China’s Monetary Policy & IMF

China's contemporary monetary policy and regulation Monetary Policy Committee Policies (interest rate, ERR, foreign reserves†¦ Risks IMPs Involvement Recent monetary reform Ill. Conclusion A. Future of China's economy International Monetary Fund is an organization that consists of 188 countries, in which countries work together to promote global monetary cooperation, secure financial stability, and sustainable economic growth around the globe. MIFF serves as an International bank, loaning money to member countries due to economic difficulties; and as an adjudicator, reconciling economic conflicts between countries.It's a pool of central bank reserves and national currencies that allows member countries to borrow. China Joined MIFF in 1945, and has twice used MIFF credits, in 1981 and in 1986. China holds annual consultations with MIFF on economic development and policy Issues. In recent number of years, China has been accused of currency manipulation and excessive foreign reserv es to underpin economic China to make policy reforms. In this paper, I will begin with China's monetary system, 1994 monetary crisis, and then discuss China's current monetary policies, reforms, and Miff's regulation on China.China regulates its monetary system through POOCH (People's Bank of China) by adjusting interest rate, performing open market operation, and manipulating Reserve Requirement Ratio. How Chinese government uses these policy tools is interdependent of how Chinese currency Yuan's is arranged in foreign exchange mechanism. Central banks depreciate currency by cutting interest rate and increasing in foreign reserve to stimulate economic growth. In other words, Chinese regulators used more non-market financial policy to administrate credit expansion.Through effective tight state control policies, China had passed a long way from where it was to the second largest economy in the world. It went wrought 1994 Monetary Crisis, 1997 East Asian Crisis, and Global Financial C risis in 2008. These crises not only gave lessons to the Chinese regulating body and MIFF, but also indicate a warning sign of the underlying risk of using too much state control on interest rate and exchange rate. 1994 was a significant year in China's economic history. China faced an unprecedented annual inflation rate of 24% in 1994.It was largely caused by the over investment in early 1990 as government loosen credit to enterprises. Especially after Denominations visit to Southern China in 1992, in which e strongly advocated for economic growth, investment increased â€Å"43% from previous year†(3). The overstatement not only doubled the price of construction materials such as steel and lumber, but also increased price of grains significantly. The sudden rapid rise in price had a devastated effect on resident's living conditions.To fight with the inflation, the Chinese government implemented a series of actions, which include â€Å"tightening credit/loans, strict regulat ion of local/regional capital fund raising, tightening fixed asset investment scale, re-examining various newly established financial institutions, and controlling capital and cash holding of all financial organizations†(3). The main goal of these policies is to lower the economic growth rate and decrease the overall fixed asset investment. After one year of adjusting and implementing policies, the inflation rate reduced to 9. % in December 1995. Just like the cause of China's Financial 1994 Crisis, the Asian Crisis of 1997 was the aftermath of a sudden surge in capital inflows to finance productive investments, which made a country's economy vulnerable. The Asian Crisis started with the lapse of Thai Baht in July 1997, when Thai government was forced to float the baht due to lack of foreign currency to support its fixed exchange rate. Then the Crisis began to spread across to many East Asian countries, including South Korea, Philippines, Indonesia, and Singapore.All of the co untries had acquired a burden of foreign debt. In Korea, the foreign debt-to-GAP ratio rose from 13% to as high as 40%. Furthermore, the crisis was â€Å"deepened by the Miff's initial misdiagnosis† when MIFF imposed â€Å"budgetary tightening† policy to stabilize currency in Thailand, South Korea, and Indonesia (1). Although China was less affected by the crisis, it influenced its the monetary policies. Just as other Asian countries, China started built up official reserves so that it don't have to borrow from MIFF.Both crisis had a significant impact on China today's monetary policy, which is Ojibwa, advocates for â€Å"dovish bias, a tendency to prefer accommodative monetary policy, supporting the use of policy tools to stimulate growth while placing less emphasis on the risks of inflation†(4). This policy belief led to manipulation in exchange rate when China was experiencing a rapid economic growth and currency appreciation. ARM appreciated from about 8. 82 8 Yuan in 2005 per dollar to 6. 09 in 2013, approximately 34% appreciation on a nominal basis against dollar and by 42% on a real basis (5).It was because of China's rapid economic development in the past decades. China has become one of the world's largest exporters and created massive trade surplus and strong demand for ARM. The sudden appreciation led to inflation and consequently lower purchasing power of residents in China. The situation forced government to interfere with the exchange rate in order to maintain financial stability ND protect citizen's welfare. POOCH cut the interest rate to increase the demand for credit, reduced ERR, and increase foreign reserve to fight against appreciation.China's large purchases of foreign reserves reduced their yields and push capital to emerging market, which successfully decelerated the speed of appreciation of ARM. However, how would these policies affect China's economy in a long run? MIFF pointed out that China's tight State control o ver banking system is creating risk to its economic growth in the future. China' undervalued currency not only has negatively affected U. S and Global trade, but also has brought risk to its own economy.According to the New York Times, there's a growing list of countries, from the United States to the European Union to Brazil, have complained that China has been cheapening its currency. U. S criticized that China is trying to â€Å"gain unfair trade advantages over trading partners†(5). International Monetary Fund also claimed that ARM is significantly undervalued, and wrote a report to urge China to ease State controls on banking in 2011. The report examined on China's financial policy, in which encourages high savings, high levels of equity, and high risk of capital misapplication and asset bubbles, especially in real estate.In MIFF words, the consequence of these distortions is â€Å"rising over time, posing increasing macro-financial risks†. MIFF warned China: â₠¬Å"tight government management of the nation's banking and financial system was creating a steady build-up in vulnerabilities that could eventually damp economic growth â€Å"(2) Excessive bank lending and increasing local government debt as a long-term policy would put China's economy at risk. However, China did not implement immediate change in monetary policy after Miff's warning.Instead, Chinese official argues that their exchange rate is not meant to earn unfair trade advantage, but to foster economic stability and social welfare to citizens. The government continues to regulate extensively on interest rates, estate price and exchange rate. Not until recently, China finally implements major monetary reforms in reply to Miff's constant warnings. In order to maintain the economic growth, Chinese government must reform its banking system and adopt a flexible exchange rate. The POOCH has taken step to loosing the government's intervention on interest rate, letting racket to set th e price instead.Just as recorded in the article â€Å"The Interest Rate As A Monetary Policy Instrument in China†, mainland lenders are allowed to charge rates on loans below the official benchmark-lending rate, effective from 20 July 2013. The scrapped (6). Furthermore, the cap on credit union lending rates was also abolished. These reforms indicate that Bank is not favoring state-owned entities, and indeed stimulates real economy. China is putting effort to liberalize interest rates, open financial market, and promote greater foreign investment. I believe that a tightened state control monetary policy is not efficient and sufficient in a long run.Although it has brought finance stability, China has to let the capital flow freely in order to maintain economic growth in the future. China should move away from non-market financial policies and step toward a more market-based currency to rebalanced China's economy. After decades of exponential expansion, China's expansion is en tering a period of slower growth. In the first half of 2013, China's export growth rate was significant lower and GAP has also fallen. Zinnia claimed that the Yuan was nearing equilibrium against the dollar in June 2013.In conclusion, China should depend less on exports and fixed investment to stimulate real economic growth. Ultimately, China should exert less power and subsidies state enterprises, but open up the market and foster global competition. It benefits Chinese Economy in a long-term by â€Å"re-directing resources away from inefficient (and often subsidized) sectors of the economy to those that are more efficient and competitive† (5). The reform would not only increase the efficiency of Chinese mommies firms, but also bring lower prices for consumers in China and improving standards of living after all.

Colonial School vs Modern Era

Colonial School vs. Modern Era The impact of schools has been ever changing. From their New England traditions, to civilizing of western settlers, and finally the requirement of educated individuals what schools and education have to do in society is constantly being molded and remolded. New models, ideas, ideals, and requirements for schools are constantly being established and have come a long way from the colonial period to the modern era.During colonial times school and education was used to â€Å"maintain the authority of the government and religion† (Spring 13) as well as to maintain social distinction and uphold morals. Unlike today, many schools in the New England colonies relied heavily upon religious and racist teachings. And many people agreed that it was important to include religion in schools just as it was included in many other practices at the time. This however created a major problem for the growing country as schools not only excluded all religions besides Protestant Christianity but also as a result were racist against peoples of other beliefs.Many new immigrants to the United States were shocked and upset that a nation boasting freedom of religion was forcing one specific religion through the use of schools and even discriminating against the people of different religious backgrounds. As pointed out in the film School: The Story of American Public Education, Part 1 early Irish settlers, who were mostly devout Catholics, came to find that the primers used in schools forced children to not only learn and recall Christian beliefs and proverbs but also painted Irishmen in an undoubtedly negative light going even so far as to call them â€Å"foul† and even the â€Å"lowest of people†.As a result of this discrimination Catholic groups in the nineteenth century rebelled and reform of schools began to take place. Schools were also means to teach children to obey the laws of society and the government. Much of colonial society was based upon class and the distinction between them. It was not only important to the puritan society that children read the Bible but also become good workers and members of society.First thanks to the Massachusetts Law of 1642 and then in 1647 the â€Å"Old Deluder Satan Law† (Spring 17) a system was established that required towns to be concerned with the literacy and education of their children. It also required towns with over fifty households to appoint a teacher to teach reading and writing in the community and those with over one hundred households to also establish a grammar school, which emphasized Latin and Greek, to prepare students for higher education.During the colonial period apprenticeship was common but because the nation was small many of the apprenticeships were either cut short or unavailable. It was one of the jobs of a master to teach literacy and maybe arithmetic to his apprentice but because of the unavailability many fell short of this requirement. It then fell upon the law to create the aforementioned schools and educate children to not only teach them the ability to read the bible and the laws of the nation but to also educate them in the proper way to conduct themselves in social and formal work settings.Much of the actual teaching of morals and way of conducting oneself was taught in the literacy schools, once a child was able to adhere to the rules and was sufficient enough in reading and writing they were able to attend grammar schools, with enough money in some cases, so that they may be able to move onto college and careers beyond. It comes as no surprise that English colonists thought of the Native Americans as uncivilized, lawless, and godless and attempted to introduce all of these elements to them through schools and religious institutions for their own benefit.Here education served an entirely different purpose, as cultural imperialism. Despite the disinterest from Native Americans, and cultures worldwide, the En glish refused to give up their hopes on instilling their culture and beliefs upon other peoples. In North America these efforts were accompanied by genocide and â€Å"it is estimated that ninety percent of the Native American population on the East Coast was lost during the European invasion† (Spring 24), largely due to diseases brought by settlers but also due to the feelings of cultural and racial superiority that white settlers heavily believed in.Benjamin Franklin even believed that there needed to be more white people in the world and that â€Å" ‘the principle body of white people’ should populate North America†¦[and] ‘why increase the Sons of Africa, by planting them in America, where we have so fair an opportunity, by excluding all Blacks and Tawnys, of increasing the lovely White? ’† (Spring 25) This overwhelming feeling of superiority by the white settlers brought them to see the Native Americans as an obstacle they needed to ov ercome. Some of the things that they wanted to change about the Indians were their work habits, views on sexuality, family organization, and women’s power.All of these things directly contrasted to the puritan beliefs of a male dominated authoritarian modest culture. Early education of the Native Americans was completely unsuccessful with many of the teachings being simply laughed at by the Natives and forgotten. After passing an execution law for those who were not civilized and God-fearing people, schools began to be established specifically for the process of civilizing Native Americans. Eleazar Wheelock founded the Dartmouth College in 1769 (Spring 28) where Indian children were â€Å"removed from their tribes†¦and plac[ed] into boarding schools for cultural conversion. (Spring 28) Wheelock believed that if the Native Americans were deterred from their native culture and taught to live like the colonists and educated into specific roles such as farming and cultivati on for boys and homemaking for girls they would be able to successfully convert and that Indian Wars would no longer be a problem. This system seemed to have worked when Samson Occom, a Mohegan Indian, not only successfully passed through the school but also went on to travel to England to advocate for the system and the establishment of more â€Å"Praying Indian† schools.Obviously today’s schools are much less grounded in religious and white superiority traditions. Although some themes do continue to the present such as education being a means of preparing children to obey government laws, that education will eliminate crime, immorality, and poverty, and that education is a source of social mobility. (Spring 14) In the home children today are nurtured and while they are taught social conduct and what is right and wrong it is in the classroom that children learn to sit still, obey people outside their family, work with others, and to complete tasks on time.These are al l requirements any job will entail and are best experienced in an educational setting. Many people also believe that education for their children will give their children a better life than them. Today’s parents want their children to grow up to be better, to be more prosperous, and more educated than themselves. Schools promise to provide the means for children to excel in life. Not only will the education of children allow them to obtain better jobs and more rewarding careers but it is considered that by acquiring knowledge people will inherently choose to â€Å"be good† eradicating immorality and crime.As previously mentioned modern education frowns upon the inclusion of religion in the classroom, except in cases such as Catholic or other religious or private non-publically funded school. Schools today are for knowledge only, a place where all the findings, ideas, and information of the world is attempted to be taught to the young and bright minds of today. Another stark difference between colonial education and today’s society is that culture and difference are celebrated. While cultural superiority may never fully die out today’s schools advocate for acceptance and pride in the diversity of students.Rather than suppress the cultural individualism many classrooms explore and exhibit the as many cultures as they can and bring light and information to everyone about each other. Much of education today leads toward higher education, whereas during colonial periods higher education and prestigious jobs were delicacies for the elite. In some cases this is still true, where students who may be deserving of quality education may not be able to pay the tuition of prized private schools such as Harvard, Stanford, or MIT.But for the most part educations at non-Ivy league schools are still highly regarded and sometimes even praised as those who may attend them have more â€Å"real life experience†. Employers today not only worry abo ut where one went to school but what he or she did there and what type of person they are. This makes schools in the modern era a place for equality, where anyone can become their wildest dreams. Bibliography Spring, Joel H. The American School: A Global Context from the Puritans to the Obama Era. New York: McGraw-Hill, 2011. Print.

Support the Rights and Safety of Children and Young People

1. Paula may feel she is stupid, worthless and alone. Paula may feel like running away to escape what she is going through because she believes no one understands what she is going through or that no one will believe her story. Paula may feel sometimes killing herself is another way out. She is probably scared what her father would do to her if she told someone or what everyone else would think of her. Paula more than likely believes it her fault, no one will believe her, no one will understand, she feel all alone and she just wants to feel like a normal teenager.2. – Self- destructive behaviour e.g. drug dependency, suicide attempts and self- mutilation. Anorexia or over- eating Sexual knowledge or behaviour inappropriate for the child’s age Bruising or bleeding in genital area Bruising to the breasts, bottom, lower abdomen or thighs Adolescent pregnancy Persistent running away from home  ¾. – use a calm, reassuring voice Give support to the child by demonstra ting that you believe their story Provide comfort, verbally and agreed appropriate physical contact Do not express negative suggestions such as judgement, doubt or shock Be honestBe professional as possible Let them talk at their own pace, no interruptions, silence Make notes that are relevant to the situation Tell the child it’s not their fault and they did the right thing by tell someone Tell them it is never okay for adults to harm children Let them know what happens now Inform people who can help assist the child Tell them it’s okay to be concerned about what will happen5. Paula may become pregnant, she may run away from home, she may harm herself or attempt to commit suicide, Paula may turn to alcohol and or drugs, Abuse may to her to hurting her father or other people and she may also turn to abuse later in life and do it to someone else.6. a) – find a private place to talk – Tell Anna it’s okay and none of this is her fault – let Anna talk at her own pace, do not interrupt or be judgemental – Ask questions to clarify information – use a calm, reassuring voice and talk at the child’s development level – tell Anna you believe her story – keep emotions under control – offer support – take note during if its okay with the Anna if not after the disclosure ïÆ' ¼B) – Don’t ask questions that may make Anna feel guilty or inadequate – try and find proof of Anna’s story – don’t say you won’t tell anyone or that everything will be okay now – don’t express doubt, judgement or shock – don’t draw conclusions, engage others in discussion or accuse parents – don’t tell people that don’t need to know Anna’s disclosure only people that can help Anna. – don’t talk about your personal feelings about Anna’s story in front of her ïÆ' ¼7. – Anna needâ₠¬â„¢s immediate help, talk to someone that can help her – She needs support – Anna needs someone she can trust and talk too8. In this case study there are 3 forms of abuse. Sexual abuse, physical abuse and emotional abuse.9. The children’s rights in this case study are that by law we have to provide Anna and Paula with the freedom and opportunities to express their views and that by law must consider their views in a meaningful way. Anna and Paula have the right to participate in decision making about their  future.This means that Anna and Paula must be given where possible the opportunity to express their views freely and those views are taken into consideration when decisions about their future are being made. There for organisations that work with children and young people need to listen to what children and young people say and taking their views into account in design, development and delivery of services and policies.10. I would talk to the supervisor ag ain but express my views and concerns strongly. I would talk to her about ethics and that you cannot ignore indicators of risk of harm as well as by law you have to obey the child’s rights and consider their views or stories seriously and in a meaningful way. I would hold off on the report but closely monitoring Anna and privately say to her that she can talk to me about anything anytime. I would look for indicators of risk of harm and if I did see signs I would then talk to Anna about it and if need be from there take things to the supervisor again and then formally make a report.11. Monitor Anna closely look for and signs she is being harmed, I would continue talking to Anna and building trust between each other and when I believe I’ve seen or heard enough I would discuss the situation strongly to my supervisor then make a decision from there.12. Go over the evidence you have and the recordings you made, multiple times until you’re highly satisfied that you ha ve a strong case to take to your supervisor. You always have to take every allegation seriously and examine it thoroughly before taking it further.

A Model of International Company that Trades with Lubricants Term Paper

A Model of International Company that Trades with Lubricants - Term Paper Example A multinational company is a company that conducts its trade between two or more countries. To conduct the business, a set of rules and regulation are laid down by international organizations and the countries where these organization conduct business. One common effect is the fluctuation of different currencies. The volatility affects the profitability of international trade. Also due to the currency volatility, there is a very high probability of the traders incurring loses on future sales. The formation of any multinational company is rigorous and most of the companies are run as joint ventures, mergers between two companies, private limited companies, public limited companies, licensing agreements among others. Corporate finance deals with the making of an appropriate financial decision for the company. These decisions are made using analytical tools. These tools help in the maximization of corporate value and in the management of the firm's financial risks. The decision made may be classified as short term or long term. Long term decisions involve capital investments decisions while short term decisions involve managing the working capital. Financial risk management, aids in evaluations of risks and developing strategies to manage these risks. In risk evaluation, the nature of the risk is determined by evaluating the impact of the exchange fluctuation on the corporation and the nature of the currency one is trading with. Risks can be managed/hedged using financial instruments. These instruments include interest rates, commodity prices, stock prices, and foreign exchange rates. The most effective way to manage financial risk is by the use of derivatives that trade on the financial markets. These derivatives are traded using instruments such as futures contract, Forwards contracts, swaps, and options.

Any topic you think is good for my paper Assignment - 1

Any topic you think is good for my paper - Assignment Example The perception of the society on comic book is based on abstract description given by the images depicted in articles and books. In brief, the definition is provided by the work of art (Faigley and Selzer). Ideally, Scott argues that the comic art should not be presented in the way it has been. The art should be simple and depict natural art. The creation of new approach to learning is vital, but the creation of conclusive understanding of terms of reference is essential in the education process. The definition argument by Scott highlights the difference in understanding of terms created by media and other related depiction (Faigley and Selzer). Additionally, the influence of traditional educational practices is evident in the creation of terms such as the traditional understanding words. The new definition of comic is based on comparison of other arts with the comic art depicted by work Scott is change of ideas on the comic articles, which have been perceived in a different way. In conclusion, the article by Scott redefines the term

Legal Issues - Medical Essay Example | Topics and Well Written Essays - 500 words

Legal Issues - Medical - Essay Example A healthcare provider is considered a covered entity. The health care providers shall include the following only: doctors, clinics, psychologists, dentists, chiropractors, nursing homes, and families† (HHS.gov). Thus, in this given problem, Doctor Williams is considered to be included in the list of covered entity, due to the fact that he is a doctor of medicine who disclosed the medical report of his former patient. In the case at bar, it is clear that Dr. Williams committed a medical practice during the abortion services done to one of his patients, Joan. For fear of being sued for medical malpractice, he asked his friend’s advice by showing the medical records of his patient, who told him to talk to a medical malpractice insurer to help him overcome this problem. The act of divulging a patient’s medical record is contrary of the provisions of the HIPAA which provides: â€Å"The Privacy Rule protects all  "individually identifiable health information"  held or transmitted by a covered entity or its business associate, in any form or media, whether electronic, paper, or oral. Therefore, undoubtedly, it can be concluded that Dr. Williams committed a violation of the HIPAA. Here, there was no showing that he requested for permission from his patient to allow him to disclose the PHI. Instead, he used the information as a defense to a potential suit for medical malpractice. By giving out the information to the medical insurance carrier to, he can save himself from help him from any criminal liability for the error committed against patient for the mistake he committed. Since the doctor has identifiable health information, he may face a â€Å"criminal penalty of up to $50,000 and up to one-year imprisonment.   The criminal penalties increase to $100,000 and up to five years imprisonment if the wrongful conduct involves false pretenses, and to $250,000 and up to 10 years imprisonment if the

The Nature of Conflict and Mediation at the Workplace Research Paper

The Nature of Conflict and Mediation at the Workplace - Research Paper Example Using a qualitative descriptive approach, this research examined the responses and narratives of employees of two different companies. The findings implied that since the nature of conflicts, the mediation strategies and conflict resolution plans employed by the two companies were different, hence the outcome in the form of job satisfaction level was also different. Although the research shed extensive light upon the issue related to workplace conflicts, there is the need for further research to take this study at a broader level where companies from different demographic locations and cultures are compared in order to get a better understanding of the concept of workplace conflict and conflict resolution. Introduction Conflict, mediation, and resolution are a necessary part of a successful journey in the life of an organization. Conflicts occur at every level in the workplace during achievement of organizational goals. Better resolved at the personal level, some conflicts get so big that a mediation strategy is required to resolve them. Before going into the niceties of the research paper, it is deemed important to define some important terms that will be used frequently in the coming pages. Masters and Albright (2002, p.14) define conflict as â€Å"a disagreement between two or more parties who are independent.† Conflict is something that almost every one of us has experienced to some extent at the workplace with a superior, a colleague, a subordinate, or a customer. We experience distress and sorrow over the dispute and this increases our workplace stress and finally creates disastrous impacts on our job satisfaction. Conflicts weigh heavily on the organization in terms of cost as well because engaging in a conflict and taking time out to create a conflict resolution plan, a mediation strategy, or arranging a third party mediator, demands resources and finances. Also, the time and energy that is spent resolving conflicts can be better used for fruitfu l projects and milestones. Thus, avoiding and resolving them if they occur becomes necessary if the company’s interests are kept in focus. If conflicts go unresolved, this increases dissatisfaction and the overall organizational culture is destroyed which is very likely to bring the bad name to the company. Resolution or no resolution affects not only the individual’s activities at the workplace but his personal life is also disturbed. Managing a conflict is an important task that occurs at three levels, according to Masters and Albright (2002, p.13). According to them, first of all, an individual must know how to deal with the conflict at the personal level like when he enters a conflict with a senior, a junior, a colleague, or a client. Second, he must be able to enable others in the organization to manage their personal conflicts. This is important because those conflicts will eventually come to you taking your extra time if they are not resolved in time by the peop le involved. Third, he must be able to work out an effective plan or strategy that should make sure that workplace conflicts are avoided and if occur then resolved in time. Conflicts at work â€Å"reflect systemic processes and patterns in how work gets done† (Masters & Albright, 2002, p.13) thus it is important to determine those patterns so that better conflict management is made possible.  Ã‚  

Febrile Seizures Research Paper Example | Topics and Well Written Essays - 3000 words

Febrile Seizures - Research Paper Example Up to 5% or may be more in the population is estimated to have had at least one seizure arising from any cause during their lifetime. Epilepsy can be found in any individual ranging from young babies to aged old men and women. It is clinically known that epilepsy can have its beginning or onset in both old age and in childhood. The underlying causes of seizure in medical terms in unknown. More than 32 different kinds of seizures are known today (Seizure and Epilepsy, 3). These are divided into focal seizures and generalized seizures. A seizure is caused by an electro chemical disorder in the brain. Chemical reactions are used by the brain cells to produce the electric discharges. When there is an imbalance of excitation and inhibition in a particular area of the brain a seizure can occur. In a seizure attack, the normal regulated function of the nerve cells in the cerebral hemisphere gets disrupted (Appleton & Marson, 2). Many people also some patients suffering from seizures have th e notion that the actual seizures are ones that have strong, uncontrolled movements. They believe that having an uneasy pain or feeling in the stomach, going blank for a few moments, or jerking of the arm few times is not to be assumed to be a seizure. It can be at most considered to be a minor spell. But the fact is any change in the sensation or behavior that arises from an uncontrolled activity of electric neurons in the brain is a form of seizure. In the human brain, the undersurface area of the temporal lobe is very prone to have seizures. The temporal lobe consists of the regions of the brain that are mostly involved in causing adult epilepsy. These temporal structures are coined by Greek names, such as the amygdale which means an almond and hippocampus which means a sea-horse. The amygdala and the hippocampus are the target areas for surgical removal during surgery for curing epilepsy. The amygdala and the hippocampus are also involved in controlling the expression of emotion s and in the ability of the brain to form memory. Seizures can also be caused by brain poisoning caused by lead and carbon monoxide (Seizure and Epilepsy, 2). Types of seizures Seizure is divided into two categories. These are known as a partial or focal seizure and a generalized seizure. Partial seizures are one that start at one side of the hemisphere of the brain where as the seizures that begin in both the sides of the hemisphere of the brain at the same time are known as generalized seizures (Pitkanen, et al, 6). Partial seizures are further classified into simple partial seizures that have no alteration in consciousness or memory and secondly complex partial seizures that have alteration in consciousness or memory (Fisher & Saul, 6). Simple partial seizures are characterized by motor seizures that include twitching, unusual sensations, unusual visions, sounds and smells as well as distortions of perception. Seizure activity can reach up to the autonomic nervous system that can result in flushing, tingling sensations or nausea. These symptoms of simple partial seizures remain in the clear consciousness and are in full recalling ability for the patient. Complex partial seizures that were previously known as psychomotor seizures or the temporal lobe seizures or the limbic seizure is another type of partial seizure. Complex partial seizures can have an aura, which is a symptom or a warning of the seizure (Fisher

Faulty Arguments in the Field of Herbalism, Natural Cures and Plant Coursework

Faulty Arguments in the Field of Herbalism, Natural Cures and Plant Medicine - Coursework Example The reasoning behind this phrase is poor because it insinuates that herbal products are safer, healthier, and has lower rates of toxicity compared to other medicinal drugs which is not true. It is also a dogmatic phrase which may be interpreted to mean that use of pharmaceuticals may result to harm. Andrew Weil, the mastermind and inventor of Arizona Center for Integrative medicine. He says ‘I did ethnobotanical study in South America, researching native uses for coca leaf, which most of us know only as the source of the isolated, problematic, addictive drug cocaine†¦if you look carefully at the coca leafs molecular array, you find 14 bioactive alkaloids, with cocaine in the greatest amount†¦Herbs like coca can "tone" the body and bring it back to homeostasis’. The source is The Huffington Post http://www.huffingtonpost.com/andrew-weil-md/why-plants-are-usually-be_b_785139.html. This is an illustration of a non-sequiter, appeal to authority, poor logic and faulty statistics. The reasoning behind it is poor since its conclusion doesn’t infer the premise. It also emphasizes on his expertise owing to convince the masses concerning his opinions. It also does not have firm deductions to the conclusions made. It also claims that a coca leaf has 14 bioact ive alkaloids but it does not give precise details how he obtained this data. David Kroll holds a doctor of philosophy in therapeutics and pharmacology. He coaches the public on organic commodities and botanical plants supplements. He says ‘Tripterygium wilfordii Hook F, or thunder god vine†¦has a history of use as an anti-inflammatory herb. As with many traditional medicines, usage patterns do not necessarily indicate scientific validity. In fact, a Cochrane review published just last month on herbal therapies for rheumatoid arthritis indicated that the efficacy of thunder god vine was mixed. More concerning is that the herb had significant adverse effects in some trials, from hair

The Subject of Human Rights as Treated in Blood Diamond Movie Review

The Subject of Human Rights as Treated in Blood Diamond - Movie Review Example It is through the application of this theory in the concrete conditions of the people of Sierra Leone that it would be proven that the idealist concept of human rights is insufficient in resolving the social issues of the country. The film Blood Diamond highlights the domestic conflict that occurred in Sierra Leone. The country is deeply divided by a civil war between rebel groups that fight an unstable national government with an army which includes a sizable number of children that have been kidnapped and forcibly conscripted. In the film, the political causes of the conflict were not discussed much. What are presented quite well though were the effects of the civil war on the non-combatants and the children. It is apparent that the rebel groups do not seem to distinguish the civilians from the fighters, which, as insinuated, actually refer to the fact that the civil war in Sierra Leone was genocidal. There are basically two points in the war that is the film’s setting that that creates a very profound impact on the audience, especially for those who are educated on the subject of human rights. First of all, the rebel group headed by Captain Poison does not mind about any human rights of civilians for as long as it is able to achieve its goal which is to free the country of a regime that it considers as oppressive. Secondly, the Revolutionary United Front, which is the rebel group that is fighting the Sierra Leonean government, is portrayed as insurgent force that employs child soldiers who were actually made up of children abducted in the course of the genocidal war. The UDHR stands on the premise that all men are born equal. It is with this concept that the definitions of human rights are created and agreed upon by the signatory countries. However, it is also clear that this concept could hardly be justified or proven correct in the case of the human rights violations committed in Sierra Leone. In the movie Blood Diamond, it was obvious that men are not born with equal privileges and this could be ascertained in the field of politics and economics. Of the main characters in the film, Solomon Vandy represents those who were not born in a family or social group that possesses political and economic clout. It is under this circumstance that he, his family and tribe were subjected to different forms ofhuman rights violations. Vandy personifies the sufferings of the Mende tribe, which was victimized by the RUF. His family was massacred and his son was taken away from him turned into a child soldier by the rebels. Even as Vandy manages to isolate himself and his family from social issues and the war, he cannot avoid witnessing the inequalities among peoples. When he tells his son Dia to study hard and that â€Å"English boys don’t go to school every day,† he articulates that the black African must go to school in order to succeed in life while the white European does not have to do so. Vandy’s articulation essent ially challenges the premise of the UDHR that all men are born equal. In this respect, the fundamental principle of the universality of human rights cam be argued against by people like Vandy, whose concept of the absence of rights is related with the reality that there is no equality in their society. Article III of the

Diabetes type 1 Research Paper Example | Topics and Well Written Essays - 1250 words

Diabetes type 1 - Research Paper Example Inability of patients to control the levels of glucose in the blood through the normal mechanism makes their body adopt a new mechanism to control its blood sugar level leading to the disease. The condition affects about 17 per 100,000 school-aged children in the US. The condition is mostly prevalent in the Scandinavian countries, Eastern Europe and South East Asia (Alemzadeh 76). Early diagnosis and treatment is the most appropriate way for dealing with the problem. This research paper analyzes the role of technology in the diagnosis and management of type 1 diabetes. Diagnosis and Treatment According to Alemzadeh, early diagnosis management of type 1 diabetes is the most appropriate procedure for dealing with the problem (32). The researchers concluded that managing the condition among young children was a difficult undertaking. This is because young children require guidance by a guardian to oversee their medication. The researchers concluded their research based on the findings o f a quantitative research designed to establish the prevalence of type 1 diabetes. The survey established that 7.5% of the affected families did not exercise correct hypoglycemia care for their children. The survey also established that poor application of hypoglycemia care to children suffering from type I diabetes was the main cause of long-term complications resulting from the illness. It has also been established that most victims of type 1 diabetes do not live to their adulthood. In addition, those who make it to adulthood suffer from other opportunistic infections or health conditions such as cancers, blindness and amputations. This indicates that early diagnosis and management are significant for the management of the condition. Type I diabetes has no known specific cause and this complicates its treatment and management. Some of these causes are avoidable while others cannot be avoided. In addition, the disease has no known cure and patients depend on control through insulin injection. Management and control of the disease are therefore the main method that is applied in dealing with the disease. It is also important to note that patients who do not follow the advice given by the doctor such as taking insulin injection at regular time intervals may suffer from severe complications as a result. Complications resulting from mismanagement may lead to long-term ailments such as loss of eyesight and even to death. Proper nutrition is the basic management practices for type 1 diabetes patients. The condition is caused by imbalance of blood sugar levels. This implies that the patients suffer from excessive or insufficient glucose in their blood leading to body malfunctioning. A proper diet includes regular low starch foods and plenty of water. In addition, patients require emergency glucose intake when their blood sugar level goes below the required levels. According to Camilleri, proper diet is the most effective method of controlling type I diabetes (876). The researcher concluded that most of the complications resulting from type 1 diabetes are related to poor nutrition. His research recommends technological innovations and application as the most appropriate strategy for dealing with the problem. In this case, application of technology will enhance proper information and monitoring of patients. According to Farrar, application of information technology will contribute to proper diet among diabetes patients. With the current advancements in technology, patients can access information about

Hamlet Review Essay Example for Free

Hamlet Review Essay Primary Characters: * Hamlet- indecisive, isolates himself, plans his â€Å"antic disposition† * Claudius- murder of King Hamlet, Hamlet’s uncle and stepfather, guilty * Ophelia- Polonius’s daughter, Hamlet’s love, drowns Secondary Characters: * Horatio- Hamlet’s friend * Polonius- protective of Ophelia, believes Hamlet is affected by Ophelia’s love * Gertrude- Hamlet’s mother and the queen * Laertes- Polonius’s son and Ophelia’s brother, wants to kill Hamlet after Ophelia dies Point of view and other notable techniques: Most people believe that Hamlet was written in the 3rd person point of view. However, some literary critics argue that Shakespeare’s characters possess individuality too great to be bound under a fixed point of view. Like actual people, they act with intentions we cannot completely comprehend. This lack of fixed point of view allows the work to be up to interpretation, as it has been analyzed in a variety of ways. Shakespeare embodies various structural, literary, and stylistic techniques in his play. He often switches between the use of blank verse and prose when dealing with his different characters. He also uses iambic pentameter throughout the play. Examples of this can be most easily found in Hamlet’s â€Å"To be or not to be† monologue in Act III. Favorite stylistic techniques of Shakespeare include soliloquy, particularly those uttered by Hamlet throughout the play (the â€Å"To be or not to be†¦Ã¢â‚¬  soliloquy remains one of the most famous in English literature). He also uses various allusions to both biblical and mythological references throughout Hamlet, including a reference to the Garden of Eden in the Ghost of Hamlet’s father’s graphic description of his murder. Imagery is another favorite technique of Shakespeare, as he uses his words to paint images of violence, chaos, beauty, and darkness. The language of Shakespeare is in a class of its own, as the old English text he employs throughout the play reflect his own unique manner of writing. Major conflicts and resolutions: * Hamlet vs. His inner self- Hamlet struggles between action and inaction throughout the entire play. Is inability to act out what he feels and kill Claudius ultimately leads to his death. * Hamlet vs. Claudius, Polonius, Ophelia Laertes: Hamlet has many external conflicts with the other characters that stem from his internal conflict. The conflict between Claudius and Hamlet leads to both of their deaths. Hamlet kills Polonius out of a fit of insanity. Ophelia and Hamlet seem to have various problems, (as seen by the nunnery scene) and in the end Ophelia ends up going insane and drowning. After Ophelia dies, Laertes wants to seek revenge. He and Hamlet fence and because of a mix up of swords, he is poisoned by his own sword. Key Scenes: * A huge turning point in Hamlet is within rising action. The ghost tells hamlet to revenge his murder. Hamlet finds out that it is Claudius, but Hamlet does not kill Claudius because he is in prayer. * The climax of â€Å"Hamlet† is when Hamlet stabs Polonius through the curtain. (III:v). This is the climax because since he violently killed Polonius, Hamlets gets into conflicts with the king. * The resolution is when Hamlet returns from England, changed. Hamlet eventually has a fencing match with Laertes and then the royal family dies and so does Hamlet. (V.). Key Quotations: * â€Å"Though yet of Hamlet our dear brother’s death/ The memory be green†¦Ã¢â‚¬  (I.ii.1-25) * Claudius addresses his court explaining the death of the King and his marriage to Gertrude. * â€Å"This above all,—to thine own self be true; And it must follow, as the night the day, Thou canst not then be false to any man† (I.iii.78-80) * Polonius speaks these words to Laertes as he gives him final counsel before leaving home. * â€Å"To be or not to be†¦Ã¢â‚¬ (III.i. 58-90) * In this famous soliloquy, Hamlet ponders life and death, suicide and the afterlife, as well as action and inaction. * â€Å"Not where he eats, but where he is eaten. A certain convocation of politic worms are een at him. Your worm is your only emperor for diet. We fat all creatures else to fat  us, and we fat ourselves for maggots. Your fat king and your lean beggar is but variable service—two dishes, but to one table. That’s the end.† (IV.iii.21) * Hamlet says this to the king. In this humorous scene, he speaks of Polonius’s death. Many think that the manner in which he speaks of the death in these lines prove his insanity. * â€Å"The rest is silence† (V.ii.356) * Hamlet’s last words spoken to Horatio before he dies Theme statements central questions: After losing a loved one unjustifiably, one may seek revenge and in doing so explore the limits of sanity. * Why does Hamlet delay in killing Claudius? * Was the ghost real or imagined? * When is murder justifiable? * Is suicide okay? * How much thought is too much thought and not enough action? Your reactions: * I found the soliloquy in Hamlet the most difficult sections of the play to comprehend, particularly due to the old English style in which they were written in. Shakespeare’s dated language and implementation of iambic pentameter often confused me, as did his various allusions and colloquialisms, among other literary devices throughout these extended monologues. I had to re-read the â€Å"To be or not to be† soliloquy until I was finally able to understand it. Shakespeare reveals of his character’s innermost demons and troubles through his soliloquy, bringing their emotional instability full circle. Realizing this made me strive even harder to understand every aspect of these speeches, every allusion and image and literary device was crucial, even though it appears to be insignificant in the scheme of things. The details truly matter in his works. * Personally, the â€Å"this above all† quote is one of my favorite quotes. Polonius may have been a fool for trying to teach Laertes this lesson at the last possible moment before his departure, but his words are wise ones. Through personal experience I have found truth behind the advice and hold it very close. I’ve discovered that if I remain true to myself and am honest with myself, it is virtually impossible to be false to others.  I’ll always remember these famous words. * One aspect of Hamlet that really stood out to me was the scenes of the ghost. I personally believe that the ghost telling Hamlet to remember him and revenge his father’s death, was actually within the imagination of Hamlet himself. There is no evidence in the play that suggests that the ghost is all in Hamlet’s mind, however, there is no evidence against it, thus making it an effective claim. Notable literary devices: * Shakespeare’s use of tone creates a unique and completely entertaining style of dialogue for the play. The tone uses imagery and diction to add meaning to the text and make the play sad, funny, dark, or even violent at times. * Shakespeare uses poetry in â€Å"Hamlet† and it is written in Iambic Pentameter. â€Å"Hamlet†, having been written in poetry, is portrayed beautifully and because of the meter, is executed properly. * The use of symbols is evident in â€Å"Hamlet†. The skull and the ghost are obvious symbols of death. However, other symbols can be analyzed like Ophelia and flowers, or Ophelia and innocence. Hamlet can be looked at as the â€Å"tragic hero†, and many characters have symbolism behind them. Good for the following prompts: This text would be best implemented in either an analysis or an argument prompt. For the analysis prompt, the student would be presented with a short excerpt from Hamlet and be required to discuss different techniques the author uses throughout the passage, connecting back to the overall meaning of the work as a whole. Any selection from Hamlet highlights Shakespeare’s use of iambic pentameter, as well as his mastery of imagery and allusions. An argument prompt requires the student to analyze a given position in said argument, and either defend, challenge, or qualify the position using their own knowledge of the work. Anything goes with this prompt, so a total understanding of the various interpretations of Hamlet is necessary to succeed. Students must develop their own interpretation of the work and pinpoint elements in the work that contribute to their understanding of it. Hamlet would be an excellent choice when faced with any prompt dealing with revenge, avenging the death of a loved one, insanity, or family values, a few of the central themes of Shakespeare’s work.

Study on Movement Time of Individual After Stroke

Study on Movement Time of Individual After Stroke Case scenario A 25 year old male Patient who was apparently well 1 year ago when he met with an accident and got severe head injury, diagnosed with right hemiplegia, was hospitalized for 1 month. Presently Patient complains of, difficulty in getting up from bed, and difficulty in walking. Patient has flexor synergy in Upper limb and extensor synergy is in lower limb, Rom and strength for right is decrease, tone for upper limb and lower limb is increased , grade3 on MAS , reflexes are exaggerated. Presently, Patient is able to sit but only with support and need assistance in toileting and mobility. INTRODUCTION Activities of daily living is refers to those â€Å"sensory motor skills necessary for the performance of usual daily activity† (1). These sensory – motor skills under lie the task of daily self care such as feeding, dressing, hygiene and physical mobility that are known as basic activities of daily living (1). Any problem in performing the ADL can affect personal social life (1),as well as community mobility. Stroke is the sudden loss of neurological function caused by an interruption of blood flow to the brain (1). Stroke can be caused by many reasons like traumatic, pathological etc. Post stroke patient deal with the variety of deficit like cognitive (1), sensory (3), motor (4), balance and coordination (5). All these components are necessary for the optimal performance of any ADL (6). In young population ADL can be affected because of several reasons, but now a days most common problem which young patient are facing is stroke(6) which affect their ADL in terms of transferring like sit to lie or lie to sits which is the basic activity in order to carry out any task. In this study time is measured for the individual to perform a particular activity. Time taken to perform any task measures several components like cognition (7), sensory (8), motor, balance and coordination (8). Any deficit in any one or all the components leads to increase in the time taken to perform any activity (7) (8) (9). Any deficit in cognition patient will have difficulty in interpreting the command given to patient which leads to increase in the time taken to perform the task. Any motor deficit and sensory deficit can cause difficulty in moving limbs and awareness about the orientation of the limbs. Balance and coordination deficit leads to decrease postural control, all these components will hinder the patient to perform the task at appropriate time (7) (8). Although there is no evidence or normative values are yet described which tells about the normal time taken by an individual to perform sit to lie and lie to sit activity. In order to rehabilitate the patient for sit to lie and lie to sit task, it is also necessary to see that at what degree of trunk flexion (0` or 45`) and with which side (dependent or non dependent) it is easy for the patient to perform task which is measured in terms of time taken by individuals to finish the task so that therapist can rehabilitate the patient with minimum difficulty. The normal timing taken by an individual to perform any task can be used both as a qualitative as well as quantitative. It helps to asses the various components of the deficit, and to rehabilitate the patients who have difficulty in performing ADL. Hence objective of this study is to measure the time taken to perform sit to lie and lie to sit activity at 0` and 45` of bed from dependent and non dependent side. This can be use to asses as well as rehabilitate the patient. NEED FOR STUDY Stroke in the young is particularly debilitating as the patient wants to get integrated into the society as early as possible. Also a unique requirement for stroke in the young is that the expectations and the society needs are different from the elderly when comparing community dwelling young adults vs. geriatric populations. There is no normative values are present in literature in order to find out the usual time taken by young individual to perform ADL. Sit to lie and lie to sit are basic bed mobility which patient with stroke generally encounter first. So in reference to these timing it is easy to asses as well as rehabilitate the patient in activities of daily living which is most important requirement of patients with stroke. LITERATURE REVIEW Lindmark B ,Hanrin E ,Tornquist K in 1920 conducted study on 207 stroke patient, they were tested after3 month and 1 year after the stroke, 183 survivors from the original population were assessed with standardized practical equipment which has 12 daily activities which is concerned with cognitive factor and coordination, hand function, mobility and balance . They did not find any significant difference, concluded that there is no difference in the performance of daily activities at 3 month and1 year after stroke and also found out that women had more difficulty in performing compare to men in performing mobility task (6). Podsiodlo D , Richardson S , in 1991 conducted study on 60 elderly patient(mean age 79.5 years) to find out TUG as test for basic functional activity, time is calculated for the patient to perform a rise from chair ,walk for 3 meters and then sit down again to perform a particular ADL, found out that TUG test is reliable and correlates well with berg balance scale and concluded that TUG test is reliable for evaluation of the ADL(10). Owsley C, Sloane M, Mc Gwin, Ball K. in 2001 conducted study on 173 older adults (65-90 yrs), which is large sample size in order to find out visual processing speed and correlation between memory and inductive reasoning with IADL ,time taken to perform the 5 IADL was calculated and found out that individual who have slow processing speed , takes more time to accomplish the task they concluded that cognition especially memory and reasoning are related to time taken to perform any ADL and it is useful in evaluating in cognition(8). Owsley, Cynthia, mcGWIN, Gerald Sloane, Michael E in 2001 conducted a study on 342 older adults who had visual impairment (58-86year) from eye clinic, to find out relation between visual function and time required to complete the IADL, under visual impairment –visual acuity, contrast sensitivity and useful field of view .17 IADL task which includes visual activity was evaluated with time taken. They concluded that visual function is necessary to achieve any ADL (9). Hsieh CL ,Shen CF,Hsueh IP, Wang CH in 2002 conducted a prospective study was on 169 stroke patient to find out relation between trunk control and ADL in early stage in stroke patient after6 month of stroke, postural assessment scale for stroke patient scale(PASS-TC) fugl meyer motor test and balance test was used to asses motor and balance respectively, patients were assessed at 14thday after stroke and 6 month. They concluded that trunk control is related to comprehensive ADL(11). Gregory T, Cullaghan A, Nettelback T ,Wilson C in 2009 conducted study on elderly people to examine whether early inspection time predict future problem in ADL , participant completed IT at baseline, 6 month,18 month and at 14 month after stroke, 2 group of 15 elderly with aged (74-88 years) are assessed for timed IADL, it shows that group with slower IT had poorer performance (took longer time to finish task)on more than half of the functional activity and concluded that slower IT shows difficulty in performing functional activity(12). Emma Barry, Rose Galvin, Claire Keogh, Frances Horgan and Tom Fahey in 2014 did a systemic review and metanalysis to find TUG is a predictor of risk of fall in older adult, a literature search of 25 in systemic review and 10 in metanalysis was done and TUG score> 13.5 sec was used to identify individual with high risk of falling and found out that TUG test has limited ability to predict to predict risk of fall in elderly (13). METHODOLOGY Study design: Cross- sectional study –a pilot study Sample size: n=30(50% male and 50% female) Type of sampling: convenience sampling Source of data collection: M.S. Ramaiah Medical College, Department of Physiotherapy. METHOD OF DATA COLLECTION: A cross- sectional study design was undertaken for the study. Young adult aged between 20 – 25 years fulfilling in M.S. Ramaiah medical college, department of physiotherapy were included in study. Convenience sampling was done and sample of 30 subjects were included in the study. Informed consent of all the 30 subjects are taken prior to undertaking the study and procedure was explained to them. Inclusion criteria: Mentioned conditions directly affect the time taken to perform a particular task. cognition is tested by checking memory reasoning and intelligence. 1. Aged between 20-25 years. 2. Subject should not have any pain, trauma, inflammation, fracture etc by history /reported. 3. Should not have any cognitive deficit. 4. Should have competed consent form. Exclusion criteria: Above mentioned condition can interfere in test and also affect the time taken to perform the  given task. Any reported trauma, inflammation, pain in lower back and lower limbs. History of Low back pain, knee pain. Intake of alcohol in last 24 hrs. Any history of hypotension while performing ADL. Any giddiness while performing IADL tasks Any cognitive or higher mental funti0n deficit. Materials used for the study: Stop watch Adjustable firm couch Height scale Weighing machine Test procedure: Demographic data of young adult was noted, including height, weight, gender etc. subjects to be tested was explained about the procedure of the test. Subjects are asked to sit at edge of bed. When start command was given, the subject had to lie down according to given instruction by using preferable speed to perform the activity, time taken for the subject to perform the sit to lie and lie to sit was noted down. Both these activities were performed at 0` and 45` of elevation of bed end, from dependent side as well as from independent side of elevation of bed end. Starting positions: Sitting Position: neck straight, head in midline, spine erect, Hands on a side, knee and hip at 90`, foot unsupported. Lying position: straight, head in midline, hands on sides, legs together, foot in a neutral position Task was observed from standing in front of patient. The same procedure was repeated and time is taken for 30 subjects, to find out normal value to perform sit to lie and lie to sit in young adult. Picture 1a: Firm and adjustable couch at 00. Picture1b: Firm and adjustable couch  at 450. PICTURE 2a: Starting position at 00 PICTURE 2b: Starting position at  00(side view). Picture 3: Starting position at 450 PICTURE 4a: Final position of sit to lie at 00 PICTURE 4b: Final position of lie to sit 45` Picture5: During test Data Analysis Statistical analysis: Microsoft word and Excel were used to generate data and graphs. Statistical Tests: mean, mode, median of time taken to perform the sit to lie and lie to sit activity was calculated for 30 subjects. Mean is taken to as average time taken to perform the task. t –test was done to compare the values of sit to lie and lie to sit from dependent and non dependent at 0` and 45`. RESULT A cross sectional study consisting of 30 normal healthy young adult is taken to find out the normal time taken by younger individual to perform sit to lie and lie to sit at 00and 450from dependent and non dependent side. This graph is showing average time taken to perform sit to lie and lie to sit. The values of sit to lie and lie to sit which are not showing any statistical significance depending on different side and angle of trunk flexion. Table2: t and p value of the average of time taken to perform sit to lie and lie to sit. t- scorep-score Sit to lieND(00) vs. ND(450)0.7040.483 D(00) vs. ND(450)1.0100.318 ND(00) vs. D(450)-1.0470.299 D(00) vs. D(450)1.3550.180 ND(0) vs. D(0)-0.4090.683 ND(45) vs. D(45)0.7040.483 Lie to sitND(00) vs. ND(450)1.6330.107 D(00) vs. ND(450)1.1700.246 ND(00) vs. D(450)1.5810.119 D(00) vs. D(450)1.1040.273 ND(00) vs. D(00)0.4880.626 ND(450) vs. D(450)-0.1160.907 Sit to lie vs. Lie to sitND(00) vs. ND(00)0.0270.978 D(00) vs. D(00)0.9330.354 ND(450) vs. ND(450)1.1600.250 D(450) vs. D(450)0.9470.347 Table2 the t value and p value are showed non of the data have p value Table 3: Comparison between 00 and 450 in sit to lie and lie to sit. 00450 Sit to lieND (3.497)ND(3.366) D(3.565)ND(3.366) ND(3.497)D(3.321) D(3.565)D(3.216) Lie to sitND(3.491)D(3.156) D(3.375)ND(3.136) D(3.345)D(3.156) ND(3.491)ND(3.156) Above table is showing the comparison between average time taken at 00 and 450. There is not significant difference between the time taken by subject in sit to lie and lie to sit from 00and 450. Figure2a: 00 vs. 450 from sit to lie Figure2b: 00 vs. 450 from lie to sit Given figure 2a is showing comparison of mean time taken to sit to lie from 00 and 450 which is not statistically significant(p Table 4: Comparison between the averages of time taken from dependent vs. non dependent side. Non Dependent Side (sec)Dependent (sec) Sit to lie 450(3.366)450(3.321) 00(3.497)450(3.321) 450(3.366)00(3.565) 00(3.497)00(3.565) Lie to Sit450(3.136)450(3.156) 00(3.491)450(3.156) 450(3.136)00(3.375) 00(3.491)00(3.375) This table presents the comparison between dependent vs. non dependent side from sit to lie and lie , average mean of the sit to lie and lie to sit are statistically not significant , P >0.05 , hence no suitable value can be concluded from this present data. Figure3a: Dependent vs. Non Dependent Figure3b: Dependent vs. Non Dependent from sit to lie. from lie to sit Given fig 3a is showing the comparison between dependent vs. non dependent from sit to lie and fig3b. From, the t scores of these data is not showing any statistical significance (p>0.05). Table 5: Comparison between average time taken in sit to lie vs. lie to sit. Sit to lie vs. lie to sitSit to lie in (sec)Lie to sit in (sec) Nondependent (00)3.4973.491 Dependent(00)3.5653.375 Nondependent(450)3.3663.136 Dependent(450)3.3213.156 This table presents the comparison between the average time taken from sit to lie vs. lie to sit. Statistically these values are not significant (p>0.05). Figure 4: comparison between time taken from sit to lie vs. lie to sit Figure 4: showing the comparison between the time taken from sit to lie vs. lie to sit which is statistically not significant hence is not showing any difference in time taken to perform both these activities. TABLE 6; Average of mean value for sit to lie and lie to sit from dependent and non dependent side at 00 and 450 Mean values Sit to lieNon Dependent(0)3.50 Dependent(0)3.57 Non Dependent(45)3.37 Dependent(45)3.32 Lie to sitNon Dependent(0)3.49 Dependent(0)3.37 Non Dependent(45)3.14 Dependent(45)3.16 Average3.36 In table6, the average of all mean time taken to perform sit to lie and lie to sit, as it is not any statistical significance ,so there is no difference in time taken to perform this task. DISCUSSION The time taken by young adult (20-25 years) to perform sit to lie and lie to sit from dependent and non dependent side at 00 and 450 of trunk flexion has done to find out the normal time taken by young adult to perform this particular activity. This activity is a basic mobility which the stroke patient encounter first and also find difficult to do. Timing of these activity measures cognition, sensory, motor, balance and coordination component of the patient which will help to find out the level of functional activity in reference to the time taken to accomplish the given activity. Activity was measured at different angle of trunk flexion (00 and 450) a well as from different side (dependent and non dependent). Before the study it was assumed that from dependent side it is easy to accomplish the task, as well as from 450 it is easy to lie down as well as get up as therefore should take less time to finish the task, as at 450 the length tension relationship is good and it provide extra leverage to come against gravity, in 450 as the muscle is in tension, muscle fiber recruitment is more. Getting up from dependent side was hypothesized to be easier as compare to nondependent. It was also assumed that as sit to lie and lie to sit are two different activities so time taken to perform both these activity will be different. In our study, on analyzing the result of table 2 ( t – test of the average of the time taken to perform the sit to lie and lie to sit at different plane) is observed that p-value of mean score of time taken to perform sit to lie and lie to sit is statistically not significant. Values at different plane is statistically not significant that may be because of the small sample size as well as population age. Good strength in muscles, balance and coordination in limbs helps to overcome the gravity easily. The t – score and p- value for the comparison of sit to lie and lie to sit is also statistically not significant. Since all comparisons were statistically insignificant, we averaged the mean for condition The average for the sit to lie and lie to sit was found to be 3.36 sec. In order to asses and rehabilitate the stroke patient timed ADL will asses several components in one time. In order to asses the patient who has difficulty in basic mobility like sit to lie or lie to sit can be assessed with respect to time taken to accomplish that activity , any increase in time taken to accomplish the particular activity may suggest need for intervention , and patient can be trained for the same activity for time taken. Time taken can evaluate contribution from different components such as cognition, strength, balance, coordination. Therefore assessing time may help the therapist to quantify these components and give direction to treatment. Thus concluded that sit to lie and lie to sit takes same time irrespective of dominant and non dominant side, and angle of trunk flexion (00 and 450). The average time to perform sit to lie or lie to sit for young adult is 3.36 sec. CONCLUSION From the present study we can conclude that the average time taken to perform the sit to lie and lie to sit activity is 3.36. The time taken to perform sit to lie and lie to sit from dependent and non dependent side at 00 and 450 was the same. It did not differ with the side as well as the angle of trunk flexion. à ¢Ã¢â€š ¬Ã†â€™ Limitation of the Study Video for the task is not taken which can help to evaluate the different components of task and may be helpful to explain the reason behind the variation in timing in different individual. Instruction to use a preferable speed may not reliable for every patient. The sample size is small and taken for only 20-25 year old young adult. Clinical Implication As the time taken to perform sit to lie or lie to sit is 3.36 sec, and in my case scenario patient is 25 year old and has difficulty in bed mobility we can take it (3.36 sec) as a baseline in order to asses and rehabilitate the patient . We can measure the time taken by a patient to complete sit to lie and can further retrain the patient to complete the tasks within 3.36 sec; this will help the patient to achieve the status of community functional mobility. It will help us to plan a treatment parameter such as time taken to complete and components of sit to lie as an outcome measure. So in this case summary we could set a goal of 3.36 sec as the time required to achieve functional mobility.

The Case Study Of Ruth And Joseph Social Work Essay

The Case Study Of Ruth And Joseph Social Work Essay This paper will look at the case study of Ruth, Joseph and their family. They are Humanitarian Entrants in Australia and face many issues. Their past life in Southern Sudan was fraught with war, violence and displacement. As a social worker assessing their case there are several factors which need to be taken into account which can impact greatly on their future. These include the dominant discourse which as a social worker we will choose to work from. The biomedical discourse deals with many factors which are evident in the work with Ruth and Joseph. Factors such as torture and trauma and the repercussions psychologically which this has had and how it continues to impact on the family. This paper will also look at how the western biomedical model may limit mental illness as just a brain disease and not look at all the factors which are related. When working with trying to resettle a refugee family in a new country which is so far removed from what they know, a social worker needs to deal with broad range of tasks. Selecting the right theory is crucial. The theory which would best work for Ruth and Joseph would be Anti-oppressive. Looking at the anti-oppressive theory when working with new migrants can help us to understand their history and help them overcome the oppression which they have felt for so long. It is our role as social workers to help integrate refugee people into local communities and adjust to a new culture. I will need to evaluate my own values and attitudes when working with my CALD (Culturally and Linguistically Diverse) clients. My focus will be on how these differences may impact or inhibit my work with Ruth and Joseph namely our cultural differences. GENOGRAM Assessing clients and intervening as a Social Work practitioner it is essential that we choose the best discourse relevant to our clients needs. As Healy (2008) states the biomedical discourse is one of the most powerful discourses shaping practice contexts, particularly in health services such as hospitals, rehabilitation services and mental health services (p20). Healy discusses how social work practitioners need to learn to understand some form of the biomedical terminology (2005,p22). When working with clients such as Ruth and Joseph whom both have post-traumatic symptoms in varying degrees the biomedical discourse seeks to address the complexity of their problems. Both Ruth and Joseph appear to suffer from some form of mental illness related to their post-traumatic experiences. Penhale and Parker (2008) say that difficulties with mental illness can be deepened if the person/s comes from black or minority ethnic community (p103). The symptoms which Ruth and Joseph are experiencing are in the form of flashbacks, anxiety and fear. The National Centre for PTSD state that refugees frequently experience recurring losses, challenges, and changes during the exile/acculturation and resettlement/repatriation periods (Bolton,2010). When assessing Ruth and Joseph, we have to be careful not to objectify them as just their illness. As a social worker we need to look at a client from varying degrees not just one. We need to look at a client and their past history in a holistic biopsychosocial way. With Ruth and Joseph, addressing their mental illness is just one of the multidimensional factors which they are experiencing. Looking at them as people rather than as an illness can help with assessing their case. STARTTS elaborate saying that It is necessary for social workers in this field to develop an understanding of organised violence and its effects on individuals, families and societies, and also of the refugee experience of escape and surviving in refugee camps (Bowles, n.d.). The biomedical discourse can also have limitations. Healy discusses how there is potential for biomedical knowledge to contribute to social oppression (2005,p26). When working with Ruth and Joseph our practice must be about empowering them and help them overcome any oppression which they have experienced. The implications which we as practitioners may face when working with refugees from the biomedical model is as Healy (2008,p.25) suggests in conflict with the holistic approach. As social workers it is our role to look at a client in a social context. Ruth and Joseph present with a range of problems that stem from the trauma which they have encountered. This branches into areas of social, economic and emotional needs that need to be addressed. Ruth faces trying to navigate her way around the bureaucracy of Centrelink, Medicare and other agencies just to get their simplest needs met. We will need to work with Ruth to overcome her fear of authority which stems from her trauma which sh e experienced in Southern Sudan. In the case study it mentions that Ruth appears afraid of all the questions regarding getting a job and the fear of authority coupled with the language/cultural barrier which she experienced has led to her self-doubting. We need to look at the case of Ruth and Joseph from more of social level rather than a medical level. This model does not consider the role, such as family and community play in development of illness; thus, diagnosis and treatment are narrowly defined (Pardeck and Yuen,2001, as cited in Pardeck,2002,p.4). Assessing clients whom have trauma related symptoms such as Joseph, being aware of his condition and all aspects appear to be from physical to emotional to psychological will help us to make decisions of referrals to other agencies which may need to be done. It appears as though Joseph will need to see a physiotherapist, dentist and a GP to help overcome his physical pain. His emotional and psychological problems range from trouble concentrating to becoming violent towards his family. The safety of Ruth and the children will be made in the initial assessment. It will need to be decided whether Ruth feels safe enough to have Joseph in the house with her and her children if he continues with his violent behaviour. Referrals may need also to be made to a psychologist or a mental health agency for Joseph. Healy places anti-oppressive practice between strengths perspective and the postmodern practices to reflect the common historical lineage of theories for practice, all which have emerged as significant influences in the formal base of social work since 1990s (2005,p173). Adopting an anti-oppressive framework whilst working with Ruth and Joseph, tribute must be paid to the past struggles and sacrifices which they have faced. Ruth and Joseph have suffered great oppression in Southern Sudan. This oppression included imprisonment, relatives killed, being taken from their home, hunger, and lack of safety. OHara and Weber (2006) maintain that an anti-oppressive or radical framework encourages practitioners to understand the structural context of their assessment practice (p,141). Some critical components of the anti-oppressive framework are the isms. These are anti-racism, anti-sexism, anti-heterosexism, anti-ablism, and anti-ageism (Moore,2003,n.d). Addressing these components of the anti -oppressive framework when assessing Ruth and Joseph will allow practice to empower and enable and support them to gain more control over their lives. As Milner and OBryne mention †¦..social work should make a difference so that those oppressed may regain control of their lives and re-establish their right to be full and active members of society (2009,p.23). In an initial assessment with Ruth and Joseph factors to be considered include whether an interpreter is needed as translation will play a vital role in the assessment process. Ruth and Joseph have obviously sought freedom from persecution because of war, assault and torture and/or other degrading treatment. STARTTS state that Social workers in this field are exposed to stories of gross human rights violations, and cannot maintain neutral opinions concerning the actions of various groups and regimes. Conversely, one is also exposed to the complexities of civil and international conflicts; ones own political ideologies, stereotypes and beliefs are all challenged in this work. Culture plays a significant part in anti-oppressive practice when working with Ruth and Joseph. Penhale and Parker (2008, p.197) points out: Cultural competence stems from an anti-oppressive approach to practice and concerns the competence and understandings to work with diverse groups, respecting and acknowledging difference whilst working with people to effect changes that have been agreed and negotiated together. There is no need to be a cultural expert as such but awareness of cultural differences and how this may impact on communicating effectively with Ruth and Joseph is important. By doing some research if possible of Ruth and Josephs Dinka culture will help when working with assessing their needs. For example the WYDA states that Dinka family members provides an essential support network (2008, para 5). This is important when talking to Ruth and Joseph about their family life and roles in the family etc. Another consideration to make would be to ask them what some of their expectations may be and ask them how things were done in their country. Breaking down this cross-cultural barrier in the initial assessment can lead to a more positive outcome for both the social worker and Ruth and Joseph. . Thompsons PCS interactive model of oppression (Penhale and Parker, 2008, p.155) shows oppression to be the constructor of personal, cultural and societal views and that the personal prejudice alon e does not explain racism. Furthermore it is important that a social worker understands how these aspects of life interact can create and recreate patterns of oppression and discrimination. It is important also to note that Ruth and Josephs children appear to be acculturating faster therefore may have to take over the role of translators in official realms. This reversal of roles can create stress in both parents and children and can sometimes lead to intergenerational conflict. Parents can feel like their children have lost respect for them and that that their authority may have been undermined. Social work practice must address a myriad of issues when dealing with asylum seekers and refugees. In establishing themselves in the community Ruth and Joseph they will require a number of services with which to access which will play a vital role in providing a safe community. Offering ongoing support and adopting an anti-oppressive practice Working with CALD (Culturally and Linguistically Diverse) clients as a social work practitioner this can raise several issues with values and attitudes which I may have. I am white, Australian and a social work student. I have a different cultural identity and am from a different country which holds different views and ideas to Ruth, Joseph and their family. Being a female and a mother I can empathise with Ruth in regards to running a household and caring for children. Ruth has had to take over as head of the family as Joseph appears to be mentally unwell and not fit to lead his family for the time being. She also has a large family and caring for seven children can be a struggle let alone being in a new country and trying to navigate our welfare and schooling systems. Having different cultural identities could limit my capacity when working with Ruth and Joseph. I need to recognise that refugees have similar social, emotional, spiritual and financial needs to everyone else and be wo rk in a culturally sensitive way. As I am from the Australian culture this is another subgroup which I have membership. With all the negative media attention surrounding asylum seekers or boat people it has been hard not to form an attitude. My attitude is that I believe that I dont understand, and I never will, the desperation that asylum seekers must feel to have to put themselves and their family in such unsafe environments such as a rickety boat from Indonesia just to escape the persecution and fear which they must experience in their own country to have to flee. I know that Ruth and Joseph are Humanitarian Entrants meaning that Ruths sister sponsored them to come and live here but they still were in fear of persecution and subjected to torture and trauma in their own country. As I am citizen of a country that lives in democracy I will never fully understand but my values of respect, honesty and Another subgroup I am part of is that of a family. I have two children of my own and I know personally that my family is my initial support network. As mentioned, the Dinka culture regards their immediate family as their initial support network also. When working with Ruth and Joseph my values and attitudes towards family support can enhance my capacity with addressing their needs. I feel that it is important to work with the positives of Ruth and Josephs situation and in this case it is their family is together in the one place. Offering some family counselling would allow a safe space for the family to address any issues which have arisen, such as Josephs lack of connectedness with the family. Along with Joseph receiving some therapy in regards to his mental health this would put the family on the path to healing together. Oommen, Brian, Stephen and Komersee (2008, p.6) state that An equally important concept when working in culturally diverse settings is the need for a health professional to suspend their personal biases and judgements about those for whom he or she may be planning health programs. As with so many areas involving values, reflective practice and self-awareness are central. I need to examine and question the sources and nature of my own power and the ways in which this is exercised in my relations with children and my family. By using reflective practice when working with Ruth and Joseph can help me maintain a level of self-awareness so as to apply my attitudes in an appropriate manner. As there is a domestic violence issue this could be one of the areas where my value of respect could limit my capacity when working with Ruth and Joseph. I could overcome this limitation by looking at the all the factors and understanding that the domestic violence is something that is perpetuated from their history as displaced persons and the trauma and torture which they have experienced. Working with a non-judgmental attitude will also help with conflicts such as domestic violence. Conclusion

Good News Regarding Vouchers and School Choice :: Argumentative Persuasive Topics

Good News Regarding School Choice Good News v. Milford is very good news indeed for advocates of school vouchers and faith-based organizations (FBOs). The Supreme Court's 6-3 decision upholding the right of a Christian youth group to meet in public schools after class hours is a significant signal of the Court's willingness to treat religious organizations and viewpoints on an evenhanded basis. In 1992, Milford Central School in New York State enacted a community use policy outlining purposes for which its building could be used after school. Under the policy, district residents could use the school for "instruction in any branch of education, learning, or the arts." The school was also to be made available for "social, civic, and recreational meetings and entertainment events, and other uses pertaining to the welfare of the community, provided that such uses shall be nonexclusive and shall be opened to the general public." Several district residents who sponsored the local Good News Club-a private, voluntary Christian organization for children ages six to twelve-submitted a request to the interim superintendent of the district, seeking to hold the Club's weekly after-school meetings in the school cafeteria. They were excluded, however, because their proposed use-to have "a fun time of singing songs, hearing a Bible lesson, and memorizing Scripture"-was "the equivalent of r eligious worship." The school authorities claimed that such a meeting was prohibited by the rules that forbid the school from being used "by any individual or organization for religious purposes."(1) The Court, per Justice Clarence Thomas, found Milford to have created a limited public forum-in essence, a standing invitation to use public property for the designated purposes. When the state establishes a limited public forum, the state is not required to and does not allow persons to engage in every type of speech. However, said the Court, the state's power to restrict speech is not without limits. Such restriction must not discriminate against speech on the basis of viewpoint, and the restriction must be "reasonable in light of the purpose served by the forum."(2) Relying upon two earlier but more narrowly written opinions, the Court found the school district to have discriminated against the proposed religious speech in Good News. In Lamb's Chapel v. Center Moriches (1993), the Justices held that a school district violated the Free Speech Clause of the First Amendment when it excluded a private group from presenting films at the school based solely on the films' discussions of family values from a religious perspective.

Atheists are also Gods Instruments Verse Analysis :: essays research papers

Atheists are God's instruments, and not only them, but everything as well. Note what the Apostle Paul has written in the Bible: "For he saith unto Moses, 'I will have mercy on whom I will have mercy, and I will have compassion on whom I will have compassion.' So then it is not of him that willeth, nor of him that runneth, but of God that sheweth mercy. For the scripture saith unto Pharaoh, 'Even for this same purpose have I raised thee up, that I might shew my power in thee, and that my name might be declared throughout all the Earth.' Therefore hath he mercy on whom he will have mercy, and whom he will he hardeneth." Romans 9:15-18. There are other verses, but for now let us evaluate the above passage from the King James Version: 1. God has mercy on those whom He wants to have mercy on. He has compassion/love on those whom He wants to love. 2. Man can try to do something, but it is God who has made the decisions and it is God who pre-destinated all things. 3. God pre-destined all things of what will happen to them. 4. The Egyptian Pharaoh was created for God's purposes. The purposes were: God showed His power and God's name was declared throughout all the Earth. 5. Pharaoh probably did not know God's true intentions. Even if Pharaoh knew what it was, he was still unable to resist what has been pre-destined by the Creator. Let us take a closer look at what happened in the book of Exodus: "And Moses and Aaron went in unto Pharaoh, and they did so as the Lord had commanded: and Aaron cast down his rod before Pharaoh, and before his servants, and it became a serpent. Then Pharaoh also called the wise men and the sorcerers: now the magicians of Egypt, they also did in like manner with their enchantments. For they cast down every man his rod, and they became serpents: but Aaron's rod swallowed up their rods. And he hardened Pharaoh's heart, that he hearkened not unto them, as the Lord has said. And the Lord said unto Moses, 'Pharaoh's heart is hardened, he refuseth to let the people go.'" Exodus 7:10-14. 1. Pharaoh saw the power of the Lord, and refused to submit even when Aaron's rod swallowed the magician's rods. 2. God himself hardened the heart of Pharaoh. See also Exodus 8:15 and other verses which show that Pharaoh's heart was hardened.

America Must Explore Alternate Energy Sources and Cease Dealing with th

America Must Explore Alternate Energy Sources and Cease Dealing with the Corrupt Saudi Government When Mohammed al-Khilewi, a high-ranking official at the Saudi mission to the United Nations, defected to the United States in 1994, he reportedly brought with him fourteen thousand internal government documents. He claimed that these documents proved the Saudi royal family's corruption, human rights abuses, and financial and technical support for terrorist groups such as Hamas, an anti-Israeli group based in Lebanon, and Osama bin Laden's al-Qaeda. Al-Khilewi and his lawyer met with two FBI agents and an assistant United States attorney. "We gave them a sampling of the documents and put them on the table," Michael J. Wildes, al-Khilewi's lawyer, said. "But the agents refused to accept them" (Hersh). Al-Khilewi was granted political asylum and never heard from the American government again. He, his wife, and their three children still live in constant fear of reprisals from the long arm of Saudi intelligence. He now wears a bulletproof vest and is constantly bracketed by bodyguards and lives under a false identity. This is an example of the growing American tolerance for Saudi government transgressions. Saudi princes "squander billions of dollars [from the Saudi coffers] on palaces in Spain and at gaming tables in Monaco"(Cockburn) while the Saudi people suffer severe unemployment and inadequate education, a major issue in a nation in which 50 percent of the population is still in school. Religious dissidents are dealt with brutally and quickly in Saudi Arabia by the mutawwa'in&emdash;religious police&emdash;and Saudi women are kept as secluded and unprivileged as those in Afghanistan under Taliban rule. ... ...ays and human rights atrocities without fear of punishment. Works Cited Cockburn, Leslie, and Andrew Cockburn. "Royal Mess." New Yorker online. 28 Nov. 1994.Available<www.newyorker.com/FROM_THE_ARCHIVE/ARCHIVES/?011015fr_archive01> 30 Dec. 2001. Hersh, Seymour M. "King's Ransom." New Yorker online. 22 Oct. 2001. Available <http://newyorker.com/FACT/?011022fa_FACT1> 30 Dec. 2001. Ireland, Doug. "Taking the Bait." In These Times online. 12 Nov. 2001 <www.inthesetimes.com/issue/25/25/feature1.shtml> 30 Dec. 2001. Mayer, Jane. "The House of bin-Laden." New Yorker online. 11 Nov. 2001. Available <www.newyorker.com/FACT/?011112fa_FACT3> 30 Dec. 2001 Surowiecki, James. "The Real Price of Oil." New Yorker online. 3 Dec. 2001. Available <www.newyorker.com/THE_TALK_OF_THE_TOWN/CONTENT/?011203ta_talk_surowiecki> 30 Dec. 2001

Identify the Current Legislations, Guidelines, Policies and Procedures for Safeguarding the Welfare of Children and Young People Including E-Safety. Essay

Many accounts of child abuse and neglect can be avoided in many cases if all the agencies involved with children worked well together and were able to identify the signs that a child was at risk. Many children have their development affected through the actions of abuse, neglect or bullying, the majority of these events happen behind closed doors. Policies and procedures for child protection and safeguarding children that are in place at settings for children and young people are there because of legislation passed in parliament. In 2000, an 8 year old girl called Victoria Climbià ¨ was tortured and murdered by her guardians. Her death resulted in a mass investigation and the demand for stricter child safety laws. The inquest in 2003, lead by Lord Laming, led to the green paper, a preliminary report of government proposals that is published in order to raise discussion on the matter, named Every Child Matters. This then produced the Children Act 2004. The five main principles of the act are: -The introduction of local authority’s Children Directors with responsibility for education and children’s services. -Councillors for children’s services with responsibility for local child welfare are introduced. -Local Safeguarding Children’s Board (LSCB) have power to sure that social services, the NHS education services, the police and other services work together, ensuring maximum protection towards vulnerable children. -A Common Assessment Framework to help agencies to identify the needs of children. All settings working with children and young people must have the following procedures and policies put in place: -A policy for the protection of children under the age of 18 which states responsibilities and is reviewed annually. -Arrangements to work with the Local Safeguarding Children Board -A duty of care to inform the ISA of any individual, e.g. a paid employee, volunteer or other, which is a potential threat to the children. -Up to date training on safeguarding for all members of staff, governors and volunteers. -Effective, regular risk assessments to check that the safeguard policy and plans are effective and working -All staff, volunteers who have regular unsupervised access to children under the age of 18, are to have a CRB check (Criminal Record Bureau) Another form of safeguarding that has been introduced as it has become more popular is E-safety. Many children and young people have endless access to the internet or the use of a mobile phone. The internet, mobile phones and even video games all have a number of benefits; however, they also hold a great number of risks for children and young people. In 2008, The Byron Review, by Dr Tanya Byron reported on the risks to children and young people from the exposure to potentially harmful or inappropriate content on the internet, and issued guidance on how they should be protected. Because no-one can fully remove the bad stuff from the internet and make it completely safe, steps are put in place to ensure that children and young people are somewhat safe whilst browsing: -Blocking access to inappropriate or unsuitable sites. -Limiting time spent on the computer/video game. -Making children and young people of the dangers on the internet. -Helping children and young people to know how to identify and recognise the dangers. -Educating parents and cares about the risks and danger and how to handle them. Young children are extremely vulnerable and rely on adults for safety, security and the fulfilment of their needs. Children need to be supported to develop a strong sense of self worth, this will help them to become more confident and make positive choices to protect themselves. Bullying There is no exact definition of bullying as there are many different kinds, a child may experience bullying attacks which are; Physical – hitting, pushing, pinching, shoving, or other forms of violence. Verbal bullying – name calling, spreading rumours, sarcasm, teasing. Emotional bullying – Exclusion, humiliating, ridiculing and tormenting. A bully will often use a mix of all the above, usually involving other children either as witnesses or participants in the act. If attacks continue, its more than likely the events will escalate in severity. Emotional bullying seems to be a more popular form of bullying as a posed to physical, particularly ridiculing and exclusion. Another form of bullying, closely linked to emotional bullying is currently on the up rise. Cyberbullying is relatively new method of bullying and involves mainly, threatening or humiliating through texts, emails and social networking sites such as facebook.