matter with the family. This will enable a joint decision to be made about informing
the family and ensuring that the child's welfare is safeguarded.
133 </p>
134 <p>
134 All such reports should be taken seriously. Most referrals will warrant a Strategy Discussion to
determine the course of further investigation or enquiry. Intervention should be continually
under review if further evidence comes to light.
134 </p>
135 <p>
135 Where there are concerns in relation to a child's exposure to extremist materials, the
child's school may be able to provide advice and support: all schools are required to identify a
Prevent Single Point of Contact (SPOC) who is the lead for safeguarding in relation to
protecting individuals from radicalisation and involvement in terrorism.
135 </p>
136 <p>
136 Suspected online terrorist material can be reported through
136 <a href="https://www.gov.uk/report-terrorism" target="_blank">
136 www.gov.uk/report-terrorism
136 </a>
136 . Content of concern can also be reported directly to social media platforms – see
136 <a href="https://www.saferinternet.org.uk/advice-centre/social-media-guides" target="_blank">
136 Safety Features on Social Networks
136 </a>
136 .
136 </p>
137 <h2 class="h2_underlined">
137 <br />
138 4.
138 <a name="issues" id="issues">
138 </a>
138 Issues
138 </h2>
139 <p>
139 When communicating via the internet, young people tend to become less wary and talk about things
far more openly than they might when communicating face to face.
139 </p>
140 <p>
140 Both male and female adults and some young people may use the internet to harm children. Some do
this by looking at, taking and/or distributing photographs and video images on the internet of
children naked, in sexual poses and/or being sexually abused.
140 </p>
141 <p>
141 Children and young people should be supported to understand that when they use digital
technology they should not give out personal information, particularly their name, address or
school, mobile phone numbers to anyone they do not know or trust: this particularly includes
social networking and online gaming sites. If they have been asked for such information, they
should always check with their parent or other trusted adult before providing such details. It
is also important that they understand why they must take a parent or trusted adult with them if
they meet someone face to face whom they have only previously met on-line.
141 </p>
142 <p>
142 Children and young people should be warned about the risks of taking sexually explicit pictures
of themselves and sharing them on the internet or by text.
142 </p>
143 <h2 class="h2_underlined">
143 <br />
144 5.
144 <a name="further" id="further">
144 </a>
144 Further Information
144 </h2>
145 <p>
145 See:
145 <a href="https://www.saferinternet.org.uk/advice-centre" target="_blank">
145 UK Safer Internet website
145 </a>
145 and
145 <a href="http://www.thinkuknow.co.uk/" target="_blank">
145 CEOP, ThinkuKnow website
145 </a>
145 .
145 </p>
146 <p>
146 Behaviour that is illegal if committed offline is also illegal if committed online. It is
recommended that legal advice is sought in the event of an online issue or situation. The
following legislation may apply:
146 </p>
147 <p>
147 <a href="http://www.legislation.gov.uk/ukpga/2003/21/contents" target="_blank">
147 Communications Act 2003
147 </a>
147 </p>
148 <p>
148 Sending by means of the Internet a message or other matter that is grossly offensive or of an
indecent, obscene or menacing character; or sending a false message by means of or persistently
making use of the Internet for the purpose of causing annoyance, inconvenience or needless
anxiety is guilty of an offence liable, on conviction, to imprisonment. This wording is
important because an offence is complete as soon as the message has been sent: there is no need
to prove any intent or purpose.
148 </p>
149 <p>
149 <a href="http://www.legislation.gov.uk/ukpga/1988/27/contents" target="_blank">
149 Malicious Communications Act 1988
149 </a>
149 </p>
150 <p>
150 It is an offence to send an indecent, offensive, or threatening letter, electronic communication
or other article to another person.
150 </p>
151 <p>
151 <a href="http://www.legislation.gov.uk/ukpga/1984/12/contents" target="_blank">
151 Telecommunications Act 1984
151 </a>
151 </p>
152 <p>
152 It is an offence to send a message or other matter that is grossly offensive or of an indecent,
obscene or menacing character. It is also an offence to send a message that is intended to cause
annoyance, inconvenience or needless anxiety to another that the sender knows to be false.
152 </p>
153 <p>
153 <a href="http://www.legislation.gov.uk/ukpga/1994/33/contents" target="_blank">
153 Criminal Justice and Public Order Act 1994
153 </a>
153 </p>
154 <p>
154 This defines a criminal offence of intentional harassment, which covers all forms of harassment,
including sexual. A person is guilty of an offence if, with intent to cause a person harassment,
alarm or distress, they:
154 </p>
155 <ul>
156 <li>
156 Use threatening, abusive or insulting words or behaviour, or disorderly behaviour; or
156 </li>
157 <li>
157 Display any writing, sign or other visible representation, which is threatening, abusive or
insulting, thereby causing that or another person harassment, alarm or distress.
157 </li>
158 </ul>
159 <p>
159 <a href="http://www.legislation.gov.uk/ukpga/2006/1/contents" target="_blank">
159 Racial and Religious Hatred Act 2006
159 </a>
159 </p>
160 <p>
160 This Act makes it a criminal offence to threaten people because of their faith, or to stir up
religious hatred by displaying, publishing or distributing written material which is
threatening. Other laws already protect people from threats based on their race, nationality or
ethnic background.
160 </p>
161 <p>
161 <a href="http://www.legislation.gov.uk/ukpga/1997/40/contents" target="_blank">
161 Protection from Harassment Act 1997
161 </a>
161 </p>
162 <p>
162 A person must not pursue a course of conduct, which amounts to harassment of another, and which
he knows or ought to know amounts to harassment of the other. A person whose course of conduct
causes another to fear, on at least two occasions, that violence will be used against him is
guilty of an offence if he knows or ought to know that his course of conduct will cause the
other so to fear on each of those occasions.
162 </p>
163 <p>
163 <a href="http://www.legislation.gov.uk/ukpga/1978/37" target="_blank">
163 Protection of Children Act 1978
163 </a>
163 </p>
164 <p>
164 It is an offence to take, permit to be taken, make, possess, show, distribute or advertise
indecent images of children in the United Kingdom. A child for these purposes is a anyone under
the age of 18. Viewing an indecent image of a child on your computer means that you have made a
digital image. An image of a child also covers pseudo-photographs (digitally collated or
otherwise). A person convicted of such an offence may face up to 10 years in prison.
164 </p>
165 <p>
165 <a href="http://www.legislation.gov.uk/ukpga/2003/42/contents" target="_blank">
165 Sexual Offences Act 2003
165 </a>
165 </p>
166 <p>
166 The offence of grooming is committed if you are over 18 and have communicated with a child
under 16 on one occasion (including by phone or using the Internet) it is an offence to meet
them or travel to meet them anywhere in the world with the intention of committing a sexual
offence. Causing a child under 16 to watch a sexual act is illegal, including looking at images
such as videos, photos or webcams, for your own gratification. It is also an offence for a
person in a position of trust to engage in sexual activity with any person under 18, with whom
they are in a position of trust. (Typically, teachers, social workers, health professionals,
connexions staff fall in this category of trust.) Any sexual intercourse with a child under the
age of 13 commits the offence of rape.
166 </p>
167 <p>
167 <a href="http://www.legislation.gov.uk/ukpga/1986/64" target="_blank">
167 Public Order Act 1986
167 </a>
167 </p>
168 <p>
168 This Act makes it a criminal offence to stir up racial hatred by displaying, publishing or
distributing written material which is threatening. Like the Racial and Religious Hatred Act
2006 it also makes the possession of inflammatory material with a view of releasing it a
criminal offence.
168 </p>
169 <p>
169 <a href="http://www.legislation.gov.uk/ukpga/1964/74" target="_blank">
169 Obscene Publications Act 1959 and 1964
169 </a>
169 </p>
170 <p>
170 Publishing an "obscene" article is a criminal offence. Publishing includes electronic
transmission.
170 </p>
171 <p>
171 <a href="http://www.legislation.gov.uk/ukpga/2015/9/section/67/enacted" target="_blank">
171 Serious Crime Act 2015
171 </a>
171 </p>
172 The Act introduces a new offence of sexual communication with a child. This would criminalise an
adult who communicates with a child for the purpose of obtaining sexual gratification, where the
communication is sexual or if it is intended to elicit from the child a communication which is
sexual and the adult reasonably believes the child to be under 16.
173 <p>
173 <br />
174 <br />
175 </p>
176 </div>
177 </div>
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Screen readers can struggle to read out tables sensibly, so it is often better to use alternative mark-up and CSS to layout content. Try disabling the table mark-up to see if it still makes sense. See WCAG 2.1 Failure F49. <table width="100%" border="0" cellspacing="0" cellpadding="0">
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184 </a>
184
184 <span class="darkdivider">
184 |
184 </span>
184
184 </td>
185 <td width="40%" align="right" valign="top" style="padding-top: 0px;">
187 <div class="footer_box">
187 <a href="#">
187 visibility:
187 </a>
187
187 <a href="#" onclick="setActiveStyleSheet('small'); return false;">
187 <img src="images/icons/small_a.gif" alt="View this website with small text" border="0" />
187 </a>
187 <a href="#" onclick="setActiveStyleSheet('medium'); return false;">
187 <img src="images/icons/medium_a.gif" border="0" alt="View this website with medium
text" />
187 </a>
187 <a href="#" onclick="setActiveStyleSheet('large'); return false;">
187 <img src="images/icons/large_a.gif" border="0" alt="View this website with large text" />
187 </a>
187 <a href="#" onclick="setActiveStyleSheet('hivis'); return false;">
187 <img src="images/icons/hivis.gif" border="0" alt="View this website with high
visibility" />
187 </a>
187
187 <span class="darkdivider">
187 |
187 </span>
187
187 </div>
188 <div class="footer_box">
188 <a href="#" onclick="window.external.AddFavorite(location.href, document.title)">
188 <img src="images/icons/favourite.gif" alt="Add this page to your favourites" width="18"
height="18" border="0" />
188 </a>
188 <a href="#" onclick="window.external.AddFavorite(location.href, document.title)">
188 favourites
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188
188 <span class="darkdivider">
188 |
188 </span>
188
188 </div>
189 <div class="footer_box">
189 W884 [WCAG21 2.1.1/2.1.3 (A/AAA)] Mouse/Pointer event handlers require keyboard equivalents:
When using mouse/pointer event handlers on elements that can be accessed by keyboard, ensure that you provide an equivalent keyboard handler. See WCAG 2.1 Failure F54. <input name="printMe" type="image" onclick="printSpecial()" value="Print this Page"
src="images/icons/print.gif" onmouseover="images/icons/print.gif'"
onmouseout="this.src='images/icons/print.gif'" alt="Print this page"/>
191 <a href="#" onclick="printSpecial()">
191 print
191 </a>
191
191 <span class="darkdivider">
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191
191 </div>
192 </td>
193 </tr>
194 </table>
195 </div>
195 </div>
196 </div>
197 </body>
198 </html>