Toy Critique

Assignment 1 Play activity This assignment had been done with a group of 4 children with ages between 3 and 4?. Planning: In order to do the play activity I had to observe the children for two days. I wanted to know what are they more interested in and what they would like more. After the observation stage, I wanted to make sure that the play activity I had in mind, suited their age and stage of development. I also made sure that the activity is safe and that it included the PILES development and that it s based on future learning. I made a sketch plan for myself without telling the children about it and I see what I need for all that.I consulted with the manager to see if the materials I needed could be provided by her. I explain to my manager that I would like to make an activity based on the children’s imagination. I had been observing that the group was interested in cars and animals, so that made me think of building one car close the real size, with the help of the child ren. They would then have to make an imaginary trip to the zoo, inside the car. I needed a large carton box, sellotape, paint and scissors. The manager agreed with the plan, but she suggests that on our way to the zoo, we should make some stops in different places like shops or public parking areas.I checked to see if I had enough time to accomplish the activity, including the preparation and tidying up at the end. I talked with the children about what we were going to do the next week, and they seemed to like the idea very much. I put the plan together over the weekend and ensured that I have the proper and safe materials by the beginning of the next week. I then realised that I would need more than one day for the play activity. I decided to split the play activity into 4 daily sessions, of 25 minutes each. Implementation: Day 1: MondayWe started by moving some chairs and a table closer to a wall in the room, so we would have enough space for the activity. I put a carton box on th e floor. The children asked: Ch: â€Å"What are we going to do with this box, teacher? † Me: â€Å"We are going to build a big car and all of you would have to paint it. † After I drew the car, trimmed its shape on the carton board, I gave the children different colours of paint so they would paint the car. Me: â€Å"Now I want you to close your eyes and to imagine this car in whatever colour you would like it to be. I didn’t have time to finish my sentence because they all started to tell me at the same time what was their favourite colour for the car. Me: â€Å"Stop, stop, stop. No, not all together. C1, tell us what colour would you like the car to be? † C1: â€Å"I want my car to be pink. † Me: â€Å"Very good! You can paint the front of the car. C2, what colour does your car have? † C2: â€Å"Orange, it’s my favourite colour. † Me: â€Å"OK C2, you will do this side of the car† and I showed him the right side of th e car. â€Å"Now, C3, tell me! † C3: â€Å"I like my car to be blue. † Me: â€Å"Perfect. You have the back of the car. C4? † C4: â€Å"I want my car red.It’s my favourite colour. † Me: â€Å"Very good, C4, you will paint this side of the car† and I showed him the left side of the car. â€Å"Excellent, but there is missing something. Who can tell me what is missing? † Ch: â€Å"The wheels! † Me: â€Å"What colour are they? † Ch: â€Å"Black. † Me: â€Å"Very good! Each of you will have to paint one wheel. † I put their aprons to each of them and they each took a paintbrush. They started painting and to talk about the car. The children gave the car a name: â€Å"Tina†. After they finished painting the car the children asked e what to do next. I told them that we were going to wait until the next day.Day 2: Tuesday First thing in the morning, after arriving at the creche, the children asked me what we were going to do with the car that day. C1: â€Å"Are we going to play with the car, today? † Me: â€Å"Yes, we will play with the car, but not like yesterday. † I then told them to concentrate and imagine that they are going to get into the car with mommy, daddy, or his/her best friends and they would be going to the zoo. On the way to the zoo they would stop twice, in two different places. I wanted them to tell me what were the two places they were thinking about, what they wanted to do there and what were they see at each stop.Knowing that they were having more than 2 places in mind, I asked them to speak in turn about their choices: – C1 told me that he would stop to buy ice cream and visit a fun fair – C2 wanted to play some football and to make a stop at McDonald’s – C3 wanted to visit a fun fair and eat at McDonald’s – C4 wanted to ride in an electric car at the fun fair and eat an ice cream I wanted to include each acti vity in the imaginary car travel so I thought the best way to do that was to plan the itinerary like this: – First stop at the fun fair and electrical cars – Second stop at McDonald’s for ice creamI was not sure that we would have enough time for the fun fair on that day. Me: â€Å"OK. Everybody, let’s go into the car. C3, you will drive today. † C3 was very happy about that. â€Å"Go in front of the car and tell everybody to hurry up and close the doors. † I told them to pretend that they are going in the car and drive to the fun fair. They pushed the car (â€Å"driving†) towards the table (the â€Å"fun fair†). The table was in the middle of the room, so they pushed the car and circled the table twice and then stopped. C3: â€Å"Here we are at the funfair. † The other 3 children started cheering â€Å"Hooray!We are here. † I was very happy and proud of them. They were really enjoying the game. I placed 7 small c ars (â€Å"the electric cars†) on the tables. The cars had different shapes and colours. I asked each of the children to pick a car from the table and then tell me why they picked that car. I wanted to test their intellectual skills. C1 picked a blue sports car. He told me that blue is his favourite colour and that he likes sports cars. I asked how he knows that he was holding a sports car and he replied that the sport cars are very low to the ground. C2 picked a bigger, orange car.He said that orange is his favourite colour and that he likes big cars because his father has a big car. C3 picked a small, red car justifying that small cars are for girls (she is a girl) and she liked red. C4 picked a minivan. He said that he wants a family car so that he could take his parents and sister with him everywhere they want. I was very surprised to find out that the children had good reasons for choosing a car and that the choice was not random. I then asked them if they know how an el ectric car works or what you have to do with in order to start up an electric car. They told me that one should et inside the car and drive it. C3 told me that the car runs on electricity. I let them play with their cars for about 2 minutes. I then asked them to leave the â€Å"electric cars in the funfair and return to their car and park it† close to one of the walls in the room. We planned to continue our trip, the next day. Day 3: Wednesday We started a little bit earlier than the previous days to include the snack time from the creche schedule into the game. I named C1 and C4 to drive the car that day. C1 was the driver from the parking lot to McDonald’s and c4 was the driver from McDonald’s to the zoo.The children got into the car and â€Å"drove† circling the table 3 times and then stopping close to the table. They got out of the car and took a seat at the table. I told them that they were to be the clients and I would be the waitress. I explained t o them what a waitress is and told them how to order. They asked me to bring their snacks from their lunch boxes. After finishing their snacks, I gave them a scoop of ice cream each. After the stop at McDonald’s, C4 stood up and said â€Å"Let’s go now. It’s a long way to the zoo and it’s getting dark. † I was very surprised to hear that from him.I was thinking that was developing an early stage of responsibility. C3 asked me where the zoo was. I replied that it wasn’t very far, pointing in the direction of another table in the corner of the room. They circled the first table twice and went to the second table in the corner. In the meantime I took 8 animals from a box of toys and I lined them up on the table in the corner as if they were in cages at the zoo. When the children got to the table in the corner, something happened and we had to interrupt the game. One of the children (C2) had to go home and I didn’t want to continue the ga me without him.The others wanted to continue but I explained to them that we can’t continue without C2 and we would have to wait until the next day so we could be all together. I postponed the visit at the zoo for the next day. Day 4: Thursday C2 thought that we had finished the trip without him. He was happy to hear that we hadn’t continued the trip and that we had been waiting for him. I also told him that he would be driving from the zoo to the Montessori. After they had their snack in the snack break, I asked them if they could remember where we had stopped the day before. They all told me that we were going to see the animals at the zoo.C1: â€Å"We have to pay first, teacher. † Me: â€Å"Very well, C1. Yes, we do have to pay. † They pretended to take money out of their pockets and give it to me. They gathered around the table so I told them to stay in line so we could walk around the table to see and talk about the animals. We had a dialogue about w hat type of animals they are, what their colour is, where they live and what they eat. I even asked them if the animals are happy in the zoo. The children were very curious to find out thing that they didn’t know about the animals. We talked about them for about 15 minutes. They all knew the names of the animals and their colours.The habitat (where they live) and eating habits were new to the children. The answers were different, some of them were right and some of them were wrong. I was more than happy to tell them the right answer to any question. After the visit at the zoo, C2 said that is was his turn to drive and he was right. They got into the car again and â€Å"drove† around the table four times. They said that it was a long distance back to Montessori. C2 parked the car and we went in the back garden of the creche, for some fresh air. We sat down in circle so we could talk about the visit. I asked them if they enjoyed their visit at the zoo.The children told m e that they would like to go another time but to a different place. I also asked them if they had learned something from this trip. C3 said that she had never been to a restaurant and tell the waiter what she wants by herself, before. I told the children that we would do other trips in the future. Evaluation: Evaluating objectives for children In my opinion, the play activity had a very good impact on the children. It was, in fact, much better than what I expected. Their imagination is very well developed and the trip was a good opportunity to improve their learning outcomes.They did what they wanted to do and how they wanted to do. I just provided them the foundation of the game and they took control of the actions. The following abilities were exercised by the children: – Mathematical learning, by using the shapes of the cars, size of the cars, relationship between objects when comparing cars and animals – Creative learning, by being free to express opinions, ideas a nd feelings, exploring and experimenting art when they painted the car, movement when driving the car and dramatic play when ordering at McDonald’s – Physical experiences when â€Å"driving the car† Linguistic learning when talking about the habitat of the animals and eating habits – Personal and social learning, by developing their self-esteem and autonomy while â€Å"driving†, team working, talking to each others about their ideas, sharing experiences and when C3 admitted that it was the first time she ordered by herself at a restaurant. The play activity can be used in the future to plan other discovery trips in other places like â€Å"visiting a museum†, â€Å"going to the gym†, â€Å"going to the swimming pool†, or if the children have other ideas for trips.Evaluating the adult role My initial goals for this play activity were the developing of the child’s creativity, curiosity and imagination. I achieved the goals by putting the children in an out of the ordinary situation and then constructing different sets of events, upon the main idea, with or without the help of the children. During the planning of the activity I found out that children can actively participate in elaborating ideas, not only carrying out an idea. They were using their imagination and sometimes I felt that they were using it more than I did.As adults we sometimes know how things should be, look like or feel, but a child doesn’t know that. A child is curious to learn about things he does not know, and is eager to experiment, not only asking others what is best in a situation, and to copy the behaviour he sees in adults. Maybe that is why I was amazed to find out the different reasons of the children when picking the cars, and how they related with their families (the human beings with which a child spends much of his time and tends to imitate).The total cost of the project was minimal because I used recycled materia l along with things which were already at hand from the creche. In the future I would like to include either more learning and developmental outcomes, or doing a specialized play activity with one or two learning outcomes. I would like to see which one is more effective on child education. To do that, first I am planning to do a play activity extending the time length from 4 days to 7 days. After assessing that activity, I will then decide whether I would specialize the play on one or two learning or development outcomes, or introducing as many outcomes as possible.

4 mat review entwistle Essay

In the book, Integrative Approaches to Psychology and Christianity by David N. Entwistle (2010) the reader is first introduced to the conflict of the integration of psychology and Christianity. The thought is that Christianity is based on faith and psychology is based on truth. As a result, it is the idea that Christianity and psychology may be impossible to coexist. â€Å"The integration of psychology and theology is virtually inevitable due to their mutual interest in understanding the ambiguities and mysteries of human behavior and healing human brokenness.† (Entwistle, 2010, p. 51) Essentially, this statement is a summation of the entire reading. Even though Christianity and psychology are at two opposite ends of the spectrum, the two ideas still carry the ability to be integrated with one another and implemented. Entwistle, explains the integration of psychology and Christianity by first providing a historical overview of scientific and theological communities in order to provide a more in depth understanding of the modern process of integrating psychological thought with Christianity. Entwistle states that the term â€Å"integrated† should also be viewed as a noun because he says, â€Å"If Christ lays claim to all of life, then the work of integration becomes not just feasible, but imperative, as we attempt to understand the essence of unity.† (Entwistle, 2010, p. 16) To continue, Entwistle explains that science and faith have always been conflicting ideas because science is contradictory to theological concepts. Entwistle some what agrees with this idea but based off of a person’s previous assumptions or knowledge about psychology and theology. If a psychologist were to recognize their faith bias when operating in their chosen specialty of psychology, then they could use science as a means of evidence or testament to the auspiciousness of Christ (Entwistle, 2010). As the book goes on, Entwistle introduces five different disciplinary relationships, which include enemies, spies, colonialists, neutral parties, and allies (Entwistle, 2010). Enemies can either be secular or Christian but the common factor is that they agree that there can be no coexistence of faith and science within the field of psychology. Spies are members of the Christian faith who happen to have a background in psychology but are only interested  in the â€Å"benefits of their own religious system† (Entwistle, 2010, p. 182). Spies could also include those who wish to explore the effects of faith on an individual. Colonialists use parts of psychology integrated with their own ideals and beliefs. Neutral parties are indifferent to both secular and theological arguments for the integration of psychology. However, neutral parties are able to maintain that indifference by keeping science and Christianity separate (Entwistle, 2010). The allies’ mode is different from neutral parties model because it is against that idea that theology is docile to psychology and that faith is a â€Å"vehicle to express psychological truth and to foster psychological benefits† (Entwistle, 2010, p. 206). The remaining reading is geared towards understanding truth as it relates to the psychological and theological mindset. In order to better understand the integration of psychology and theology and the similarities and differences between the two, Entwistle explains that we can gain a better understanding of human ps yche and consider completing developmental research in order to come up with counseling techniques that will be valuable for future generations. Concrete Response As a young child I remember growing up my parents explained to me that I would have to work hard in order to achieve success. My parents are very successful people with multiple degrees and although I was a stellar student, I wasn’t the least bit interested in school. I would much rather play sports or dance. My mom came to me one day and said, â€Å"I don’t know if you’ll ever be a doctor or lawyer the way we planned but whatever you decide we will be proud.† I was happy and sad at the same time because although she knew that I am intelligent, she didn’t try to press upon me something that her and my father’s plans for my life. However, I didn’t feel like my parents believed that I could become someone great. I must say that my parents have allowed me and continue to allow me to flourish into the person that God designed for me to be. Even though I appreciated my mother for making that clear to me, I still felt as if I had something t o prove to them. I set out to take as many collegiate level classes as possible in high school and even pushed myself to the limit in my undergraduate courses. On top of all of my schoolwork, I pushed myself to commit to extracurricular  activities within my church and school. When I first read Entwistle’s description of the allies’ model, I immediately thought of myself as an ally. Although our goal at the end of the day is to please God, I felt as if I had to please my parents through my education but I would eventually have to follow God’s plan for my life. While I took the time to find myself, I was forgetting about my religion and solely focused on my psychological wellbeing. I definitely had to get to a place where I was able to integrate both my mental health and well being as well as focus on my relationship with Christ. Reflection In the book Integrative Approaches to Psychology and Christianity, the reader is introduced to the understanding and correlation of psychology and theology. The study of psychology is referenced throughout this book many times but one ideal that is not addressed is the answer as to what a Christian should do with the ideals that are presented in this text. As it is well written, this particular text is invaluable to students and professors or those who wish to study the integration of psychology and theology as it relates to academia. On the converse, what about a regular church pastor or missionary who would like to be more well-versed in their counseling strategies or teaching people who to heal and deal with mental health conditions. The book is well written in the fact that any person who is not familiar with psychological or theological terminology can also understand the content of the text. Although the book many questions in relation to the integration of psychology and theol ogy, it is apparent that the author did not mention the definitions of â€Å"nature† versus â€Å"unnatural.† Nature does not exist today because of the fall of man therefore, we as humans today only know the unnatural. This is a part of the reason that we find human beings to be so unnatural in their thoughts, feelings, and actions. Because of sin, there is no more innocence of creation has been destroyed and can only be restored through the blood of Christ. As psychology and theology integrate, humans can be studied in their natural state. Action For a counseling psychologist or anyone who would like to practice professional counseling, one of the most important steps would be to understand the disciplinary models presented in the text. The Christian community may not be knowledgeable how a person would be classified within the five models. The typical Christian would not know whether or not they would be helping or hindering the individual if they were not familiar with the ideals and beliefs that goes along with each particular model. Having a better understanding of each model will allow a psychologist, or even a regular church pastor to understand where they fall within each model and which model will allow them to provide the best care plan for that client. The following step would be to also evaluate scientific models of psychology in order to better understand which model would integrate well with theology and the five disciplinary models. Understanding what each option and/or technique will provide will allow evidence of Christ through science. As a result, disciples will be brought to Christ because then they will believe. Integration of psychology and Christianity (theology) is more than just ideas and techniques, but the integration of the two will provide insight as to how we as humans live our lives before Christ (Entwistle, 2010). References Entwistle, D. N. (2010). Integrative Approaches to Psychology and Christianity: an Introduction to Worldview Issues, Philosophical Foundations, and Models of Integration (2nd ed.). Eugene, OR

Company Analysis-Ethics and Social Responsibility(AMAZON) Essay

Company Analysis-Ethics and Social Responsibility(AMAZON) - Essay Example Amazon.com’s ethical standard which is encapsulated in their vision as a company meant doing their job right that in doing their job right, this would be their greatest contribution to the good of society as they lower their prices, expand selection and other initiatives in the future. They also give to the communities where their employees live and their donations are spread throughout nonprofit organization across the United States. They also engage in volunteer works and give grants to the writing community (Amazon b, 2013). This standard of Amazon’s ethical standard is practiced in a way that was elaborated further by its CEO stating that this approach of â€Å"offering customers the lowest prices on virtually any product they wanted and providing a quality customer experience† is the only strategy that will provide long term value for Amazon.com’s customers and shareholders (G.A., 1999) Amazon.com’s ethical standard to be a customer-centric company also extends to their environmental friendly operations. Most of their orders are shipped in â€Å"corrugated containers which on average contain 43% recovered fiber content. Once used, these containers are 100% recyclable for use in the manufacture of other paper products† (Amazon c, 2013).   Large products such as television sets, and other appliance and household items are shipped using paper as packing materials that are 100% recyclable whose content is already 50% recycled (Amazon c, 2013). One of the concrete examples of Amazon’s ethical standard being aligned with their business strategy as a company is best illustrated by its new product Kindle. In an interview with its CEO Jeff Bezo, he stressed that as a company, they do not want to make money out of their hardwares that would make their price prohibitive. This is also consistent with their ethical standard of offering the most cost effective service to their customer with an

Buyer- open to buy 1,214,000 for retail store- demographics Essay

Buyer- open to buy 1,214,000 for retail store- demographics - Essay Example In view of the various businesses available, I would like to deal with the women business suits during the spring season. This is because business suits are widely accommodated by the general population. Bloomingdale business store located in New York is my business venture. It is a business that delivers an awesome world-class experience in retailing. It showcases a brand portfolio and represents latest and desirable merchandise throughout main and stores at home alike (Donnellan 17). Ladies suits can generate more profits unlike the casual wear that is only for a youth and cannot be worn during the spring season at various occasions. The store deals in the ladies suits and separates. These include suiting, dresses, statement jackets, skirts, layering pieces and pants. The goal of any business start up or an established one is to make profits. Consequently, I would deal in designs that would bring in more profits in my operations. Taking into consideration the spring season, the la dies are to cover their bodies for warmth and still ensure that they are more trendy and decent. There is an upcoming trend in the mode of dress for all ladies to become decent and my customers would not be left aback either. There is much beauty in decency and smartness. The premises that are used in business should be cheap in the form of the rent paid so that it cuts on a number of costs. There should always be a careful inspection and analysis of all business costs that may be affected by the business location. The order to buy amount will act as the capital for the merchandise business. The order to buy amount will be used to buy grey suits, blue suits, gray pinstripe suit, skirt suits, dress shirts, and black suits. This is to be able to satisfy the need of the many customers available. The order to buy amount will be divided proportionately to avail the stock. The merchandise is made in the European tropical wool so that it fits the spring season. It is of great

Examine the sources of English Law and comment on the relevance they Essay

Examine the sources of English Law and comment on the relevance they hold for the construction or property professional. You should in particular comment on the - Essay Example Hence, his conduct is therefore dependent upon the manner that laws develop, such that as policies and regimes change, affecting the principles of private property, the devices available to property professionals are likely to change, as well. Thus, given the recent changes brought about European Union (â€Å"EU†) legislations in English law, this essay will therefore assess the effects of EU legislations in English property law to determine its relevance on the duties of property professionals. Within English law, the rules governing property have been, for most part, determined by legislations made by the Crown and Parliament, as the land’s formal law-making authority. However, as Galbraith and colleagues have illustrated, this rule-making institution, although the supreme author of the law, is in practice subject to a number of limitations determined by statutory interpretation, in giving the legislation’s â€Å"true meaning†; and European legislation, as part of English law (2004, pp. 3-4, 9). For the property professional, this is of relevance for a number of reasons. First, as the supreme author of the law, the Crown and Parliament, through legislation, determines the core devices, rules, and standards property professionals must abide by in practicing their profession. However, whereas practitioners can be widely knowledgeable on the relevant legislations affecting their practice, the bulky system of precedent developing under case law altering standards and procedures informally necessarily calls for property professionals to change the way they conduct their responsibilities as well (Abbey & Richards, 2005, p.31). Second, given that equity is a pervasive element of land law where court judges have a broad discretion in distinguishing disputes brought to court in the context of equitable rights over land;

Causes and effects of Homeless Research Paper Example | Topics and Well Written Essays - 2500 words

Causes and effects of Homeless - Research Paper Example The author states that poverty plays the biggest role in rendering people homeless. This is because poverty and homelessness inextricably link. Agreeably, poor people face substantially hard times when paying for their house rent, food, education, child care, and health care among other things (Andersen & Taylor, 2010). Note that, one must make difficult choices especially when limited resources have to cover a number of these necessities. In most cases, according to experts, many people tend to opt for other things instead of housing since housing absorbs much of most individuals’ earnings (Levinson, 2004). A research carried out in 2007by the US Bureau of the Census 2007 found out that 12.5 percent (37.3 million) of the US population lived in poverty. The Bureau asserted that the 2007 findings were not statistically different from those of 2006 in any way (Ravenhill, 2008). Further studies on this subject indicated that increased erosion of employment opportunities for the l arger segment of the American workforce and the declined availability and value of public assistance are the two major contributing factors accounting to increased poverty. Advocates for homeless maintain that violence in homes is a factor contributing to homelessness, particularly in women with children. Facts about the homeless point out that almost half of all homeless youths and adult women with children experienced domestic violence prior to fleeing their homes (Andersen & Taylor, 2010). Nationally, studies reveal that most people who are now homeless could not withstand the kind of physical abuse they experienced in their homes and as such, they opted to run away or rather disappear from their previous settlement (Levy, 2010). Research findings from 2007 showed that of the more than 7,000 people counted during the One Night Count, over 1000 complained indicated that domestic violence is a significant element that contributed to their state of homelessness.

Finance Assignment Example | Topics and Well Written Essays - 1500 words

Finance - Assignment Example joint venture. Sainsbury’s offers food and non-food items at its supermarkets and convenience stores along with that it also operate online grocery store and general merchandise operations. Sainsbury operates almost 1106 stores that includes 583 supermarkets and 523 convenience stores. Company also holds interest in freehold and long lease hold properties and also the properties that come under their joint venture agreements. In its financial services sectors it provides credit cards, insurance, loans and savings advices also relating to energy efficiency at customer homes. Sainsbury also provides selection of movies, music, books, games and other entertainment products (Yahoo, 2013). Sainsbury’s holds almost 18% share of the UK supermarket and is the second largest supermarket chain in the country. Despite the fact that Sainsbury is the UK’s second largest supermarket chain it is the returns that the company offers that would attract the investors and the share towards the company not the quality of the services or the size of company itself. In order to understand how much value is given or created by the Sainsbury to its shareholders and investors it is important that analysis of it’s incomes, returns that it offers, its operations, liquidity position and the growth that it offers in the future is thoroughly made. Thus to get the full understanding cash flow analysis along with its income statement is made to have idea about its liquidity position. Both inflow and outflow of cash in the company is assured through three different activities that the company goes through operating, investing and financing. All three activities of Sainsbury are discussed as follow. Over the past three years Sainsbury’s Plc. have been reporting net income however as analysis of its profit margins are done it is seen that in the current period its profit margins re lagging behind to that of the industry average. It can be said that the company is

History of Mathematics Essay Example | Topics and Well Written Essays - 500 words - 2

History of Mathematics - Essay Example Although there was no record of any mathematical talent in his family, both Galois’s parents were intelligent and well-read in subjects considered important at the time: philosophy, classical literature and religion. In October 1823, Galois was enrolled at the Lycee of Louis-le-Grand and his initial years in school were marked with many successes and several prizes. During his first term, however, there was a rebellion by forty students who were all expelled. Although Galois was not involved in the rebellion, the severe attitude taken by the school against those students left an impression on his already developing political outlook. By his third year, he became bored with the classical studies and his interests were soon absorbed by Legrendre’s Geometry, a book understood by very few. He regularly failed his exams and was asked to repeat the year due to poor work in rhetoric. He faced severe criticisms from his rhetoric teachers and soon his own family started to think of him as strange. February 1827 marked a turning point in his life, as he entered his very first mathematics course, taken by M. Vernier. Typical reports from his school described him as bizarre, singular, original and closed. His passion for mathematics dominated him and his director of studies advised his parents to let him concentrate only on mathematics and forgo all others. His time in school apart from mathematics was described as a waste of time â€Å"as he did nothing more than torment his teachers and overwhelm himself with punishments†. However, M. Vernier reported him as an intelligent student with zeal and success (Rothman, 1982). M. Vernier constantly implored Galois to work more systematically, an advice which he ignored. Galois attempted the entrance examination to Ecole Polytechnique a year early and without the required course in mathematics. His failure to clear the exam and the subsequent failures left a deep gash on him and embittered him for life

Puritans Paper Essay Example for Free

Puritans Paper Essay Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   America has become the world’s superpower for quite a long time since after the Depression Years. It is able to sustain its position then and now depending on anybody’s viewpoint. If the Religious Right, the Evangelicals or Fundamentalists, were to be asked why America is what it is today in the world’s affairs, they’d readily attribute it to the spiritual dimension: the favor of God is with this country since its pioneering days when the early Christians settled here from England. Among the pioneers are now popularly known as the Puritans.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Who they were, how they lived, what their basic or fundamental beliefs were, and how much they played a part to what America or even the world has become, no one could possibly estimate to its closest description. All we know is the heritage which they passed on to this great country. They played a great role in establishing the first free schooling, first formal education, and first American college, Harvard in Cambridge, and the first to write books for children expressing the distinct difference in communicating with this age level (Kizer). These were some of their contributions and they are no small feats if one has to consider their impact to civilization. This paper attempts in prà ©cis to describe the Puritans, peeking into their distinctiveness and their other contributions to the country and the world. Discussion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Puritanism was a movement within the Anglican Church in England during the time of Oliver Cromwell which was in reaction to the growing discontent regarding the religious, moral and societal practices of their day. They were considered dissenters and deemed that those in the leadership were beyond reform, hence, the many that set sail and settled in America during the colonial era. New England had become their home and from there, sprang the shapers of this country’s religious character. This was best attributed to the works of the great American preacher Jonathan Edwards and other leaders like him in what was recognized as the Great Awakening. The Puritans acknowledged only the tenets of the Bible, and only from its pages are the only valid or authentic laws which are to be applied to all aspects of living. It was the Puritans who tore away the established church’s ruling that only those in the clergy have the access to God. They somehow succeeded to remove the rituals and formalities that â€Å"Christianity† in general has accumulated from the early years (Johnson Woloch, â€Å"United States (History)†, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are some myths or misinformation carried down the years that form a wrong perception of the Puritans. Firstly, the original/actual English Puritans were not a small group of dissenters, but in fact a big organized people who succeeded in the Parliament of England with Cromwell at the helm. However, this was not for long, the fact that some of them were forced to immigrate to America to escape religious and political persecution. Secondly, stories abounding about witchcraft trials and all that only came later after the hundred plus years that they have already settled and â€Å"multiplied† and successfully built their communities. From 17, 800 in population around 1640s, they grew to 106,000 by 1700. Being exclusive was forefront in their religious stand including the strong spirituality that spilled over their laws in communal living and relations. Nonetheless, their isolation was the main danger that they had posed to themselves. The apostolic church in the New Testament served as their model for way of living and the accountability is both individual and by church congregations wherever they were. They believed in predestination which actually affected their understanding of other aspects of their lives. One of which was what was termed as a strong Protestant work ethic (Kizer, â€Å"Puritans†). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Much can be said about the reformation that started in England which was successful in their day and the migration to America that further changed the landscape of what this country has since become after they came. After spirituality that they protected and communicated down their descendants and shaped others who came to their influence, the Puritans’ foremost contribution is the intellectual development and progress that marked America. Religion was the fuel for this intellectual pursuit, and even scientific breakthroughs came about as a result of the Puritans’ emphasis in education. The resulting healthy economy, strong political convictions from the biblical emphasis, and consistent formal learning hallmarked the Puritans and perhaps no other group of people contributed much to the preservation of the American way of life even until today. Works Cited Page Kizer, Kay. â€Å"Puritans.† Accessed August 28, 2007 http://: www.nd.edu/~rbarger/www7/puritans.html 9k   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Johnson, Paul E., and Woloch, Nancy. United States (History). Microsoft ® Encarta ® 2006 [DVD]. Redmond, WA: Microsoft Corporation, 2005.

The overall sense New World Essay Example for Free

The overall sense New World Essay The overall sense prevalent in each of the three readings is that the beginning of the inhabitation of the New World by the colonists was one filled with trepidation and little exploratory overtures. The colonies were on the surface largely inhospitable, and its original inhabitants viewed as savages were viewed with prejudice, wariness, and dread. As the days progressed, however, it became evident that the savages were willing to explore some form of relationship and interaction with the colonists, and in both John Smith’s and William Bradford’s accounts, there were episodic moments of goodwill, friendship, and collaboration. In these accounts, the importance placed upon their belief in God was uncompromising. In them, the providence of God in bringing friendly savages to befriend them and to supply them was acknowledged. There exists a palpable atmosphere of gratitude and cheer when such events transpired. It was almost as if the settlers in general and the writers in particular knew just how daunting a challenge their situation was, and how perilous their enterprise promised to be. The writers’ mention of God in the execution of their enterprise and how their fortunes rested on his statutes and goodwill bring out the stark contrast of the human displays of treachery, slander, and scant regard for the natives, whom they viewed as savages. This conflict would continue in their later dealings with the other tribes of the interior, and such janus-faced behavior appears schizophrenic, to say the least. Yet, the reliance on and the zeal with which they displayed their faith marked the beginnings of the settlements characterized by these three locations as mentioned in the writings. This faith then was the thread of continuity that existed in the different accounts and narratives of the settlers, and in spite of the different types of settlements founded by different groups for diverse purposes, the Christian basis was contingent on them all. It was needful for them to rely on a comforting system of belief, and one that provides them strength of hope, unity of oneness, and a certain security of what and where they had originated from. Yet, it is also very clear on a closer inspection of these three writings that William Bradford’s and John Winthrop’s accounts were more God-centric. This of course is a reflection of the foundations of their voyage and expedition. The colony of Jamestown, as displayed in John Smith’s account, was meant to promote business and reap profits, an enterprise by a joint stock company. Plymouth was for pilgrim families in search of a new life, a new beginning that was homely and familial. Boston, as characterized in John Winthrop’s account, was Christo-centric in its most fundamental conceptualization, foundation, and development. Little wonder that reading his account was akin to reading an interpretation of Scripture. The level of devoutness corresponded with the motivation for the founding of the colonies. Employing basic textual analysis, it is evident that the concern, thrust, and feelings surrounding their brave ventures centered on the role of their functions in the new settlements. Every one of these accounts ended in some measure of success, and each of them concludes with a triumphant tone that their efforts had not been in vain. From Winthrop’s firm exhortations to Smith’s tentative positive conclusion, it could be deduced that the strength of their convictions determined their celebration of the outcomes. Their struggles and searching out of the land, while battling disease, climate, lack of provision, and facing hostility from the natives, were definitely an arduous struggle. Yet, this brings out the reality of the situation and circumstances facing them, and as one gets drawn into the narrative, one begins to feel the proximity and reality of the connection. The desperation of the settlers at Jamestown was palpable, and the eventual sigh of relief gave way to a resigned air of fatalism, that the difficult labour exercised by the less-than-scrupulous figures that dominated the narrative would finally be put to rest. The more positive gratitude of Bradford’s account was dotted with certain moments of sorrow, yet, the overall emotion that emanated forth was that here was a place where industry and good Protestant ethics would prevail and reap them a good harvest, first a thirty-fold, then a sixty-fold, and finally, a hundred-fold. Winthrop’s account was a direct call to Christian virtues, with his sermonizing extolling the promises of God in accordance to their practicing of the faith, in spite of the difficulties that may appear from time to time. These narratives are the blood, sweat, and tears of our forefathers, and upon their shoulders are built the foundations of this great nation, America, that stand at once for freedom and liberty, and that proclaims, â€Å"In God we trust. †

Alopecia Areata: Causes, Types and Symptoms

Alopecia Areata: Causes, Types and Symptoms Alopecia areata can affect any hair-bearing area and can also involve nails. A peribulbar lymphocytic infiltrate in a swarm of bees pattern is characteristic of the acute stage of the disease leading to a dystrophic anagen phase. There may also be increased psychiatric morbidity in patients with alopecia areata. Ikeda (2) classified alopecia areata into four types including the common type (81%), the atopic type (10%), the autoimmune type (5%) and the prehypertensive type (4%) The course of the disease is unpredictable and the response to treatment is variable. The various treatment modalities used can be classified into topical and systemic therapies. The topical therapy includes intralesional corticosteroid, topical corticosteroids, minoxidil, anthralin and topical immunotherapy in the form of diphenylcyclopropenone (DPCP) and squaric acid dibutylester (SADBE). The systemic therapy includes systemic corticosteroids and photochemotherapy. Cyclosporine, methotrexate, sulphasalazine and biologics like etanercept, efalizumab, adalimumab and infliximab have been used with limited success. Intralesional corticosteroids are the treatment of choice for adults with less than 50% of scalp area involvement. The sensitivity of picking up clinical response to treatment by a clinical examination is very variable and has interindividual variation. Dermoscopy is a noninvasive diagnostic tool which visualizes subtle patterns of skin lesions not normally visible to the unaided eye. It is performed by a hand held or a video dermoscope equipped with lenses that currently allow magnifications ranging from 10 to 1000, the images obtained can be visualized on a monitor and stored using specific software on a personal computer, to identify and compare changes over time.(3) The characteristic features of alopecia areata on dermoscopy (4) are yellow dots, black dots, broken hair, vellus hair and tapering or exclamation mark hair. After therapy there is a decrease in the number of these characteristic findings. On the other hand, the presence of thin and unpigmented vellus hair within the patch, and evidence of transformation of vellus hair into terminal hair, appearing as increased proximal shaft thickness and pigmentation, are characteristic of remitting disease and indicative of a response to treatment. The present study is being undertaken to evaluate the efficacy of intralesional triamcinolone acetonide in the treatment of alopecia areata and to assess its local and systemic side effects. Dermoscopy has been used to identify signs of early clinical response to the chosen therapeutic regimen. The useful markers to assess the severity of alopecia areata on dermoscopy are the black dots, yellow dots, broken hairs or dystrophic hair, tapering or exclamation mark hair and short vellus hairs. Previous reports have suggested that the severity of alopecia areata is an important prognostic factor. Therefore, dermoscopic examination of patches of alopecia areata may provide predictors of the response to therapy and can also be utilized for monitoring response to any prescribed regimen. Definition Alopecia areata is an autoimmune disease of uncertain etiology that involves the hair follicle and sometimes the nail and is usually reversible. Although autoimmune, genetic and environmental factors have been implicated but the exact pathogenesis is yet to be elucidated. History Hippocrates first used the term alopecia which literally means foxs disease. The characteristics of alopecia areata were first described by Cornelius Celsus in 30 A.D., who described two forms of alopecia. The first he described as complete baldness occurring in people of all ages. The second he called ophiasis, which literally means snake, due to the pattern in which the hair loss spreads across the scalp and also suggested that ophiasis was only seen in children. Alopecia areata is sometimes also referred to as area celsi in tribute to Cornelius Celsus. Alopecia areata has been given many different names throughout history. However, the actual term alopecia areata was first used by Sauvages in his Nosologica Medica, published in 1760 in Lyons, France. From the beginning of 19th century there was considerable debate about the cause of alopecia areata. Two main hypotheses were put forward, one based on parasitic infection by Gruby in 1843 and Radcliffe-Crocker in 1903 and the other based on a nervous disorder by Von Barensrung in 1858. The parasitic hypothesis drew support from the pattern in which alopecia developed -expanding slowly in size just as a local infection would. Even more significant were the apparent epidemics of alopecia areata reported to occur in institutions such as orphanages and schools. However, many attempts to isolate an infective organism and to transfer alopecia areata by inoculation failed. The initiation of alopecia areata by a nervous disorder, known as the trophoneurotic, neurotrophic or neuropathic hypothesis, eventually gained the support of most dermatologists of the time. This vague hypothesis could be supported by the apparently frequent clinical observations of emotional or physical stress and trauma that were associated with the onset of alopecia areata and often reported in the medical journals of that time. Emotional stress and physical damage were believed to adversely affect hair follicles via the nervous system and Joseph in 1886 showed that patchy hair loss could apparently be induced by cutting nerves in the necks of cats (it was later suggested that the hair loss was actually due to the cats scratching themselves). The idea circulated among dermatologists for many years because it was very difficult to fundamentally prove or disprove that alopecia areata was a nervous disorder. The hypothesis is still supported by some dermatologists today. One of the more unusual variations on the neuropathic origin of alopecia areata was put forward by Jacquet in 1902 who suggested that alopecia areata was initiated by sources of nerve irritation such as defective and diseased teeth. Jacquets hypothesis was apparently confirmed by Decelle 1909, although Baily in 1910 showed dental disease to be equally frequent in people without alopecia areata. Eye strain was another suggested cause of alopecia areata by Kinnear 1939. With the start of the twentieth century, alopecia areata was known to be associated with disorders of the endocrine glands, particularly the thyroid. As such, some believed the underlying cause of alopecia areata was due to a hormone dysfunction. By the 1920s most dermatologists had abandoned the parasitic theory of alopecia areata and favoured variations on the trophoneurotic and endocrine theories often combining the two. Sufferers of alopecia areata were under extensive mental stress from fear that they would be suspected of having syphilis. Until the advent of antibiotics, syphilis was a widespread, contagious disease and it also often manifests itself by sudden, rapid loss of hair in well-defined patches, just like alopecia areata. Syphilis in the secondary stage can also affect finger nails. To further complicate the matter, some dermatologists suggested that alopecia areata could be found in increased association with syphilis as distinct from the direct action of syphilis on hair follicles. Syphilis was believed to induce alopecia areata by the mental distress it created and its possible upset of the endocrine system. These clearly visible symptoms of syphilis were often confused with alopecia areata by the general population and resulted in social ostracism for the sufferer. The early 20th century saw the development of another hypothesis of alopecia areata induction based on toxic agents. An unknown poison was believed to be introduced to the hair follicle via the blood system inducing hair loss. The sudden remission and relapse of alopecia areata and its action simultaneously over the body was believed to support the idea. Also in support, injection of thallium acetate (rat poison) was shown to induce alopecia areata like hair loss in some patients, with expression of exclamation mark hairs a diagnostic feature of alopecia areata. However, the toxic origin of alopecia areata never gained widespread popularity against the neuropathic and endocrine hypothesis. It is now widely believed that alopecia areata is an autoimmune disease. Even though studies more than 100 years old showed that alopecia areata affected hair follicles were invaded by inflammatory cells by Giovannini in 1891, the inflammatory autoimmune disease hypothesis did not become popular until the 1960s. The idea was first proposed by Rothman in a discussion of a paper by Van Scott in 1958. Treatment of alopecia areata by intradermal corticosteroid injections has been practised for many years. Kalkoff and Macher in 1958 were the first to have reported a series using hydrocortisone. Thereafter, Orentreich et al in1960 and Gombinger and Malkinson in 1961 reported the use of prednisolone and triamcinolone, and Porter and Burton in 1971 used triamcinolone acetonide and hexacetonide. Moynahan and Bowyer in 1965 and Verbov and Abell in 1970 reported the initial use of jet injection apparatuses in a number of conditions including alopecia areata.(6) Epidemiology Alopecia areata occurs worldwide and there is no racial or sex prelidiction. It is a common disease forming 0.7% to 3.8% of patients seen by dermatologists. (7) In the United States, alopecia areata was estimated to occur in 0.1% to 0.2% of the general population, with a lifetime risk of 1.7%.(1) Sixty percent patients present with their first patch below 20 years of age.(8) One study suggests that 85.5% of Asian patients with alopecia areata have disease onset before the age of 40 years.(9) The disease prevalence peaks between the second and the fourth decade of life. A family history is found in 5%-25% of patients.(10) Natural History Natural history that includes the severity, course and prognosis is highly unpredictable and it can be said that the only thing predictable about its course and prognosis is that it is unpredictable. With the available information at present the spontaneous remission rates have ranged from 34% to 80% within one year and 15% to 25% patients progress to total loss of scalp hair (alopecia totalis) or loss of the entire scalp and body hair (alopecia universalis), of which only 10% eventually recover. (11,12) It is a non-scarring alopecia and is reversible but it can be recurrent and abrupt and in long standing cases scarring can occur. Etiology Alopecia areata is a chronic, autoimmune, organ specific disease, probably mediated by autoreactive T cells, which affect hair follicles and sometimes the nails. The increased frequency of other autoimmune diseases favours the above postulation. Hair follicle autoantibodies are also found although it is unlikely that these are involved in the pathogenesis of the disease. Genetic factors: Most reports describe the prevalence of positive family history to be in the range of 10 to 20% but it is believed that some mild cases may be overlooked or concealed and hence the actual figure may be greater. Price and Colombe (13) found a family history of alopecia areata was more common in those who had a disease onset before the age of 30 years (37% compared with 7.1% in those with onset after 30 years). A study amongst monozygotic and dizygotic pairs found a concordance rate of 55% for monozygotic twins and no concordance amongst dizygotic twins.(14) The genetic basis of inheritance appears to be multifactorial and polygenic and not a simple Mendelian pattern. The strongest associations have been with major histocompatibility complex (MHC), particularly the Class II alleles HLA-DQB1*0301 and HLA-DRB1*1104 and the association is linked to chromosome 6p and few susceptibility loci on chromosomes 10, 16 and 18. (15,16) Atopy: Several studies have reported an association and also suggested an earlier age of onset and more severe disease in atopic individuals.(17,18) Autoimmunity: A statistically significant association between alopecia areata and Hashimotos thyroiditis, Addisons disease and pernicious anemia has been reported. It is also associated with other autoimmune diseases like vitiligo, lichen planus, Sjogrens syndrome, systemic lupus erythematosus, morphea, lichen sclerosus, pemphigus foliaceus, ulcerative colitis, myasthenia gravis, autoimmune haemolytic anemia, diabetes mellitus, autoimmune testicular and ovarian disease, Downs syndrome (in which other autoimmune disorders are common) and autoimmune polyendocrinopathy-candidiasis-ectodermal dysplasia syndrome (also called as autoimmune polyglandular syndrome-1) which is an autosomal recessive disorder in which there are mutations in autoimmune regulator gene.(19) There is also evidence of circulating organ specific antibodies against thyroid, gastric parietal cell, adrenal tissue, smooth muscle, testis and the ovaries. The cells in the lower part of hair follicle have low or absent expression of MHC proteins and the loss of this immune privilege leading to induction of CD8+ T cell-mediated immunity against follicular melanocytes is hypothesized to be causative of alopecia areata. This explains the peribulbar lymphocytic infiltrate and also the sparing of white hair in the patch and hence leads to what is commonly called as the phenomena of overnight greying. Environmental factors Infection: Prior notion of alopecia areata being due to infection directly or due to a remote focus of infection has a long history and was very popular till the middle of 20th century. Skinner et al (20) reported finding mRNA for cytomegalovirus in alopecia areata lesions. Few reports of coexistence in husband and wife but many have refuted this and likened it to be a mere coincidence. Stress: Is suggested to be an important precipitating factor and this also explains cures by sleep therapy, reassurance and suggestion therapy. Such patients may also have stress associated depression and the finding of elevated serotonin levels in such patients lends support to the theory. It has been seen that there is aberrant expression of estrogen receptor -1 in the hair follicles of diseased mouse with alopecia areata. Corticotrophin releasing hormone (CRH) can induce mast cell differentiation from hair follicle mesenchyme and the CRH/receptor activity is seen to be high in alopecia areata skin.(21) Diet: Iron deficiency has been postulated to modulate the hair loss in alopecia areata. The mechanism is by inhibiting the rate-limiting enzyme for DNA synthesis and hence it diminishes the proliferative capacity of hair follicle matrix cells.(22) It has also been seen that dietary soy intake increases the resistance to the development of alopecia areata. A study in a Japanese population living in Hawaii, where a Westernized non soy diet predominates, showed disproportionally higher alopecia areata incidence.(23) Other factors that have been implicated include hormones, drugs, and vaccinations. These factors may increase or decrease susceptibility to the disease onset, pattern, severity, duration and response to treatment by modifying the physical and biochemical status of the immune system and hair follicles.(24) Pathogenesis and pathology: There are four key phases in the normal hair cycle which includes the anagen (growth) phase, the catagen (regression) phase, the telogen (resting) phase, and the exogen (controlled shedding phase). When the new hair cycle begins the old hair fiber is shed from the hair follicle in the exogen phase and hence this maintains the overall hair density of the scalp. If the exogen occurs before the anagen is renewed or there is a dystrophic anagen then this leads to a state called kenogen in which there is no hair fiber in the hair follicle.(24) Thus the patch of alopecia areata can be said to be in a state of kenogen. When the amount of inflammatory infiltrate around the hair follicle increases this can lead to miniaturization of the hair follicles and shortening of the hair cycle with rapid changes from anagen to telogen leading to the formation of nanogen hair follicles which is an intermediate stage between terminal and vellus anagen.(25) In the acute stage of the disease there is a swarm of bees infiltration of CD4+ and CD8+ lymphocytes into the peribulbar space of anagen stage hair follicles and some penetration of lymphocytes to intrafollicular locations which leads to a state of dystrophic anagen. This disrupts the ability of the hair follicle to produce hair fibres of sufficient length and integrity and the expelled hair fiber is not replaced by a fiber that can produce adequate scalp coverage, hence leading to alopecia.(25) Hair follicles are smaller than normal and do not develop beyond the Anagen 3-4 stage, where the actual hair shaft begins to form and return prematurely to telogen. As more and more hair follicle move to telogen phase the amount of inflammation decreases. At this stage most of the inflammation is localized to the papillary dermis around the miniaturized hair follicles. In all stages of the disease, there can also be a diffuse infiltration of eosinophils and mast cells into the disease affected skin. There is no inflammatory infiltrate which is seen around the isthmus of the hair follicle which is the site for the stem cells. Thus the pathological location of the disease process saves the stem cells from destruction and makes it a reversible and non-scarring alopecia. Trichocytes in the in the hair bulb matrix undergoing early cortical differentiation show vacuolar degeneration and are also the predominant cell types showing aberrant class I and II MHC expression.(10) Classification: Ikedas classification (2) The atopic type (10%) begins during childhood or adolescence and progresses slowly over many years with individual patches lasting more than one year. Ophiasis and reticular patterns are common and the chances of developing total alopecia are very high (30-75%). The autoimmune type (5%), affects the middle aged, runs a prolonged and led to alopecia totalis in 10%-50%. The prehypertensive type (4%) occurred in young adults whose one or both parents were hypertensive progressed faster and led to total alopecia in 40%. Reticular pattern is common. The common type (81%) is the prototype of the fast progressive form of disease that affects adults aged between 20-40 years. No associated conditions and individual patches last less than 6 months and there is spontaneous regrowth occuring within 3 years. Alopecia totalis may develop in 5%-15%. Based on the pattern of alopecia: Restricted to the scalp Patchy Ophiasis Sisaphio Reticulate Diffuse Subtotal Alopecia totalis Generalized Alopecia universalis Clinical features: Alopecia areata may begin at any age but the disease incidence peaks between 20-40 years of age and has an equal sex incidence. The characteristic initial lesion is a well circumscribed, totally bald smooth patch in which the skin appears slightly reddened. The disease is asymptomatic but few patients may complain of itching and burning prior to the onset of the lesions. During the active phase of the disease short easily extractable broken hairs are seen at the margins of the bald patches which are known as exclamation mark hairs and hair pull test is positive.(26) Subsequent course is highly unpredictable. The initial patch may regrow hair or it may increase in size and new patches may appear after a variable interval. The succeeding patches may become confluent. In some cases the initial hair loss is diffuse and total scalp denudation has been reported in 48 hours. Regrowth is initially of fine vellus unpigmented hair and later these assume their normal thickness and pigmentation. It is possible that regrowth may occur in one region while alopecia is extending in another region.(10) Alopecia areata may affect any hair bearing skin but the scalp is involved in 90% of patients. The eyebrows and eyelashes may be associated with hair loss elsewhere or may be the only site affected. The term alopecia totalis (AT) is used when complete loss of all scalp hair occurs and alopecia universalis (AU) when there is loss of all body hair. About 5% of patients progress to AT/AU. A new variant has been described by Sato-Kawamura et al (27) called as diffuse and total alopecia which has a favourable prognosis but has rapid progression and extensive involvement. The disease process preferentially affects the pigmented hair and spares the white hair thus leading to the phenomena popularly known as the overnight greying of hair but this is a relative process as white hairs are also lost albeit less as compared to pigmented ones. Hair regrowth may be initially nonpigmented but later complete pigmentation occurs. Nail involvement occurs in 10%-15% of patients in which the most characteristic feature is fine stippled pitting but sometimes there may also be trachyonychia, red or mottled lunulae, nail thinning and ridging, discoloration that includes longitudinally arranged punctate leuconychia, splitting, onychodystrophy and onycholysis may be seen.(26) Some studies have reported psychiatric diseases like mood disturbances and anxiety and ophthalmological findings like asymptomatic lens opacities and fundus changes.(28,29) Poor prognostic indicators:(10) Early age of onset Extensive scalp involvement (>50% scalp) Loss of eyebrows and eyelashes Alopecia totalis or universalis Recurrent episode Patterns ophiasis, sisaphio, reticular Nail changes: Pits, onychodystrophy, onycholysis, anonychia Associated systemic disorders: atopy, hypertension and connective tissue disease. Associated genetic disorder: Down syndrome Family history of alopecia areata Macrophage migration inhibitory factor (MIF) -173*C gene INVESTIGATIONS: 1. Trichogram/ hair pluck test:(30) To perform the pluck test, hairs are taken from the specified sites on the fifth day after the last shampoo. The surrounding hairs are fixed with clips and 60-80 hairs are grasped with a hemostat covered with rubber. The hairs are plucked, twisting and lifting the hair shafts rapidly in the direction of immergence from the scalp. Hair shafts are then cut off 1cm above the root sheaths and roots are arranged side by side on a slide and then taped. The anagen hair bulbs are seen as darkly pigmented triangular or delta-shaped bulbs with an angle to the hair shaft and there is presence of inner root sheath. The telogen hair is seen as less pigmented hair with club-shaped hair bulb and there is absence of inner root sheath. Anagen hairs are distinguished from the telogen hairs and anagen to telogen ratio is calculated. Trichogram in alopecia areata reveals a mixed telogen-dystrophic pattern. Telogen hairs predominate in the slowly growing patches, whereas dystrophic anagen hair forms the majority in rapidly progressing disease. 2. Scalp biopsy:(10) A peribulbar lymphocytic infiltrate in a swarm of bees pattern is characteristic of the acute stage of the disease, in which the number of follicles is normal and many are in catagen or telogen. In the later stages, only a few lymphocytes or eosinophils are present in fibrous tracts and in a peribulbar location. Many follicles in early anagen stage are observed in this late stage and the actual number of hair follicles may be reduced. 3. Dermoscopy: A dermoscope is a non-invasive diagnostic modality which can be used to visualize fine details of skin lesions and even subsurface skin lesions which are not visible to the naked eye. It is also called as skin surface microscope, epiluminescence microscope or an episcope. An advantage of their use is the storage of the results and their reproducibility. (3) The history of dermoscopy:(31) Skin surface microscopy began in Europe when in the year 1663, Kolhaus used a microscope for examining the small vessels in the nail fold. In 1878, Abbe described the use of immersion oil in light microscopy and this principle was transferred to skin surface microscopy by the German dermatologist, Unna, in 1893. He introduced the term diascopy and described the use of immersion oil and a glass spatula for the interpretation of lichen planus and for the evaluation of the infiltrate in lupus erythematosus. The term dermatoscopy was introduced in 1920 by the German dermatologist Johann Saphier, when he used a used a new diagnostic tool which resembled a binocular microscope with a built-in light source. The term dermoscopy was introduced by Goldman from the United States when he used this new technique for the evaluation of pigmented lesions of the skin. In 1971, Rona MacKie had identified the advantage of surface microscopy for the improvement of preoperative diagnosis of pigmented skin lesions and for the differential diagnosis of benign versus malignant lesions. Dermoscopic patterns of pigmented skin lesions including melanoma were established and standardized in consensus conferences that were held in 1989 in Hamburg and 2001 in Rome. Principle of dermoscopy: (3) The basic principle is to transilluminate a lesion and then to study the same under a high magnification to visualize its subtle features. When light is incident on a skin surface it undergoes reflection, refraction, diffraction and absorption and the magnitude of each of these phenomena is influenced by physical properties of the skin. When light is reflected on a dry, scaly skin surface most of it is reflected back but when the same falls on a smooth, oily skin most of the light passes through it and reaches the deep dermis. Thus certain fluids are used to improve the translucency of the skin that includes oils (olive and mineral oil), liquid paraffin, glycerin and water. Hand-held dermoscope have the basic principles: The refractive index of glass is almost similar to skin and when it is in contact with oil-applied skin, it further enhances the transillumination and hence visualization. The application of a glass plate flattens the skin surface and provides an even surface for better examination. Videodermoscopy represents evolution of dermoscopy and it is performed with video camera equipped with optic fibers and lenses that currently allow magnification ranging from 10X to 1000X, and images are visualized on a monitor and stored using specific software on personal computer. Basic design of a dermoscope:(3) The essential components include: Achromatic lens: To achieve the desired magnification which ranges from 10X to 100X. Inbuilt illuminating system: Various illuminating systems are used that include: Halogen lamps emit yellow light which can alter the colour contrast of the lesions. Light emitting diodes (LED): Used in Delta 20 ©, Dermlite ©, provide high intensity and consume 70% less energy than the halogen lamps. The illumination provided can be adjusted by turning off a set of LEDs. Can also be designed to emit lights of different colors and hence wavelengths and this can help in better visualization of skin as the penetration of skin is directly proportional to its wavelength. Power supply: By batteries eg. Lithium ion battery or using rechargeable handles. The types of dermoscopy instruments that can be used include: Instuments without image capturing facility. Instuments with image capturing facility. Instuments with image capturing facility and analytical ability. Technique: (3) It can be done either by the non-contact or the contact technique. In the contact technique the glass plate of the dermoscope comes in contact with the fluid applied on the lesion whereas in the non-contact technique, there is no contact of the lens with the skin. The cross-polarized lens absorbs all scattered light and hence allows only light in one plane to pass through. The advantage of a non-contact technique is that there is no nosocomial infection but this is eclipsed by poor resolution and decreased illumination. The contact plates used are made mostly of silicon glass and can be graduated for measuring the size of the lesion. These contact plates should be sterilized by using either 2% glutaraldehyde or methylated spirit. It can be used for the diagnosis of melanocytic nevi, melanoma, lichen planus, dermatofibroma, cicatricial alopecia, seborrheic keratosis and to calculate the follicular density in the donor area before follicular unit hair transplantation. Dermoscopy of normal scalp:(32) Dermoscopy of the scalp can be performed with or without interface solution, which is referred to as dry dermoscopy. Dry dermoscopy is useful for observing tertiary structures of the skin, such as hairs, scaling and follicular hyperkeratosis. An interface solution (thermal water) is used to analyse follicular and interfollicular (vascular) patterns. Dermoscopy of the normal scalp shows interfollicular simple red loops, and arborizing red lines, which represents the normal vascular patterns, and honeycomb pigmentation in sun exposed areas and in subjects with darker skin. Follicular units are easily identified and usually contain 1 to 4 hairs. In children, dermoscopy often shows dirty dots corresponding to dust particles retained in the scalp. This feature is not observed in adolescents or adults as sebaceous secretions prevent particle deposition. Dermoscopic findings in alopecia areata: The characteristic findings are yellow dots, black dots, broken hair, tapering hairs corresponding to exclamation mark hair and regrowing vellus hair. Yellow dots: They are due to dilatation of the affected follicular infundibulum with keratinous material or sebum. (4) They vary in size, shape and colour. They may be round or polycyclic, yellow to pink.(33) They may be devoid of hair or contain miniaturized regrowing hair. They represent active and progressive disease. Although yellow dots are seen in androgenetic alopecia, female pattern of androgenetic alopecia, trichotillomania and discoid lupus erythematosus, the number of yellow dots is limited in these conditions as compared to alopecia areata, which shows numerous yellow dots and is its characteristic feature.(34) The incidence of yellow dots reported in the study by Inui et al (4) was 191 of 300 patients and in the study by Mane et al it was 81.8%.(35) It is speculated that this may be the result of yellowish skin colour of Asian patients. Another possible reason may be the different devices used: a handheld dermoscope (DermLite ® II pro) in the study by Inui et al vs. videodermoscopy and a handheld dermoscope by Ross et al (33) and only hand held dermoscope by Mane et al.(35) Black dots: They are remnants of exclamation hair and broken hair. They represent pigmented hairs broken or destroyed at the scalp level. They provide a sensitive marker of disease activity and disease severity.(4) The black dots of alopecia areata are characteristic of black haired individuals, including Asians, and these findings have not been used for the diagnosis of alopecia areata in white population. This feature may be attributed not only to hair colour but also to cuticle resistance. Takahashi et al (36) reported that Asian hair cuticles fall as large pieces while keeping their original shape under extension stress, whereas hair cuticles of white populations tend to collapse to form small fragments. They are also observed in dissecti

Nationalism Essay -- Patriotism Pride Essays

Nationalism I'm sure everyone remembers the Gulf War a few years ago. This war lasted for several months and drew everyone to the television and to newspapers to find out what was happening now to all the Americans over seas. Many people found their loved ones leaving. They were in the military and were called to defend their country. This is a sign of nationalism in itself, however, something that was closer to home for me was a tiny yellow ribbon. These yellow ribbons were seen everywhere. They were placed on tree trunks, on peoples front doors, pinned on to peoples clothing, and displayed on peoples cars. These yellow ribbons were a sign to let those people in the Gulf know they were loved and missed and that we were praying for their safe return. This is nationalism. We had all those people over in the Gulf in our thoughts even those we did not know. Nationalism or patriotism can be defined as a sense of belonging or a sense of pride to one's nation among a group of people. Nationalism includes feeling of loyalty to their nation, pride and a desire for independence. Nationalism can be experienced under a state which is a political unit that has essential elements such as people, land, government or independence or among a nation which is people sharing a common identity such as the Palestinians and the old Soviet Union. Nationalism has many different aspects to it, common bonds, and different symbols to represent it. Nationalism has not always existed. Years ago loyalty was to a tribe or ruler. Since then, the idea of loyalty has switched and the focus is now on a broader picture. There are four common bonds to nationalism. The first common bond is common territory. You tend to feel a close bond with people fr... ...and Ghana. The British went into India, the gem of Asia, and dominated their markets. The British took from the Indians and sold their goods for more money. The last consequence of nationalism are Wars of National Liberation. These wars have gone on for many years, and have caused many people to loose their lives for their country. The bonds of nationalism may, in fact, "bond" us together as a nation. The symbols of nationalism may allow us to occasionally think of nationalism. We may be able to think of the consequences, but we may not feel that these consequences are very important or ever occur. The fact is that all of these consequences, symbols, and bonds, reflect who we are as people. People die to defend other people of their nation. They fight to keep us safe and united. We need to keep things such as yellow ribbons and think about what we are all about.

The Black Death Essay -- essays research papers fc

The Black Death The Black Death, the most severe epidemic in human history, ravaged Europe from 1347-1351. This plague killed entire families at a time and destroyed at least 1,000 villages. Greatly contributing to the Crisis of the Fourteenth Century, the Black Death had many effects beyond its immediate symptoms. Not only did the Black Death take a devastating toll on human life, but it also played a major role in shaping European life in the years following. The Black Death consisted mainly of Bubonic plague, but pneumonic plague was also present in the epidemic. Symptoms of the Bubonic plague included high fever, aching limbs, and blood vomiting. Most characteristic of the disease were swollen lymph nodes, which grew until they finally burst. Death followed soon after. The name "Black Death" not only referred to the sinister nature of the disease, but also to the black coloring of the victims' swollen glands. Pneumonic plague was even more fatal, but it was not as abundant as the Bubonic plague. The first outbreak of the plague was reported in China in the early 1330's. Trade between Asia and Europe had been growing significantly, and in 1347, rat-infested ships from China arrived in Sicily, bringing the disease with them. Since Italy was the center of European commerce, business, and politics, this provided the perfect opportunity for the disease to spread. The plague existed in the rats and was transferred to humans by fleas living on the rats. It struck ...

Assignment 26 Safeguarding

15 ASSIGNMENT 26 UNDERSTAND HOW TO SAFEGUARD THE WELLBEING OF CHILDREN AND YOUNG PEOPLE TASK A BREIFING NOTES FOR NEW WORKERS HOW TO SAFEGUARD THE WELL-BEING OF CHILDREN Every child or young person has the undeniable right to grow and develop in a safe environment that safeguards them from abuse and maltreatment, to enable them to have the best available life chances to develop into young adults. There is no single piece of legislation for safeguarding children in the UK but lots of laws and guidelines which are changing all the time with new legislation.This is passed by Westminster, the Welsh Assembly Government, Northern Ireland Assembly and the Scottish Parliament this is Statutory Law. The way courts interpret laws is known as Case Law which can have an effect on changing Statutory Law. Child Protection legislation is in 2 categories Civil law and Criminal law. 16. Civil Law is in 2 areas Public Law which puts systems and processes to reduce the risk of children coming to harm a nd says what action should happen if they are at risk. Private Law sorts out family contact and divorce. Accompanying material: Promoting Wellbeing and ResilienceCriminal Law deals with people who have offended or are at risk of offending against children. The Children and young Persons Act 1933 is the oldest piece of legislation with only parts of it still in force today, it gives a list of offences against children known as Schedule One Offences. These include sexual assault, different forms of abuse and maltreatment ranging from murder to neglect. Anyone found guilty of one or more of these offences becomes a Schedule One Offender regardless of their age or sentence and this status will stay with them for life.They will be monitored by the local authorities who keep a record of where they live and who with, they need to go to the police station to sign a register on very regular bases to prove that they are and still living where logged Sex offenders Act 1997. Children Act 1989 is the bases of the current child protection system. It has a number of principles The Paramountcy Principl e that means a child’s welfare is paramount when making decisions about their upbringing, a court needs to know the child’s feelings and what they want and only make an order if it’s better for the hild than not making one, where possible retaining family links and the child’s home. Parental Responsibility was introduced which is â€Å"the rights, responsibilities and duties by law a parent of a child has regarding the child and their property†. It also states the local authority has a duty to investigate 17. and protect if they have reasonable cause to think a child is suffering or likely to suffer any sort of harm. Likewise has a duty to provide â€Å"services for children in need and their families†.England and Wales have a separate document working together to Safe guard Children 2006 which emphasises the responsibilities of Professionals towards children at risk and to work together with other agency’s/authorities. The Welsh Asse mbly Government 2006 working together under the Children Act 2004, The Children (Northern Ireland) Order 1995 and the Children (Scotland) Act 1995 all share the same principles but have their own guidance, as Children Act 1989.The death of Victoria Climbie by her carers, led to an inquiry into how she and others over the years died, the Lambing Report made by Lord Laming criticised the approach to protecting children in society thus led to EVERY CHILD MATTERS GREEN PAPER which in turn led to the Children Act 2004 as services for children were still not working together to protect and identify vulnerable children. This brought in children’s directors who have the responsibility for education, Local authority and children’s social services. Lead Councillors who have political responsibility for child welfare.A Common Assessment Framework to help notice welfare needs for agencies. 18. Local Safeguarding Children’s Boards who have statuary powers to make sure all se rvices (education, police, NHS Social Services youth justice system) work together promoting the wellbeing and make arrangements to safeguard and promote the welfare of children and investigate all child deaths in their area. Bichard Inquiry where a caretaker who was known to be a danger to children by one police authority, who’s vetting CRB check didn’t flag this up by another authority.This brought in the Safeguarding Vulnerable Groups Act 2006 which made a centralized vetting and barring scheme for people working with children. Working with Northern Irelands safeguarding vulnerable groups (NI) order 2007 and Scotland’s protection of vulnerable groups (Scotland) Act 2007 makes a robust system for vetting staff and barring people who are unsuitable to work with children across the whole of the UK. The Children Act 2004 made it illegal to hit a child if it causes mental harm or a lasting mark on the skin.Sexual Offences Act 2003 updated the legislation relating to offences against children to include grooming, abuse of a position of trust, child trafficking; this also covers offences committed whilst abroad by a UK citizen. 19. Female Genital Mutilation Act 2003 made it a criminal offence for Uk nationals or permanent UK residents to take or help take a girl abroad to carry out genital mutilation. The Criminal Justice and Immigration Act 2008 says people who commit child sex offences abroad, even if it’s not illegal in the country they committed it will still face prosecution in the UK.Data Protection Act Organisations holding personal data to keep it secure, use it only when needed and accurate and kept up to date. Child protection with in a wider concept of safeguarding All agencies, services and authorities not only have a duty to safeguarding children from neglect or abuse but to have a Staying Safe Action Plan enabling every child to enjoy safe environment wherever they spend their time. It’s vital that carers/staff have a good understanding of the risks to children’s safety.By having an up to date Safety representative making risk assessments on the venue and activities under taken, keeping them safe from accidents and promoting their welfare in a safe and healthy environment. An action Plan to safeguard from bulling, crime and in some beliefs forced marriages need to be in place. This affects the day to day child care working place by; All employees’ to be CRB checked and a duty to inform the Safeguarding Authorities if any staff or volunteer poses a threat to the children. 20.Staff must sign a confidentiality agreement, stating not to discuss or post any details of the children by word or internet to anyone except staff or local authorities if needed. Health and Safety with risk assessment made on the venue and activities taking place there. Have all windows and doors locked/secure so the children can’t get out and strangers can’t get in. Visitors to the venue can onl y be allowed in, if they are known/expected to staff and/or identification is shown. Visitors need to be signed in the visitor’s book and signed out again when they leave the building.Have a policy for the protection of children and arrangements to liaise with local safeguarding authorities Log all comments or incidents you observe and deem to be potentially harmful to establish a file, and contacting Social Services or Child Protection if a case is proving likely. Staff to be Qualified and appropriate training kept up to date i. e. First Aid, Health and Safety, Food Hygiene and Child Protection. All outings to be risked assessed, children to wear high visible jackets, the correct ratio of staff to children and a list of all children with contact details of their carer and consent for them to go on the outing.To hold all parent contact details and medical needs of all children. 21. To have a senior adequately trained member of staff to undertake all of the above. Inquiries an d Serious Case Reviews processes are required when a child dies and neglect or abuse is suspected or known to be a factor of the death and they are called in by the Local Safeguarding Children’s Board (LSCB) they involve all local Authority Children’s Services, Police, Health, School or any other agency felt needed. All involved services make a management review of its practices to see if any changes need to be made.An independent overview report is done which looks at the management reports and they make recommendations, they are commissioned by the LSCB. Ofsted are notified by the Local Authorities of all cases that lead to a Serious Case Review whether it a death or suffered harm as a result of abuse/neglect or there are concern/media coverage raised about a professional practice. The process used by my work setting regarding data information, information handling and sharing is they hold information on children in order to support their development, progress and pr ovide pastoral care and to assess how we are doing as a whole.The information consists of contact details, attendance, ethnic groups, relevant medical needs and any special educational needs. Sometime we are required to pass on data to Local Authorities; they will make an assessment of any special educational needs. Dept. Education and skills use the data for research and statistical purposes to allocate funds and improve education policy and agencies such as Ofsted they use data about progress, performance of children to help inspectors to evaluate the Early Learning settings and part of Ofsted’s assessment of effectiveness of 22.Education initiatives and policy and Qualification and curriculum Authority use information about children to administer national assessments such as the Foundation Stage Profile. At 5yrs assessment are made on all children and passed onto Local Authority. We hold information including, contact details, progress reports, relevant medical information , attendance and accident/injury records and records of observation and assessment of children’s achievement and development. Attached is a copy of our confidentiality policy and procedure.TASK B 1. Safeguarding children is important because far too many children experience abuse and/or neglect by their parents/carers. This is very sadly rising from 25,700 in 2003 to 26,400 in 2006 in England alone. 2. A person-centred approach is important as Every Child Matters so they can be healthy, stay safe, enjoy and achieve, make a positive contribution and enjoy economic well-being, having a national framework to aid the joining of all the services, to plan and meet the needs of individuals rather than a group.All children have the right to have their voices heard regarding plans and events in their lives as stated by the United Nation Convention on the Rights of the Child. 3. What is meant by a partnership working in the context of safeguarding children is people and agencies who ar e involved with the welfare of a child working with professionals such as Child minders, Health visitor’s, police, GP, Social Workers, School and local community. 23. 4. Organisation Role of organisationResponsibility Social Services Assessing children’s needs in the community.The wellbeing, protection and health . of the child NSPCC Identify and prevent child crueltyChild protection, ensuring an appropriate and speedy response Health VisitorAssess child development Health of the young child and work with . S/Services and Police and agencies GPHealth care to the communityGet the appropriate agencies involved and work alongside themProbation Support convicted people rehabilitate Supervise offender to reduce reoffending Protecting the public Police Criminal proceedings in Safeguardingto investigate any criminal offences. 24. School Educate young peopleMonitor the child and work with S/Service . and Child Protection Psychology Service CounsellingWork with the child and s upport them with issues regarding to the abuse Leisure groups i. e. (Scouts) Teach life skills/sportsWork with the Agencies involved and . o be trained in Child Protection. Child MinderTake care and look after young people To be trained in Child Protection so they can . Identify early abuse and work with other agencies Task C It is important to keep children protected in the work setting, as parent/carers intrust their children into your care to keep them from harm and they need to be confidant that their child is safe, failure to do so is a breach of professional values.There are policies that protect the child and adult who works with them. 25. Physical contact: Have clear policies on how to manage it. Young children need physical contact sometimes when they hurt themselves, fallen over etc. where a cuddle can help them to recover back to play, as well as medical help if needed. Too much can be easily mistaken and people have lost their jobs and reputations, you must always make sure you are clear at what is acceptable and have a clear open play area for all to see.With very young children and babies, intermit contact is used, such as nappy changing or wet clothes. Policies are there to safeguard you and the child, never do this with a door closed or out of sight of your colleagues. Photos: written consent from the parents for photos to be taken and used within the setting and their journals or publications/newsletters. Always get parents to sign to say they will only use photos/videos of the children i. e. concert and nativity for their own personal use and not to be put on the internet or social networking sites.CRB Checks: Are made on all staff to safeguard the children. Staff are in a position of trust by the parent/carer and the child. Children look up to and respect people in positions of trust, so think very carefully about your own behaviour and example you set. Listening to children can give you a lot of information and sometimes things of concern, if that is the case try not to agree to keep it a secret, tell them you will share it with your manager. Make sure you record all details and report it if you are concerned about their welfare. 26.Whistle blowing: If you have any idea of poor practice, whether it’s a colleague or manager you must report it and not ignore it. Approach another member of staff or managers tell them and put your concerns in writing with all the facts, make sure something is done. You have the right to be protected from the person you have raised concerns about (UK Public Interest Disclosure Act 1998) Outings: need to be risk assessed, outlining traffic danger, equipment, buildings and parks you’re visiting and the weather too and minimise or delete the hazard using control measures. I. e. walking in the street.Hazard: traffic and the child wondering off, so make sure you have the correct ratio of adults to children on an outing and to wear hi vis wear. The weather, a child getting wet or cold, so make sure you have the correct clothes. Steps can be difficult for young children so make sure they have adult help. Task D In the context of safeguarding children there are recognisable signs that can indicate abuse, neglect are taking place. Not all signs actually mean it is, for instance some African/Asian children can have dark blue like areas on their lower back and buttocks known as Mongolian Blue Spot.Darkened skin or birthmarks can be mistaken for bruising. One of the first signs is Emotional and behaviour rather than physical marks. Emotional Abuse is where love, acceptance and approval is not given and constantly been blamed or criticized. Signs of this can include low self-esteem, neurotic behaviour, hair twisting, continual rocking, self-harm, development delay or sudden change or problem with speech such as stammering, extreme 27. withdrawal or aggression. Emotional abuse is usually linked with neglect.Physical abuse is where a child is harmed or hurt by hittin g, beating with objects, kicked, shaken or thrown and can cause bruising, cuts, injury’s (broken bones) or even death. Signs of this can be wearing too much clothing trying to cover up, refusal to change for PE or take clothes off in the warm weather. Burns and injuries that are unexplained and reoccur, bald patch in their hair, frightened to be touched and shying or dodging back if approached and aggressive behaviour towards others and themselves. Look out for grasp marks on the body i. e.Arms, neck, chest, knees and shoulder’s, finger marks on their cheeks and outline of objects like belt buckle on their buttocks. Neglect is where a parent/carer doesn’t provide shelter, warmth, food that is nourishing, clothes and protection. Possible signs of this could include constantly hungry or stealing food the lack of normal body weight, poor personal hygiene and dress, untreated medical issues, poor or if any social relationships, constant tiredness and destructive ten dencies. Sexual abuse is when a child is persuaded or forced into taking part in sexual acts/situations.This ranges from being shown sexual images, being touch inappropriately, harassed by sexual comments and suggestions and forced to have sex. Signs of this can be sexual knowledge/behaviour far more ahead of their age, don’t like being touch or close to people or removing clothing for examination or PE at school, start to bed wet and soil day and night, withdrawn and not being able to concentrate, regressing to younger behaviour such as thumb sucking, become insecure, loss of appetite, trying to be over perfect, a sudden dislike to be left with someone (uncle, friend, babysitter etc. and drawing sexual images. 28. D2 Action Description 1. ListenListen carefully to what they say. 2. ReactionDon’t look shocked or ask leading questions. 3. CommunicateTalk at the child’s pace without pressure. 4. BelieveAccept what the child is saying. 5. AssuranceTell them they ar e right to tell someone. 6. Never PromiseNever promise to keep it a secret. 7. Never JudgeNever put the perpetrator down as they could still love them. 8. ReportReport it to your manager. 9. Log Write all the facts down. 10. AlertAlert the appropriate authorities.D3 Example of the rights children and their carer’s has in cases of harm/abuse. 1. The child has the right not to be subjected to repeated medical examination and questioning after an allegation of abuse be it physical or sexual in nature. 29. 2. Members of the family have the right to know what is being said about them and have an input to important discussions about theirs and the children’s lives. 3. Children have the right to have their views taken into account about their future and to be kept fully informed in processes involving them and dealt with sensitively.Task E Bulling: there are different types of bulling homophobic because of gender differences, racist due to different ethnic/religious backgroun d, disabilities where they might be in a wheelchair/callipers, special educational needs such as Autism etc. and electronic bulled via the internet/texting. This can be done physically by hitting, kicking, pinching and any violent threats. Verbally name calling, persistent teasing, spreading of rumours and insults/sarcasm. Emotional bulling is when someone is isolating by excluding and not talking to them, torment and humiliation.Cyber bulling is when information is used to cause upset and hurt to somebody by the use of the internet, mobile and technology. Any type of bulling can make a child or young person feel depressed, isolated, sad with a low self-esteem, shy, run away and even suicidal. Policies and Procedure Management have the duty to implement an Anti-Bulling Policy and ensure all staff is aware of it and how to deal with bullying. The manager ensures that all children begin to learn that bulling is wrong and unacceptable behaviour and monitor that it is being implemented. 30. The manager will ensure all staff is sufficiently trained to deal with incidents.Staffs take all forms of bulling very seriously and intervene to prevent incidents happening. A record of any incidents is kept on file and the manager notified. If staff witness an act of bulling they will do all they can to support the person or persons being bullied, if a child is bullied over a period of time after discussion with the manager, the parent will be informed. The pre-school will do all they can to help the child improve their behaviour and make them aware their actions are not acceptable. If the bulling persists the parent will be asked in to discuss this with the manager.Parents who might be concerned that their child is being bullied or suspect them being bullied, should contact the Pre-school manager immediately. Parents have a responsibility to support the Pre-school’s anti bullying policy and actively encourage their child to be a positive member of school life. Parents are also expected to help develop their child’s social skills, in support of the Pre-schools ethos. Story of Bulling A young teenage girl, who had buck teeth and a personal odour problem, enjoyed the internet and social network site as she didn’t have many friends and was a bit of a loner.Her family thought she was a computer whiz as she was very good at ICT so didn’t keep too much of an eye on her, as this was her only 31. Social thing she did. It was during the summer holidays she got a friends request from a boy at school, she accepted the request and started chatting. Over the next 6 weeks, he asked her to be his girlfriend as he had always fancied her, she accepted. They chatted for hours sharing some very intermit things and experiences, she was totally in love with him and he told her he loved her too. She was really looking forward to meeting up with him at school when they went back.On the first day of school they had arranged to meet by the water foun tain in the playground, when she got there she saw him standing waiting along with a large group of girls and boys laughing, calling her names and repeating some of the intermit things she had told him, she realised it was a horrible prank and she was devastated. Over the next few weeks she was so upset and got more and more depressed, not eating and totally shutting herself away and refusing to go to school some days saying she didn’t feel well, as the rumours spread and comments on the internet got worse.Her parents tried talking to her but she just said â€Å"she was fine† and they put it down to teenage and her period pains until one morning when they found her dead, she had taken an overdose and in her hand was a note to her parent saying â€Å"I’m sorry†. Looking back over this story the girl could still be alive if her computer access was monitored in an area open for the family to see. Her teeth could have been seen by an Orthodontic and she could have been taught about personal hygiene at home. School could have discussed this with her and if need be the parents as well.Encouraging her to join after school clubs could also have helped. The school should have noticed the signs of bullying and acted 32. upon it giving the girl support and reassurance whilst dealing with the bullies and explaining that their actions were unacceptable and how it affects people and how they would feel if it was done to them. School should have liaised with the family about their concerns. Task F 1. Giving young people/children praise and encouragement will help with their self-confidence.Teaching them to be more assertive while still respecting others needs and encouraging tolerance and cooperation between their peers and others will help boost children’s self-esteem. 2. It’s important to support resilience when working with children/young people because it helps them deal and cope with different situations, whether they are good o r bad as they get older and develop into young adults. 3. This can be achieved by the family giving the child love and stability, having a good and secure early attachment, a good sense of self identity. In the work place you could o this by helping them to act independently and to encourage them to try new and different things. 4. Children/young people need to develop strategies to protect themselves and make decision about being safe, as this teaches them what is acceptable behaviour and what isn’t. It’s very important they are comfy 33. with whom they are with, what they are doing and what is being done to them. You can support them with this by being approachable to talk too about their concerns and to be caring and reassuring as possible. Children need to learn how to behave in activities and the danger some behaviour has and the consequence it could cause.Road safety is also very important to teach children to keep safe. Educating children about the dangers that some adults pose and how to minimise them, including how to keep safe while they are using the internet/social network sites. Making them aware of the dangers of substance abuse and provide them with age related sex/relationship education including sexual health and safe sex advise and where they can also seek help if they cannot talk to you. 5. Ways of how to empower children/young people to make positive choices. 1 Teach young children about their bodies and how it works.As they get older explaining puberty and how their bodies are changing into young adults and to give them sex/relationship education including contraception/safe sex and sexually transmitted diseases and aware of other agencies that can help them if they need it. 2 Road safety you start when they are very young by holding their hands to cross the road telling them the Green cross code (copy of the code attached) teaching them to cross safely, then moving onto crossing with you without holding your hand, working to being able to cross on their own with supervision, until they can do it without adult supervision. 4. 3. The internet. When young children are using the internet they should have parental supervision and parental security put into place on the computer reducing the risk of assessing inappropriate sites. The computer should be in an open downstairs place where it can be seen (not hidden away in the child bedroom). Ensure you child isn’t using social network sites under age i. e. Facebook has a minimum age of 13yrs. and when they do use these sites, teach them to put their security settings on so only friends can view their age. Never to befriend someone they don’t know or give out personal details/photos even if they say they are the same age, as this could be a much older person grooming or trying to exploit them. These sites can also have the danger of cyber bulling, so give the child the effective advice of what to do if any of this happens. Always check what your c hild is assessing and who they are communicating to, even when they are older teenagers. Task G IssueRiskPossible consequences Being online 1Gambling sites flood the network.Addiction and crime to support their habit. 2 Exposure to violent material. They could imitate the violence seen. 35. 3Grooming/PaedophilesPhysical harm and psychological impact. Mobile phones RiskPossible consequences 1Bulling via textlow self-esteem, depression, self-harm, health if not eating well. 2Health It’s 5 times more likely of children developing cancer due to excessive useof mobile phone as children’s skulls are thinner so the radiation penetrates deeper. 3Pornography Exposure to sexually explicit material, become sexually active under age. AREAWAYS OF REDUCING RISK Social networking1. Safe security settings. 2. Only befriend/chat to people you know. Internet use1. Computer to be in an open area for all to see. 2. Parental controls 36. Buying online1. Make sure it’s a safe padlock ed site. 2. Buy from reputable companies; look for contact details and returns/delivery policies. Using a mobile phone1. Only talk and text to people you know. 2. Restrict the time children use mobile phones to reduce the amount of radiation penetrating.