Racism And Gangs essays

Racism And Gangs essays American History X is a profound and stirring drama about the consequences of racism as a family is torn apart by hate. The film follows one man's struggle to reform him and save his brother after living a life consumed by violence and bigotry. The story unfolds through the eyes of Danny Vinyard, who idolizes his older brother Derek. Seeking retribution for his father's murder and burning for a way to vent his rage, Derek finds himself transformed by a philosophy of hate as he turns into a charismatic leader of a local white power movement. Despite his intelligence, his actions culminate in a brutal murder and, ultimately, a prison sentence. Three years later, everyone awaits Derek's return: His mother Doris who prays for his safety his girlfriend Stacey who longs for his return, and most of all Danny, who is desperate for his brother's love and guidance. On the day of Derek's release from prison, Danny hands in a book report on Mein Kampf. Enraged, the school principal demands that Danny write a new paper on the circumstances that led to Derek's incarceration. Through the narrative of this new assignment, the audience explores the events that haunt and define two brothers. But as Danny turns into the old Derek little does he know that Derek is a changed man. Fresh from prison, he no longer has the same views of hatred he had before the incident. Ashamed of his past, he is now in a race to save Danny and the Vinyard family from the violence he's brought down upon them. This movie portrays problems in racism by demonstrating the aspects of neo-nazism at its worse. The basketball scene, which was one of the flash backs, shows Derek along with Cameron, Stacey, Seth, and Danny sitting and watching the game which the neo-nazis were losing. Derek was then convinced to enter the game. As Derek took of his shirt you could see his hatred and beliefs in form of tattoos, the most apparent on being the swastika on his chest. Then citing, &q...

Alice Meynells Classic Essay By the Railway Side

Alice Meynell's Classic Essay By the Railway Side Though born in London, poet, suffragette, critic and essayist ​Alice Meynell  (1847-1922) spent most of her childhood in Italy, the setting for this short travel essay, By the Railway Side. Originally published in The Rhythm of Life and Other Essays (1893), By the Railway Side contains a powerful vignette. In an article titled The Railway Passenger; or, The Training of the Eye, Ana Parejo Vadillo and John Plunkett interpret Meynells brief ​descriptive narrative as an attempt to get rid of what one may call the passengers guilt or the transformation of someone elses drama into a spectacle, and the guilt of the passenger as he or she takes the position of the audience, not oblivious to the fact that what is happening is real but both unable and unwilling to act on it (The Railway and Modernity: Time, Space, and the Machine Ensemble, 2007). By the Railway Side by Alice Meynell My train drew near to the Via Reggio platform on a day between two of the harvests of a hot September; the sea was burning blue, and there were a sombreness and a gravity in the very excesses of the sun as his fires brooded deeply over the serried, hardy, shabby, seaside ilex-woods. I had come out of Tuscany and was on my way to the Genovesato: the steep country with its profiles, bay by bay, of successive mountains grey with olive-trees, between the flashes of the Mediterranean and the sky; the country through the which there sounds the twanging Genoese language, a thin Italian mingled with a little Arabic, more Portuguese, and much French. I was regretful at leaving the elastic Tuscan speech, canorous in its vowels set in emphatic Ls and ms and the vigorous soft spring of the double consonants. But as the train arrived its noises were drowned by a voice declaiming in the tongue I was not to hear again for monthsgood Italian. The voice was so loud that one looked for the audience: W hose ears was it seeking to reach by the violence done to every syllable, and whose feelings would it touch by its insincerity? The tones were insincere, but there was passion behind them; and most often passion acts its own true character poorly, and consciously enough to make good judges think it a mere counterfeit. Hamlet, being a little mad, feigned madness. It is when I am angry that I pretend to be angry, so as to present the truth in an obvious and intelligible form. Thus even before the words were distinguishable it was manifest that they were spoken by a man in serious trouble who had false ideas as to what is convincing in elocution. When the voice became audibly articulate, it proved to be shouting blasphemies from the broad chest of a middle-aged manan Italian of the type that grows stout and wears whiskers. The man was in bourgeois dress, and he stood with his hat off in front of the small station building, shaking his thick fist at the sky. No one was on the platform with him except the railway officials, who seemed in doubt as to their duties in the matter, and two women. Of one of these there was nothing to remark except her distress. She wept as she stood at the door of the waiting-room. Like the second woman, she wore the dress of the shopkeeping class throughout Europe, with the local black lace veil in place of a bonnet over her hair. It is of the second womanO unfortunate creature!that this record is madea record without sequel, without consequence; but there is nothing to be done in her regard except so to remember her. And thus much I think I owe after having looked, from the midst of the negative ha ppiness that is given to so many for a space of years, at some minutes of her despair. She was hanging on the mans arm in her entreaties that he would stop the drama he was enacting. She had wept so hard that her face was disfigured. Across her nose was the dark purple that comes with overpowering fear. Haydon saw it on the face of a woman whose child had just been run over in a London street. I remembered the note in his journal as the woman at Via Reggio, in her intolerable hour, turned her head my way, her sobs lifting it. She was afraid that the man would throw himself under the train. She was afraid that he would be damned for his blasphemies; and as to this her fear was mortal fear. It was horrible, too, that she was humpbacked and a dwarf. Not until the train drew away from the station did we lose the clamour. No one had tried to silence the man or to soothe the womans horror. But has any one who saw it forgotten her face? To me for the rest of the day it was a sensible rather than a merely mental image. Constantly a red blur rose before my eyes for a background, and against it appeared the dwarfs head, lifted with sobs, under the provincial black lace veil. And at night what emphasis it gained on the boundaries of sleep! Close to my hotel there was a roofless theatre crammed with people, where they were giving Offenbach. The operas of Offenbach still exist in Italy, and the little town was placarded with announcements of La Bella Elena. The peculiar vulgar rhythm of the music jigged audibly through half the hot night, and the clapping of the towns-folk filled all its pauses. But the persistent noise did but accompany, for me, the persistent vision of those three figures at the Via Reggio station in the profound sunshi ne of the day.

Legal Training Program (for Human Resource Management Class) Essay

Legal Training Program (for Human Resource Management Class) - Essay Example The workforce is becoming increasingly diverse. This contributes to the escalating rate of discrimination. One of the types of discrimination that happens in the workplace is sexual harassment. This is the most unwelcome and embarrassing behavior. Not only it can negatively influence the work performance of an employee, but it can lead to costly lawsuits for the organization. To improve productivity and to address the issue of sexual harassment, a good training program must be implemented. According to Konrad (2007), many of the US organizations are mandating the application of sexual harassment training program especially to their managers (p. 268). The U.S. Equal Employment Opportunity Commission (EEOC) and the federal government had been successful in addressing the concern on sexual harassment by ensuring that organizations under its supervision have conducted a training program for their employees (Swift, 1995, p. 53). A higher percentage of employees have expressed their satisfaction with the program. The assertiveness of the program has helped in reporting harassing behaviors which had been made easier for the victims. The same scenario had transpired in the European community particularly in the nongovernmental and voluntary organizations (Zippel, 2008, p. 66). The EU-wide campaign for sexual harassment training program had proven to be effective because more and more countries are adapting the program such as Germany, France, America and many more. There is discrimination in the workplace if there is hostility toward an individual based on sex, age, religion, race and even disability (Hoffman, 1999). Discrimination likely occurs in the workplace almost every day as employees interact. According to the study â€Å"Sexual Harassment Awareness Training at Workplace: Can it Effect Administrators’ Perception?,† the author found that â€Å"training has significant effects on the perception of sexual harassment ...† (Sabitha,

Project management Essay Example | Topics and Well Written Essays - 1500 words - 5

Project management - Essay Example A project manger should be aware of leading a group of people rather than only managing them. Being a project manger can be a wonderful experience, not only is it challenging but it also helps us in stretching our minds and abilities further than what we thought. A project is a usually a small venture to create products or services. In some organization which comprises of application developers, consultants or IT integration whatever they do is a project because they complete a project for other organization or for their own business success. Therefore, as Kevin Kocis mentioned in his interview that the best part of IT Project management is leading and initiative that solves the business needs and or helps in the success of the business. IT Management is the all about implementing of technology and inspiring the team members. In a technical project the largest group of people involved are the users. Now that we have established the meaning of Project Management we shall proceed further and see what is required to start a project. To start a project all the information about the same is collected from people who are associated or have interest in the project. After all the information is gathered, than the project manager fits them together and finalizes whether this information can be deemed as a project or not. This similar theory is also explained by Kevin Kocis. The Project manger should establish the start and end time of the project. He is responsible for seeing whether the target is achieved and also developing ways to reach the target and making way for his team members. The one who is funding the project is known as the project sponsor. The project sponsor shall determine what the end result of the project should look like. To communicate between his seniors and team, the project manger acts like the interpreter as sometime the person who is funding the project is unaware about the information and relies on the project manager to help him

The Strange Case of Dr Jekyll and Mr Hyde Essay Example for Free

The Strange Case of Dr Jekyll and Mr Hyde Essay Discuss the authors theme of the duality of man and the techniques he employs to convey this to the reader. Robert Louis Stevenson was one of the most pioneering authors of his time, and is seen in the modern literary world as an author of extraordinary human understanding and an author who wrote way ahead of his time. His knowledge of the era in which he lived is now seen as praiseworthy, as his themes were often underwritten with the tones of the era that he wished to address. The Strange Case of Dr Jekyll and Mr Hyde has such clarity in theme and message that it is, upon reflection, an effective insight into human nature. The novella begins with the introduction of the character who becomes the narrator of the story Mr Utterson. His friend, Mr Enfield, tells him a story about a mysterious man who trampled a small girl by night. This intrigues Mr Utterson, and soon links between this man, named Hyde, and a respectable doctor (and a friend of Utterson) named Jekyll. Utterson immediately believes Hyde is blackmailing Jekyll, but as the story unravels, we discover Jekyll and Hyde is actually the same person. Jekyll eventually realises he will succumb to the power of his alter-ego, and debates what Hyde will do after his potion runs out it is revealed midway through the novella that he takes his own life. Stevensons use of the theme of duality of man is one of the most effectively hidden, but most profound, studies into human character in Victorian literature, and the author uses the intelligent character of Jekyll to self-chronicle the change that take place. This becomes apparent in the early stages of the novella, when Jekyll asserts that the human soul could be seen as a battleground between an angel and fiend. This shows Jekylls self-awareness and, despite this, Jekyll still succumbs to the evil will of Hyde. This could be explained by another section of his own narrative, in which he sees no repugnance as he sees himself as Hyde for the first time, and even that it is rather of a leap of welcome. This is the polar opposite of the feelings of the others in the story who witness Hyde physically, all of whom describe Hyde as offensively ugly and deformed. This highlights that every man harbours a secret willingness to commit these crimes and see themselves without the morals and civil attitude we abide by. One of the most clear hints at the authors main theme comes with the final chapter in the novella, and once again Jekylls narrative. He insists, repeatedly, that man is not one, but two, and he then goes to describe how he has always had an inner darkness that he has repressed. The importance of Jekyll as the one of the main ambassadors of Stevensons theme in the story is obvious and it can even be said that Jekyll personifies the thoughts of Stevenson and his ideas. Stevensons effective use of setting and contrasts in this setting is another key method he utilises to illustrate the split personality of Jekyll and Hyde. London is frequently described very fully and with a lot of detail in the novella, however the descriptions are not consistent and reflect the mood of the main character. In the middle of the novel, when Hyde murders Sir Danvers Carew in cold blood at night, London is full of a glow of rich, lurid brown through the eyes of Mr Utterson, suggesting that the darkness and evil of Hyde is beginning to taint Londons very atmosphere, much like Jekylls steady tainting of his own body. As the narrative progresses, a thick fog begins to descend upon the city, which progresses as Hydes reign of senseless murder, and Jekylls crisis of control over his alter-ego, deepens. At the beginning of the story, though, London is described as bustling centre of commerce. Clearly, the author uses the setting as another means of allowing the reader subtle access to the changes between Jekyll and Hyde. Often throughout the novel, the characters who are speaking or narrating, or even the third-person narrator, refuse to communicate their fears or disgust at what is occurring. Such failure of articulation is present even from the start, as Utterson and Enfield refuse to discuss the nature of Hydes personal appearance and characteristics. Whilst this could be easily be attributed to natural disgust at Hydes physicalities, further similar events cannot be explained so easily. The most apparent example of this rejection of language comes when Hydes sordid behaviour and his life vices are not described. This could be due to the period in which it is written Victorian society was one of ignorance and self-promotion as opposed to truth although this explanation doesnt cover it completely. More likely is that Stevenson wanted to expose this nuance of his era that he had a dislike for, and wanted to allow the majority of the horror of Hyde to be personal to the reader, to allow them to decide just how far the duality of man could be applied to them placing a definite article on Hydes most appalling aspects would allow the reader to convince themselves that this split personality does not affect them, whereas leaving it open does not give them this comfort barrier. Amorality is one way of interpreting Jekylls split personality, as Hyde seems to represent Jekyll without his moral barrier and reputation to uphold; however, this could also be interpreted as immorality the crucial difference is the knowledge that the moral boundaries exist in the first place. It is never quite clear if Hyde realises what he is doing is wrong, suggesting amorality, however the fact he takes great pleasure in killing suggests much the opposite immorality. Even though Hyde is often referred to as being animalistic in appearance and nature Utterson even describes him as a troglodyte, a very primitive creature his pent-up anger and frustration that is always released in a shocking way is immediately applicable to most urban readers leading to the shocking revelation that Stevenson not only hints at mans duality, but as civilisation as a whole on the outside, it is amicable and genial, but inside it harbours fury and madness. This is another effective method of demonstrating the stark contrasts in human nature and the duality of our very being. The ambiguity of Stevensons overall message actually becomes another method of enhancing its effectiveness. The actual duality of man could be described as being a complete contrast that is, we are all Jekylls with a Hyde waiting below our civilised faà ¯Ã‚ ¿Ã‚ ½ade. Clearly, this would show that the interrelation between the characters is the most affecting and thought-provoking part of the novel. However, the other interpretation of the theme, equally backed up with evidence, is that we are all, in essence, one hundred percent Hyde with a veneer of civilisation in Jekyll. The fact that, in the text, Jekyll eventually loses all control of his transformation into Hyde and, eventually, any semblance of his old self altogether, is proof of this. This is the much more shocking of the two possibilities, suggesting that our very world is a cover and humans left to their most immoral and animalistic devices are akin to the revolting Hyde. The combination of possibilities left unsolved at the end of the novella makes the theme much more compelling and intriguing as the hints left question the society in which people live, as well as challenging them strongly and directly. The Strange Case of Dr Jekyll and Mr Hyde is a perfect example of a well thought-out, universally applicable and well-written story. Stevenson has set out from the beginning to make a story that will not just live long in the memory of the reader like so many other themes, but rather it will challenge the reader to search themselves for the personality traits that make Hyde such a revolting, but strangely fascinating, character to study. The duality of man is a theme that could be covered with an indirect and abstract plotline but Stevensons choice of making the thriller so personal and penetrating has changed the way the authors of today relate to the reader and communicate their themes.

A world of work Essay -- essays research papers

A WORLD OF WORK Outsourcing means that companies hand work they used to perform in-house to outside firms. ADVANTAGES: v  Ã‚  Ã‚  Ã‚  Ã‚  bring down costs à ¨ lift profits and boost growth v  Ã‚  Ã‚  Ã‚  Ã‚  specialisation Due to the advance in technology products have become more complex which made it difficult for one company to do all the work itself. In order to manage the complexity of these products the astute idea of outsourcing represents an ideal solution (e.g. car industry) DISADVANTAGES: v  Ã‚  Ã‚  Ã‚  Ã‚  drain of jobs, v  Ã‚  Ã‚  Ã‚  Ã‚  higher organisational costs à ¨ overview, Some years ago this phenomenon used to be hailed as a wonder of the new economy. Nowadays the opinion is less exuberant. Same forces of globalisation are blamed for relentless export of jobs from rich to poorer countries (depressing proof for the declining competitiveness in engineering skills) GLOBALISATION A network between businesses all over the world is established in order to make use of the strengths of different technologies and cultures. NEGATIVE ASPECTS: v  Ã‚  Ã‚  Ã‚  Ã‚  fierce competition, v  Ã‚  Ã‚  Ã‚  Ã‚  anxiety among people, v  Ã‚  Ã‚  Ã‚  Ã‚  possibilities of expansion for smaller companies are restricted (monopolies) The movement of work abroad agitates worriers in the West and is a cause of concern among the public. Global business work is farmed out to other companie...

Unit 3 – Supporting Children

E1. Five pieces of current legislation are: 1. Sex Discrimination Act 1975 2. Equality Act 2006 3. Childcare Act 2006 4. Race Relations Act 2000 5. Special Educational Needs and Disability Act 2001 E2. The Sex Discrimination Act 1975 states that we should not discriminate on the grounds of gender and that both genders should be treated equally with the same rights. This means that practitioners should involve boys and girls in all activities and should not make comments such as ‘Girls are more sensible than boys’. Equality Act 2006 provides a legal framework to protect the rights of individuals and advance equality of opportunity for all.That means that practitioners should treat all children as an individual and give children equal opportunities as children have individual needs that should be met. Childcare Act 2006 incorporates the welfare standards with which all settings registered to work with children under 8 years must comply, and also provides a learning framewo rk for children aged 0-5 years called the Early Years Foundation Stage. The welfare requirements affect much of the day-to-day practice within settings, for example the adult to child ratio in rooms.Race Relations Act amended 2000 apply to discrimination on the grounds of colour, race, nationality and ethnic and national origins. It states that practitioners should give equal opportunities to all children no matter what their race, nationality and ethnic origin is. Special Educational Needs and Disability Act 2001 states that practitioners should not treat disabled children less favourably than other children. It also states that schools must ensure that they make reasonable adjustments to ensure that children with disabilities are not placed at a disadvantage.E3. Safeguarding is defined as: All agencies working with children, young people and their families taking all reasonable measures to ensure that the risks of harm to children's welfare are minimized. Policies and Procedures w ill help safeguard children by making sure that all steps are taken to protect children and young people from harm. To ensure this create an environment in the setting which encourages children to develop a positive self-image, regardless of race, language, religion culture and home background.Encourage children to develop a sense of autonomy and independence and enable children to have the self-confidence and the vocabulary to resist inappropriate approaches. Following the correct procedures in the setting is essential because if there is an accident and you have followed all the correct procedures then the accident is not your fault; however if you haven't followed the correct procedures then you are responsible for any accidents that happen and the consequences are your fault. Special Educational Needs and Disability Act 2001 states that practitioners should not treat disabled children less favourably than other children.It also states that schools must ensure that they make reas onable adjustments to ensure that children with disabilities are not placed at a disadvantage Another policy that will safeguard children is Health and Safety Policy. This policy aims to ensure that settings both inside and outside are secure, safe and healthy place for children, parents, staff and other people to be around in. This policy also aims to prevent accidents, injuries and ill-health, and it makes sure all staff is aware of potential hazards within the setting and the surrounding environment. E4.An Inclusion policy ensures that all pupils are fully included in all aspects of school life and have an equal opportunity no matter what their gender, religion, race, background, specific difficulty or physical ability is. This policy aims to support the individual needs of each and every child recognising their rights and raising awareness. By having a relations or partnership with parents’ policy in place a setting, helps a setting to recognise that parents and carers ar e the first educators of their children. â€Å"Parents are children’s first and most enduring educators.When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning. † Commitment 2. 2 Parents as Partners, EYFS The policy’s aim is to work in partnership with parents and carers in providing an environment that supports and involves them in the setting. A setting can do this by informing parents of how the setting operates, opening times and policies and procedures through written information on notice boards and involve parents in the shared development record keeping about their child and ensure they have access to their child’s developmental records..Another policy that is provided to promote fair, just and inclusive strategies is ‘Equal Opportunities’. This policy is designed to provide opportunities for all people to achieve according to efforts and ab ilities. This policy means individuals will be catered for and they will be given equality of opportunity no matter what disability, ethnic origin, medical condition, gender, special educational need, religion and age. As a practitioner working in a setting you must understand that everyone is equal and everyone has different needs and abilities. E5.One strategy which my setting uses to empower children to develop independence and self reliance is arrival time. When children arrive to school they have few jobs to do before they sit down on the carpet. Firstly what they have to do is put their book bags in correct box Hares, Rabbit or Reading Group Box it depends on which group they are in and whether it is their turn to read. To find out if it is their turn to read they look up on the reading board to see if their picture is up. Once they have done this they have to do the same with their lunch boxes.Then its time to find their pegs and hang up their coats. All children have their o wn pegs with their picture and name on them which makes it easier for children to find their pegs. Finally children say goodbye to their parents and sit down on the carpet in their sitting spaces. Another strategy that my setting uses to empower children to develop independence and self reliance is ‘Special Helper Day or sometimes called VIP day. All children in the classroom have a turn to be a VIP. Children have special jobs to do when it is their turn to be VIP. In the morning the teachers tells children who theVIP is and give children a VIP sticker. Then children are asked to take the register and money basket to the office and on the way back to get the fruit box. Throughout the day VIP’s are responsible for giving the fruit and milk out at snack time and during the day the help the teacher in simple task such as giving the paper out or putting pencil trays on the tables. E6. Transition is a time of change, when children pass through the various stages of life. For the baby this can mean being weaned from milks to solid foods, and for the child it means starting nursery and then school.There are many strategies and examples of how childcare settings can prepare children for transfer or transition. These are listed below: Parents can become as anxious as their children about the move to a new class. Practitioners will regularly have meetings for ‘new parents’ before their children start school. Also, most mainstream provisions have meetings when parents can meet their child’s new teachers; where staff can talk to parents formally about the routines and informally to get to know each other.It is an opportunity to show parents the layout of the setting, and all the practical things which parents need to know about and for them to meet new staff. Reading books, leaflets, brochures and hearing stories that deal with the subject of transition will prepare and support children. This helps to familiarise children with the transiti on process and helps minimise the fear of the unknown. Some children whose second language is not English will find it difficult to communicate or interpret the information provided and the setting will need an interpreter to ease the child’s transition.Ensuring that all documentation about a child is organised and ready to be passed on to a parent/carer or other professionals as appropriate to the situation- For example a key person may hand on a child’s developmental records. Children having comfort objects brought from home will ensure that a child has a smoother transition. Having a comfort object offers children psychological comfort and security especially in unique or unusual situations and also encourages independence.Allowing plenty of opportunities for children to express their feelings and emotions through imaginative and expressive play will ease transition and develop self help skills. Imaginative play helps children to work out ‘real life situations ’ which then helps them to replay the situations which helps children to create solutions to life which is essential for early childhood onwards. Expressive play helps children to release their emotions which will help a child who has just started in a setting to feel more confident.It will help to learn to express emotion more effectively. By having information given by the parent/carer a setting will be more aware of a child’s particular needs or requirements therefore this partnership is crucial. The role of the key person is also important to provide stability for the child and security for the child. E7. Discrimination can occur because some people can have very stereotypical attitudes by having a judgemental approach against children they don’t know and they then assume they know what the children are capable of.Assuming you know what the children are capable of can lead to telling them they can’t do certain activities that other children are doing, when actually they may be capable of it, however even if they aren’t they should be given a chance to try the activity and develop their skills, if they are struggling. Discrimination against any child regardless of their needs can make them feel isolated and different to other children. Very often children with special needs have a very difficult time trying to fit in with other children especially if they are in a mainstream school.All children can be very unintentionally cruel to one another and should be helped to understand that everyone is different and how this is good. Example: In our setting we promote inclusion and we treat everyone the same and explain to other children â€Å"we are alike but different. † A lot of discrimination can be caused by school children thinking they are better than other children. Children don’t understand that everyone is equal and have the same right. Most often children make comments about other children that come up unde r discrimination. For example they may say: ‘I don’t want to play with black children’.This will make children that are different ethnic background feel different, and picked on. They may feel lonely and left out as other children don’t want to play with them because there skin colour is different. â€Å"Children who are discriminated against may not feel they are valued and so may lose confidence, or they may find that other people have low expectations of what they can achieve. This may mean that they are not given the opportunity to acquire new skills or try out new activities as it is assumed they will not be able to cope† (Tassoni et al. 2005 Page 82. (Children’s Care Learning and Development Level 2, Heinemann, Page 82) D1. There are many issues relating to practice which support children to prepare for transitions. Gathering Information about the setting. It is useful to find out information about school/nursery before parents make a d ecision which school/nursery to send their child to. Parents can look up the information on the setting’s website where they can get some background information. They may also read Brochures/Prospectus. These can be useful as they may contain photographs which will be easier for children to visualise where they are going.Parents can also make a phone call to get some more information about the setting; they could also arrange a visit to the setting. Parents could also ask other parents about the setting as other parents may have children that go to the certain setting. However these would be just opinions from other parents. Talking about school with children It is important to talk with children about school, discussing what it might be like and what will happen during the day. To do this effectively, it may be helpful to school or the teacher who will work with the child to find out some more information about the routine.It is important to avoid building overly unrealistic expectations about what school will be like, as a child’s disappointment when the first day is not as they expected may have an effect on settling in process. Visits to school It is beneficial for a child to visit school before starting. Many schools/nurseries offer visits to school/classroom or when the child is moving to the toddler room etc. The more times that a child can visit the place that the child will be moving to the better as the child will get familiar with the setting and will get used to the routine , other children and teachers.Partnership with Parents It’s important that the setting has a partnership with the child parents, as the parents of the child may worry/panic about their child going into a new environment. For example, the setting could have a coffee morning where stay and play sessions can take place to the parents can watch their child play. The child’s self help skills will also have a link with their parents, For example, if a child still uses a potty the parent of the child and the child's teacher will work together to motivate the child to use the toilet.By working together with parents practitioners can find out more information about children such as child’s interest, dietary requirements or if the child needs any special help. D2. Listening to children By listening to children, children will realise that others value what they have to say and therefore children will feel accepted as individuals with their own feelings and thoughts. There are many ways that early learning and child care practitioners can help children to feel heard. During circle times children can be encouraged to share their personal stories, opinions and feelings.Practitioners can encourage children to speak by asking questions, which will give them the chance to speak and to elaborate. When children’s questions are taken seriously they feel validated and comfortable to seek answers. Taking child’s interests into th e account If a child demonstrates interest in something, practitioners can follow up by offering more opportunities for children to try activities related to his/her interests. By following up on the discussion initiated by the child’s question, it shows the child that the practitioner has heard and appreciated his expression of interest.Empowering children to seek answers engages them in the learning process. Giving children choices When children are given some guided choices appropriately and gradually or whenever possible rather than given commands all the time this helps to build up their decision making ability and self confidence. This is by far better than giving commands alone as giving children commands in upbringing stifles the child’s decision making ability which may result in an overly dependant mindset and a general lack of self confidence.B. Assuming what children are capable of can affect children because practitioners may judge them and treat them diff erently, and children will eventually notice that they are being treated differently which will affect their self –esteem and their social and emotional development. When a child feels that way they may stop trying to achieve or only attempt tasks half-heartedly. They may withdraw from activities and/or the group. This is a self-fulfilling prophecy-the less a child tries, the more likely they are to fail.This reinforces their belief that they will fail and they may try even less as a result. ‘’Discrimination of any kind prevents children and young people from developing a feeling of self-worth or self esteem. The effects of being discriminated against can last the whole of a child’s life. ‘’ C. Meggitt 2007 page 155 If a child is the subject of discrimination, they may have a lack of confidence as a result. But there are also additional issues that may have impact on their learning. Children who are discriminated against are not given equal op portunities in comparison to their peers.This can limit children’s experiences and relationships which in turn affects their learning. â€Å"Children who are discriminated against may not feel they are valued and so may lose confidence, or they may find that other people have low expectations of what they can achieve. This may mean that they are not given the opportunity to acquire new skills or try out new activities as it is assumed they will not be able to cope† Children’s Care Learning and Development Level 2, Heinemann, Page 82.If children are not given equal opportunities to attend settings, participate fully in activities and have their needs met, they are unlikely to learn effectively as children who do not experience discrimination and are therefore treated superiorly. Children are discriminated for a range different reasons for example: A practitioner will not allow boys to play with dolls and the home corner because she thinks they are girls’ t oys. A wheelchair user is encouraged to read a book inside while the other children go outside to play because the practitioner thinks they will not be able to join in with the physical activities.Children may discriminate against other children on account of their differences; this is often the form of name-calling and teasing, and may be directed at children who are either fatter or thinner than others in the group, or who wear different clothes, have a disability or are bilingual . Discrimination against any child regardless of their needs can make them feel isolated and different to other children. Very often children with special needs have a very difficult time trying to fit in with other children especially if they are in a mainstream school.All children can be very unintentionally cruel to one another and should be helped to understand that everyone is different and how this is good. Example: In our setting we promote inclusion and we treat everyone the same and explain to o ther children â€Å"we are alike but different. † C. One theoretical perspective which supports the development of strategies for empowering children is Albert Bandura’s theory. Bandura used the term ‘self efficacy’ to consider the extent in which children believe in themselves. A child with a high self-efficacy believes that they are capable of doing activities and they feel more confident.As a child with low self-efficacy has a low self-esteem and will not feel comfortable about some activities. They may make assumption that the activity is too hard and they can’t do it before even starting it. A. The Sex Discrimination Act 1975 has influenced working practices within the early year’s settings as Schools and nurseries need to ensure that nobody is discriminated on the grounds of gender. The settings needs to ensure that nor boys or girls are discriminated in the provision of play activities or during routines.In my placement we plan activit ies where all the children, boys and girls, are able to take part, for example, dressing up. ‘’The Sex Discrimination Act 1975 makes it unlawful to treat a person less favourably than a member of the other sex’’ http://www. dba. org. uk/pdfs/120-3%20Sex%20Discrimination%20Act. pdf In my setting I have seen that there is a lot of legislation in place to protect and safeguard children, their parents and families. I have found that the legislation plays part on the work practices when in the setting and it reflects on the setting’s policies and procedures.For Example; at my setting we have a policy on behaviour that states no physical punishment is allowed because the Human Right says children and adults have the right of dignity. The Equality Act 2006 has influenced working practices within the early year’s setting as now every setting has an equal opportunities policy which aims to ensure that every member of the school community is given an e qual opportunity to achieve their full potential . It also aims to offer equal opportunities regardless of race, culture, gender orientation, academic ability, physical ability or class.Provide an environment free from social, sexual or cultural prejudice for all members of our school community. Achieve an environment in which members of the school community can be respected as individuals and in which the varied experiences of the community can enrich the life of the school. Race Relations Act 2000 has influences working practices today as every settings take this Act in to the account that racial discriminatory practice is unaccepted . The Act was introduced to make discriminatory practice illegal in the United Kingdom.In practice this will mean that an organisation must be alert on how a setting promotes their service, recruits staff and make the service genuinely accessible to all. The Act defines two types of discrimination: 1. Direct Discrimination – where a person or o rganisation treats another person less favourably because of their colour, race, ethnic or racial origin. 2. Indirect Discrimination – where apparently everyone receives the same treatment, but where that treatment disadvantages people from a certain racial group.Following the Act the Commission for Racial Equality was established in order to help enforce the act, and also to advise the Government and others on issues concerning it. â€Å"The Race Relations Act 1976 and its amendment Act 2000 and the Children Act 1989 place duties on Local Authorities and others to carry out their functions with due regard to the need to promote equality of opportunity and to provide racially, culturally and linguistically appropriate. ‘’ http://www. durham-lscb. gov. k/Procedures/appendix5. shtml The Special Educational Needs and Disability Act 2001 strengthened the right of children with disabilities to attend mainstream educational facilities. It is unlawful for any school to discriminate against any disabled children or parents. Ofsted inspectors are now checking that schools are complying with the SENDA and are making sure that children with disabilities have the same rights as other people. The Disability Discrimination Act 1995 cover all four UK nations.It defines a disabled person as ‘someone who has a physical or mental impairment which is substantial and long term adverse effect on his or her ability to carry out normal day –to-day activities. Each nation has their own legislation to ensure that children with specific needs are assessed and have their needs met in most appropriate way. Settings are required to make ‘reasonable adjustments’ by either changing policy, providing alternative ways to access a provision, or by addressing physical features which make a service impossible or unreasonably difficult for disabled people to use.For example settings can make their provision more accessible by having downstairs toilet s, wider doors and ramps to the front doors. Bibliography Author| Date of publication| Title| Name of publisher| Tassoni et al| 2007| CACHE Level 3 Child Care and Education 4th Edition| Heinemann| Meggitt C et al| 2011| Children and Young People’s Workforce| Hodder Education| Miranda Walker| 2006| Child Care , Learning and Development| Nelson Thornes| Websites http://www. dba. org. uk/pdfs/120-3%20Sex%20Discrimination%20Act. pdf http://www. durham-lscb. gov. uk/Procedures/appendix5. shtml

Muscle Disease

Amanda Fallon Professor Jed Wolfson Anatomy and Physiology 1 October 27, 2011 Rhabdomyolysis: Disease of Muscular Breakdown Rhabdomyolysis is the breakdown of damaged muscle tissues resulting in the release of muscle fiber contents into the bloodstream (Patel M. D. ). This disease occurs when there is damage to the skeletal muscle. The breakdown products of damaged muscle cells, such as myoglobin, are harmful to the kidneys and frequently result in kidney damage or even kidney failure. The severity of the symptoms depends on the degree of muscle damage and the degree of the kidney damage, if any. The primary muscle damage can be caused by physical damage, medications, drug abuse and some infections. Some patients may have a higher risk of rhabdomyolsis because of a hereditary muscle condition that is already present. There are many causes of rhabdomyolysis. One of the most common causes of this disease is a crush accident, such as an auto accident. Long lasting muscle compression is also another cause of rhabdomyolysis. Long lasting muscle compression derives from â€Å"lying unconscious on a hard surface during an illness or while under the influence of drugs or alcohol â€Å"(Chang M. D. ). An untrained athlete can also get this disease from severe muscle strain where the muscle becomes damaged. Significant muscle injury can cause fluid and electrolyte shifts from the bloodstream into the damaged muscle cells, and in the opposite direction (eMedicineHealth). Other causes of rhabdomyolysis are electrical shock, very high body temperature (hyperthermia) or heat stroke, diseases of the muscular system such as â€Å"congenital muscle enzyme deficiency or Duchenne's muscular dystrophy† (Chang M. D. ). Signs and symptoms of this disease may be hard to pinpoint because the course of the disease varies depending on the cause and each patient may experience different symptoms. Complications of this disease may also be present in the early stages as well as in the later stages. The symptoms of rhabdomyolysis come from the medical history of the patient. The patient may experience painful swollen bruised or tender areas of the body. Muscle weakness may also be experienced by the patient, such as difficulty moving the arms or the legs. Nausea, vomiting and a general sense of illness can be experienced by the patient. The rise in body temperature (hyperthermia) may cause confusion, dehydration, and even a lack of consciousness if not treated. The signs of rhabdomyolysis come from the physical findings of an examination done by a doctor or a healthcare provider. Less severe forms of rhabdomyolysis may not cause any symptoms or signs, and the diagnosis can only be found in abnormal blood tests. The urine, as seen in the photo to the right, may be dark, often described as â€Å"tea-colored†, due to the presence of myoglobin in the urine. Damage to the kidneys can occur due to decreased or absent urine production, usually 12 to 24 hours after the initial muscle damage (Patel M. D. ). A second recognized complication is disseminated intravascular coagulation (DIC), a severe disruption in blood clotting that may lead to uncontrollable bleeding (Warren M. D. ). Muscle biopsies can be useful if an episode of rhabdomyolysis is thought to be the result of an underlying muscle disorder. A biopsy sample taken during an episode is often uninformative, as it will show only evidence of cell death or may appear normal (eMedicineHealth). Taking the sample can be delayed for several weeks or even months. The histopathological appearance on the biopsy indicates the nature of the underlying disorder (eMedicineHealth). Biopsy sites may be identified by medical imaging, such as using magnetic resonance imaging (MRI), as the muscles may not be equally affected by this disease. Early laboratory findings include increased levels of myoglobin, potassium, urea, and phosphorus found in blood levels. An â€Å"anion gap metabolic acidosis† could progress because of release of acids from damaged muscle tissue (Patel M. D. ). Myoglobin testing would be the best indication and the diagnostic basis because an increase of myoglobin usually will not occur in the absence of rhabdomyolysis. Diagnostic tests for urine myoglobin are often not easily available, and it may take more than 24 hours for the physician to get the results of the test. However, a typical urine screening for rhabdomyolysis may be performed as long as the urine sediment is examined as well. Complications of rhabdomyolysis also include disseminated intravascular coagulation, a condition that occurs when small blood clots begin forming in the body's blood vessels (eMedicineHealth). These clots ingest all the clotting factors and platelets in the body, and bleeding begins suddenly. When muscles are damaged swelling within the muscle can occur, causing what is called compartment syndrome. If this occurs in an area where the muscle is bound by fascia, a tough fibrous tissue, the pressure inside the muscle compartment can increase to the point at which blood supply to the muscle is compromised and muscle cells begin to die. Rhabdomyolysis is treatable and patients may recover quickly if the disease is caught in the early stages. The main goal of treatment is to prevent kidney damage or to prevent any further kidney damage. However, if left untreated, acute kidney failure develops in 30-40% of patients (Ritz). Early and aggressive hydration may prevent difficulties from this disease by rapidly removing the myoglobin from the kidneys. Hydration of the body may include using several liters of intravenous fluids until the condition is stabilized. Diuretics can also help with removing the iron-containing pigment out of the kidneys. If the patient produces an acceptable amount of urine a doctor may administer bicarbonate, which can prevent the myoglobin from breaking down into toxic compounds within the kidney (Warren M. D. ). Kidney failure occurs when the kidneys are not able to filter and process waste from the body. If the disease progresses enough and kidney failure occurs then the patient may have to undergo dialysis. Dialysis is a procedure that takes the blood out of the body and sends it into a machine, as seen in the picture to the left. The machine filters the waste products from the blood. In severe cases of kidney or renal failure a kidney transplant may be required. If the case of rhabdomyolysis is mild it can be treated at home. The home treatment would include lots of rest and sufficient hydration by drinking plenty of fluids. The overall prognosis of rhabdomyolysis is pretty good as long as it is diagnosed and treated promptly. If the instance of this disease is not severe then the patient may only have to be in the hospital for a short time period for rehydration with IV fluids and lots of rest so the muscles can recover. Acute kidney failure occurs in many of the patients. Rhabdomyolysis is the cause for as many as 15% of patients with kidney failure (eMedicineHealth). While the mortality rate for this disease is approximately 5% (eMedicineHealth). The risk of death caused by this disease depends mainly on the primary health of the patient, the amount of muscle damage that has been caused and any other associated injuries. If kidney failure occurs, the mortality rate can increase to 20% (eMedicineHealth). Rhabdomyolysis can be prevented in almost all cases. Exercise programs and routines need to be thoughtfully planned to prevent any kind of injury and to lower the risk of getting rhabdomyolysis. This includes avoiding exercising in extreme heat conditions and drinking a sufficient amount of fluids. Both these situations can lead to dehydration, which increases the risk of muscle damage. Also, the risk of rhabdomyolysis exists highly for patients taking statin and fibrate medications for high cholesterol control. Information is often provided to these patients to be aware of the symptoms of this disease and the information should be read carefully and thoroughly. In conclusion, this is a disease of the muscular system that could affect anyone in their lifetime. This disease is more common than what I had originally thought. Although it is easily treatable, it can be a very dangerous and painful disease. I am glad that I researched rhabdomyolysis because I have learned what can happen and what to do if I ever experience any of the symptoms. I have also learned the consequences of not training properly for exercise. In doing this research paper I have learned about a disease that I may see affect people in my career as a physical therapist. Bibliography Chang M. D. , Louise. WebMD. 13 September 2010. 22 October 2011 . eMedicineHealth. Rhabdomyolysis (Cont. ). 2011. 30 October 2011 . Patel M. D. , Parul. U. S. National Library of Medicine. 13 August 2009. 21 October 2011 . Ritz, Eberhard. â€Å"Disease of the Month: Rhabdmyolysis. † Journal of the American Society of Nephrology (2000): 1553-1561. Warren M. D. , JD. â€Å"Rhabdomyolysis: a review. † Muscle and Nerve (2002): 32-47.

These 7 Work Stereotypes about Millennials are NOT Necessarily True

These 7 Work Stereotypes about Millennials are NOT Necessarily True Millennials have been told for a decade just how bad they are at life. They’re lazy, live with their parents, are totally entitled, etc. The list goes on. If you’re a millennial, this can do a lot to hamper your self-esteem and even your career goals. But a lot of the hate out there is based on very little fact. Millennials aren’t much different from any other generation that came before. In fact, if naysayers bothered to talk to millennials, they’d find that this young generation has the same career aspirations, life goals, and general motivation as older generations. Plus, they’re indispensable: millennials will make up more than 50% of the workforce in the years to come.Given all of that, we should start debunking a few of those millennial myths.Myth #1: Millennials are all â€Å"me, me, me,† all the time.Reality: Every generation is all â€Å"me, me, me.† It’s just human nature. Every older generation thinks the new one is s elfish and self-obsessed. If you’re feeling picked on, you’re not alone. The Baby Boomers were the original â€Å"me† generation, and there’ll be more after you. Maybe you’ll even be the one doing the nagging when you’re higher up in the career ranks.Myth #2: Millennials want a party and ribbon just for showing up.Reality: Millennials don’t actually crave constant unearned acclaim. In fact, as kids they may have been trained for this by their helicopter parents, but they’re grown-ups now and want to earn their accolades like everyone else. Trust: It’s really the Baby Boomers who think all members should be rewarded when the team is successful. Millennials are pretty cutthroat and competitive about winning fair and square.Myth #3: Millennials are tech-obsessed and can’t live a life offline.Reality: Yes, millennials are strapped to their devices as though their phones are vital limbs. But they are also capable, and even eager, for face-to-face interaction when that makes most sense (i.e. in the workplace). And they’re actually more likely to draw a line between personal and professional on social media than older generations.Myth #4: Millennials are wafflers.Reality: Everyone solicits advice and gets friends, colleagues, and family to weigh in on important decisions. Millennials perhaps look to a larger variety of sources to make more informed decisions than their more independent-minded elders. This is actually a shrewd move, especially in today’s increasingly interconnected and complex business world.Myth #5: Millennials aren’t loyal and will jump ship whenever they lose interest.Reality: While â€Å"passion† is certainly important to this generation, millennials actually stay with their employers longer than their Gen X counterparts. The market is scarier and leaner out there, so they know when to stay put and be more calculating with their career moves. Perhaps they will have held more jobs by a certain age than other generations, but that has more to do with the cutthroat economy and less to do with laziness or wanderlust.Myth #6: Millennials don’t work hard.Reality: The skill set of this century is already markedly different than the skill set of the old one. Workplaces, and workplace culture, look nothing like they used to. As such, making comparisons between them is fruitless. Given the demands of today’s high tech interconnected workforce, millennials are actually working very hard and innovating at an exponential rate. They’re also a little more competitive than Baby Boomers, which goes hand-in-hand with hard work, hustle, and long hours.Myth #7: Millennials need work to babysit them.Reality: Millennials are actually quite capable of taking care of themselves. Corporations don’t have to talk down to them or treat them like children. Also, with the ever-changing structure of the workforce, millennials have a choice to work for corporations or for themselves in today’s economy. Corporations would do well to realize they need millennials more than millennials need them!

Answers to Questions About Prepositions

Answers to Questions About Prepositions Answers to Questions About Prepositions Answers to Questions About Prepositions By Mark Nichol Here are several questions from DailyWritingTips.com readers about use of prepositions, and my responses. 1. I was always taught, â€Å"Never use a preposition to end a sentence.† For example, â€Å"I want to go with† should be â€Å"I also want to go,† or â€Å"Use the dustbin to throw the rubbish in† should be â€Å"Throw the rubbish in the dustbin.† Yet you have done so with the word out in the sentence â€Å"California gave a record $100 million loan to bail schools out.† Is it OK to end sentences with prepositions? The admonition to never end a sentence with a proposition has no valid grammatical basis: For example, â€Å"She was the one he wanted to go out with† is correct. (Here is one of several DailyWritingTips.com posts on the topic.) Earlier placement of a preposition in a sentence makes the sentence sound more formal, but efforts to consistently do so sometimes result in awkwardly stiff syntax, as in â€Å"She was the one out with which he wanted to go.† (However, â€Å"I want to go with† is a different matter; as a truncated version of â€Å"I want to go with you,† it’s colloquial and not suited for formal writing.) 2. I am reading a very well-written book, but I’ve run across an expression that grates: The author wrote at least twice of â€Å"a couple weeks† or â€Å"a couple trees† (or whatever), where I have always said â€Å"a couple of.† I can’t figure out which expression is the correct one. Have you covered this, or can you advise me? This post is one of several at DailyWritingTips.com that discusses couple. â€Å"A couple of† is the correct form, but either the author chose to be colloquial, or neither he nor his editors know the correct usage. 3. I have always thought that â€Å"outside of† is incorrect when used this way: â€Å"The man was outside of the house† (as opposed to â€Å"The man was outside the house†). Am I right? Using the preposition of is usually superfluous in such constructions, but it’s not incorrect, and in the senses of â€Å"besides† and â€Å"apart from,† it’s necessary. Some grammar handbooks advise playing this usage by ear. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:100 Beautiful and Ugly WordsWhat's a Male Mistress?What is an Anagram?

New technologies effect on The Work Force Essay

New technologies effect on The Work Force - Essay Example In fact this contradictory attitude resides in all of us. While, at one hand, we wish for things to be easier, newer, faster i.e. changes in our immediate surroundings but on the other hand, we want to stick to the old, the familiar, to the routine -i.e. we resist change. It is because change forces us to leave our comfort zone for a zone of uncertainty and doubt. And this would mean that our self-image, self-confidence and our relationships with others and our selves would change. We might have felt very competent, confident, relaxed, self-assured in our work and surroundings, however technology might change this all for ever. We might feel less productive, creative; effective and our image of ourselves as a rock by the sea simply change into that of an insignificant pebble. Thus technology affects our psychological balance, which is the main reason behind the resistance shown by work force at work place when new technology is introduced. As technology takes place of much of human manual work, an individual's contact with the finished good is diminished. This results in feelings of alienation and un- satisfaction as individuals feel they have not accomplished much or they have not contributed significantly in the production of goods or in image creation of the company. They feel insignificant, unsuccessful and frustrated in their work places and towards technology. They suffer from feelings of resentment and frustration towards technology, which they see as their enemy who has "stolen" their jobs, their sense of pride, accomplishment and worthiness. And it doesn't end here, the fear, anxiety and apprehension is there to stay in their minds and in the ambience of the work place forever, as technology continues to advance unceasingly. ("Social Effects of Technology") This has been well explained by Kurt Lewin in his "change theory", which was further elaborated by Edgar Schein. It is also known as the "unfreezing-change-refreeze" theory, which explains why people reject new technology, or learning in a workplace, how companies should be prepared for this and how they should manage the whole change process so that change finally becomes the part of the system completely acceptable to everyone. (Wirth, 2004) The first stage is known as the "unfreezing" stage where people need to be motivated for change. This explains why people initially resist change and how they can be prepared for the change, nonetheless. He believed that the behavior pattern of human beings is based on what they have learned from past observations and from their surroundings or culture. Any change, for example technological change, means that either new element are added into these past or existing surroundings or some of the elements to removed from them forever. He, further, argued that people would only accept change on three conditions. The first situation is where there already exists dissatisfaction and resentment towards present conditions. This means that individuals are unable to derive their sense of pr