The Great Gatsby A Pursuit of Agony Essays

The Great Gatsby A Pursuit of Agony Essays The Great Gatsby A Pursuit of Agony Essay The Great Gatsby A Pursuit of Agony Essay Essay Topic: The Great Gatsby Our most flawless and immaculate aspiration for the future is within us all. We all maintain a ravishing dream for the future that we aspire to reach. From childhood, we are collectively taught to pursue these wishes. Surely such a dream, with its promises of jubilance and fulfillment ought to be vigorously sought after and made a reality. Yet, such a conception is nowhere better refuted against than in the prosperous, plentiful world of The Great Gatsby by F.Scott Fitzgerald. Indeed, within such a world, each characters pursuance their dreams results in their utter disappointment and agony. Whether it be Tom Buchanans constant dissatisfaction with the future he creates for himself, Mr.Gatsby’s inability to accept the love he so chased, or the anguish felt by Daisy Buchanan after gaining exactly what she had believed would fulfill her dream, one can only conclude that The Great Gatsby argues that such an aggressive devotion to our fantasies will result in nothing more than our suffering and frustration. The first hint of Fitzgerald’s denouncement of such a pursuit of dreams begins with our first description of Tom Buchanan, an offensively affluent socialite who is able to bring about any future he could possibly desire. Our first characterization of him is as someone who â€Å"had spent a year [with his wife] in France for no particular reason, and then drifted here and there unrestfully wherever people played polo and were rich together† (Fitzgerald 6). Yet it is Tom’s mistress (Myrtle Wilson) for which he stops drifting around the world. Tom, with his attraction to power and status, is clearly allured by the prospect of feeling like the object of social envy, a prospect he believes his mistress will bring him (as is shown by his propensity to thrust her presence onto as many people as possible). However, Tom’s the social envy his mistress brings him is not enough to let him feel powerful. Perhaps the clearest manifestation of

Of Mice and Men Quotes

Of Mice and Men Quotes The following Of Mice and Men quotes represent some of the most significant elements of the novel, including the themes of nature, strength, and dreams. Additionally, Steinbecks use of vernacular language and colloquial dialects is evident in many of these passages. A few miles south of Soledad, the Salinas River drops in close to the hillside bank and runs deep and green. The water is warm too, for it has slipped twinkling over the yellow sands in the sunlight before reaching the narrow pool. On one side of the river the golden foothill slopes curve up to the strong and rocky Gabilan Mountains, but on the valley side the water is lined with trees- willows fresh and green with every spring, carrying in their lower leaf junctures the debris of the winter’s flooding; and sycamores with mottled, white, recumbent limbs and branches that arch over the pool. This passage, which serves as the novels opener, establishes from the very beginning the importance of land and nature to the text- specifically, an idealized version of nature. The river runs â€Å"deep and green,† the water is â€Å"warm,† the sands are â€Å"yellow†¦in the sunlight,† the foothills â€Å"golden,† the mountains â€Å"strong,† and the willows â€Å"fresh and green. Each adjective is positive and healthy. Taken together, these descriptions create a romanticized image of the natural world. The passage suggests that the natural world is epic and powerful, the animals and plants living blissfully and peacefully according to their natural rhythms, coming and going as they please, untouched by man’s destructive hand. â€Å"There is a path through the willows and among the sycamores, a path beaten hard by boys coming down from the ranches to swim in the deep pool, and beaten hard by tramps who come wearily down from the highway in the evening to jungle-up near water. In front of the low horizontal limb of a giant sycamore there is an ash pile made by many fires; the limb is worn smooth by men who have sat on it.† Untouched, that is, until the beginning of the second paragraph, when into this scene come â€Å"boys,† and â€Å"tramps,† who wreak all manner of havoc on this natural scene. The path through the willows soon becomes a â€Å"path beaten hard as the men walk all over it, ruining it of its proper tenderness. There is an â€Å"ash pile by many fires,† which suggests more harm to the landscape, both in that it implies the area is well-traveled, as well as because fires are damaging to the ground upon which they burn. Moreover, these frequent visits have â€Å"worn smooth† a tree limb that the men have used as a bench, deforming it. This paragraph introduces the uneasy balance, central to the novel, between an idealized version of the natural world and the actual version in which people live- in other words, the world of mice and the world of men. The more the world of men tries to attain or possess the world of mice, the more they harm it, and consequently the more they lose it. â€Å"That mouse ain’t fresh, Lennie; and besides, you’ve broke it pettin’ it. You get another mouse that’s fresh and I’ll let you keep it a little while.† This statement, made by George to Lennie, reveals Lennie’s gentle nature, as well as his inability to prevent his physical power from bringing destruction upon those smaller than him. Throughout the novel, Lennie is often seen petting soft objects, ranging from a mouse to a rabbit to a womans hair. In this particular passage, nothing of consequence comes of Lennies actions- he is simply touching a dead mouse. However, the moment foreshadows another scene: later in the novel, Lennie attempts to stroke Curleys wifes hair and accidentally breaks her neck in the process. Lennies unintended but inevitable acts of destruction serve as a metaphor for humanitys destructive nature. Despite our best laid plans, the novel suggests, humans cannot help but leave behind a ruinous wake. I seen hundreds of men come by on the road an’ on the ranches, with their bindles on their back an’ that same damn thing in their heads. Hunderds of them. They come, and’ they quit an’ go on; an’ every damn one of ‘em’s got a little piece of land in his head. An’ never a God damn one of ‘em ever gets it. Just like heaven. Ever’body wants a little piece of lan’ I read plenty of books out here. Nobody never gets to heaven, and nobody gets no land. It’s just in their head. They’re all the time talkin’ about it, but it’s just’ in their head.† In this speech, a farmhand named Crooks rejects Lennie’s notion that he and George will one day buy a piece of land and live off of it. Crooks claims that he has heard many people make these sort of claims before, but that none of them have ever come to fruition; rather, he says, â€Å"it’s just in their head.† This statement encapsulates Crooks’ (justified) skepticism about George and Lennie’s plan, as well as a deeper doubt about anyones ability to attain whatever idealized sanctuary they have envisioned for themselves. According to Crooks, â€Å"[n]obody never gets to heaven, and nobody gets no land. Whether the dream is eternal spiritual salvation, or just a few acres to call your own, nobody can actually achieve it.  Ã‚   ‘We’ll have a cow,’ said George. ‘An’ we’ll have maybe a pig an’ chickens†¦an’ down the flat we’ll have a†¦little piece alfalfa- ‘For the rabbits,’ Lennie shouted.‘For the rabbits,’ George repeated.‘And I get to tend the rabbits.’‘An’ you get to tend the rabbits.’Lennie giggled with happiness. â€Å"An’ live on the fatta the lan’.’ This exchange between George and Lennie takes place at the end of the novel. In it, the two characters describe for each other the farm they hope to live on one day. They plan to have rabbits, pigs, cows, chickens, and alfalfa, none of which they currently have access to on the barley farm. The dream of having their own farm is a refrain to which the pair often returns throughout the book. Lennie seems to believe the dream is realistic, even if currently out of reach, but for most of the book, it is unclear whether George shares that belief or simply considers it an idle fantasy that helps him get through the day. By the time this scene occurs, however, George is preparing to kill Lennie, and he clearly knows the farm dream will never become reality. Interestingly, even though they have had this conversation before, only now does George assent when Lennie asks him if they can have rabbits- a recurring symbol throughout the book- on the farm. Given that he is about to shoot Lennie, this juxtaposition implies that, for the characters of Of Mice and Men, the more they hope to attain in the real world, the further from it they must travel.

MIS in Local Government Education Centers within East Africa Dissertation

MIS in Local Government Education Centers within East Africa - Dissertation Example The report will also, question, whether the MIS only enforces the administrative managerial role – towards domination and reinforcement of operational power relations. The faltering conclusion is that an MIS, throughout its development and changing attributes, is extolled with the interests and values of the delivery of education services, which is to happen within the operational power structure. Keywords: MIS, Giddens’ structuration theory, Actor-network theory, institutional theory, power relations, organizational practice. Introduction This paper goes over some of the basic considerations from an area study on the progression, as well as usage of an administration info process (MIS) in Department of education, as well as learning institutions in the Town of Arusha, Tanzania. The study question is: Does an artifact like an MIS, when proposed and also put into utilization, contribute to the production of a new practice that makes things achievable, to regulate in an a ssorted and more desirable method the trouble of integration? Or does the MIS system – just enhance the ability of the management control, to prevail over others as well as correctly just reinforce the being present power relations? In this paper I am reviewing these inquiries by focusing on the changes that have developed during the development method. From 1989 to 1993, I worked as an inner expert at the administrative level, at this association. I had studied theoretical literature concerning the way decision processes at the public industry unravel as well as presently I had the chance to experience and contemplate, just what took place in practice. I learned a great deal pertaining to practical organizational complications as well as exactly how they are regulated in this context. I experienced the well recognized, but for me, interested gap in between what transpires in practice and how we believe, act, and write as well as speak when making conclusions.1 Through this p aper, I shall discuss, as well as evaluate such a gap by focusing on a project that has definitely created a computer-based supervision data system. There has actually been a massive gap in between the goals, deals and also activities taken by the management supervision that initiated the venture, as well as what was in fact happening in practice. This paper documents a complicated process with unanticipated troubles and also outcomes. There seems to be a reason in this process that accords with what Scott (1992) has certainly identified a logical view focusing on lucid targets and also the formal organizational framework as the ways to achieve them. This is not interesting in the context of the management level of the company. This level is placed between the grass-roots degree where the solutions are delivered as well as the political level where the formal and also legitimate right to choose is positioned. It belongs to the normative framework that the administrative authority ne eds to cope with issues of performance and also usefulness. From this viewpoint the focus on transparent targets and formalized ways is easy to understand.2 However, it appears that this kind of incorporated rationality is an ideal that has a tendency that constrains all the players. It is an important part of the organizational process and has an impact on what can legitimately be reviewed. This

JACOBSTOWE Essay Example | Topics and Well Written Essays - 1500 words

JACOBSTOWE - Essay Example Jacobstowe found it difficult in 2007 to meet its working capital requirements. With low gearing, tight liquidity problems, working capital could not be utilized to its best. But despite all these adversaries, Jacob declared good dividend in order to maintain the market price of its scrips at certain predetermined level. All ventures in the business are executed to earn the profits, and that is one of the most important tasks of business managers. Three ratios are used, namely Net Profit Margin, Return on Assets, and Return on Equity in order to evaluate the profitability of Jacobstowe Plc. a) Net Profit Margins: Jacobstowe Plc.’s net profit margins have gone down to 5.17% in 2007 from 6.42% in 2006. Despite the fact that there is increase in turnover from 5,622m to 5,996m, Jacobstowe has not been able to increase net profit margins. There could be a number of reasons for such a fall in profitability. One would notice that current ratio of Jacobstowe has also fallen in the year 2007 as compared to 2006 even when total ‘Receivables’ have increased; it makes sense here to state that turnover would have increased at the cost of reduction in prices, and thus there are reduction in net margins. Initially with the reduction in prices gross margin would have gone down but as there was also increase in operating costs (those increased from 5099m in 2006 to 5486m in 2007), both factors would have worked together to bring down the net margins. b) Return on Assets (ROA): Another measure to assess profitability is Return on Assets (ROA). Return on assets in 2007 is 4.93 as compared 5.75 in 2006. Assets have performed if not less than their optimum capacity but certainly the performance was what it was in the year 2006. For calculation purposes average capital employed in 2006 is taken as in 2007. This is because of non- availability of information about ‘total assets employed’ in 2005. Profitability on this count was also not very encouraging. The

Procrastination and Action Essay Example for Free

Procrastination and Action Essay Procrastination, like all of your behaviors carries consequences. Whether your behavior is conscious or unconscious, you will eventually have to deal with the effects. Its only natural to procrastinate at times but, the way you deal with your procrastination patterns will determine what effects procrastination has on your life. One of the most obvious effects of procrastination is the failure to reap the rewards that would come from taking action. If a student chooses to procrastinate rather than complete school work on time, there can be many terrible effects. Of course, his or her grades could suffer if that particular school or teacher penalizes for late work. Severe procrastination can end in failure if the work is not accepted because of lateness. Even in the best-case scenario, work completed under the stress of procrastination tends to be poorly done. Procrastination can also negatively affect a person’s home life. Imagine you procrastinated and left the dirty dishes in the sink after dinner tonight. That would not be such a big deal, right? Now imagine you did it for a week. Imagine the putrid stench, the mold, and the hours of scrubbing it would take to get rid of the dried food. Procrastination is bad, but procrastination over a long stretch of time is horrific. You might even give yourself food poisoning! Overindulging in procrastination at work will inevitably get you fired. If your boss asks you to do something now and you do not complete it until next week, do you think you will keep your job? Even if you do not lose your job, you will likely receive a bad evaluation and perhaps face a pay cut if you are not completing tasks in a timely manner. If you are fired and you have a history of bad evaluations, you will not likely receive a letter of recommendation from your old job. Without a good work history, it will be difficult or impossible to get another job. When you procrastinate you simple fail to take action on the very things you know will bring you the rewards that you desire. Although you know what you want and even what you need to do to get it, you still have to take action and its usually at this point where procrastination sets in. Because the results that you desire are often something bigger and better than what you currently have, you must step outside your comfort zone to get it. You might have to take actions that you are not comfortable with to which your unconscious mind reacts by protecting you against that which is uncomfortable. Although the short term effects of procrastination might seem as positive the long term effects are almost always negative. Failing to reap the rewards of taking action can have many knock on effects. Taking action on your ideas and desires is one of your most empowering gifts. It is the process by which you can make the intangible tangible. Through your actions and your behavior you create or manage your life. Its not only the direct results of your actions that create the outcomes, but often the very fact that you are actually consciously affecting the conditions of your life. It not just your actions, but rather your failure to take action that will have a greater effect on the rewards you reap from life. From this point of view the effects of procrastination is not just a direct but also an indirect loss of rewards. Every action is a cause set in motion that affects and builds on past and future events to the point, where we can never really determine the actual effect of one specific action. More than anything else, action opens you up to opportunity. Opportunity is rarely the result of you waiting for it. When you put yourself in line with what you want most through your conscious action you expose yourself to opportunity. Its never a case of whether you have opportunities but rather are you noticing the opportunities? But even more importantly, are you using the opportunities or are you procrastinating? One thing is for certain and that is when procrastination becomes a habit you wont even notice all the opportunities on your doorstep. You will live your life in distraction, constantly looking for short term pleasures to avoid the real challenges that will cause you to reap the real results. You will always turn a blind eye to the real opportunities. Those who succeed are rarely the people with the most or the most splendid opportunities. They are the people who saw and realized it. Out of all the negative effects of procrastination and indecision the failure to spot and act on opportunity is probably the saddest. So many people with so much talent fail to live up to their true potential because of procrastination. The rewards you reap from life will be either a direct or an indirect result of your actions or your inactions. Not only will procrastination prevent you from reaping the rewards but your inaction will prevent you from even being exposed to opportunity. Opportunity is knocking but you have to take action and at least open the door. There might be many reasons why a person chooses to procrastinate when he or she knows it is time to complete a task. Whatever the causes, the effects of procrastination can be catastrophic. Procrastination can be harmful at school, home, and work. If a student chooses to procrastinate rather than complete school work on time, there can be many terrible effects. Of course, his or her grades could suffer if the teacher penalizes, work that is sent in late. Even in the best-case scenario, work completed under the stress of procrastination tends to be poorly done. Procrastination can also negatively affect a person’s home life. Imagine you procrastinated and left the dirty dishes in the sink after dinner tonight. That would not be such a big deal, right? Now imagine you did it for a week. Imagine the putrid stench, the mold, and the hours of scrubbing it would take to get rid of the dried food. Procrastination is bad, but procrastination over a long stretch of time is horrific. You might even give yourself food poisoning! Not only will procrastination prevent you from reaping the rewards but your inaction will prevent you from even being exposed to opportunities. Procrastination, like all of your behaviors carries consequences. Whether your behavior is conscious or unconscious, you will eventually have to deal with the effects. The effects of procrastination are something that we all have to confront and deal with from time to time. Procrastination is what derives people from their work, study, and even determination. Focus is what is needed in our every-day lives, and though it is tempting to delay what is needed to be done, no excuse is worth it.

Symbols and Symbolism in The Scarlet Letter Essay -- Scarlet Letter es

Symbolism in The Scarlet Letter The Scarlet Letter by Nathaniel Hawthorne is generally considered to be the first American symbolic novel. A symbol is something which is used to represent something broader in meaning. The most obvious symbol in the novel is the actual scarlet "A" which both the criticism and I agree upon. This "A" is the literal symbol of the sin of adultery. The letter A then appears in many different forms throughout the novel. The gold-embroidered A on Hester Prynne's fascinates Pearl Prynne. It is magnified in the armor breast plate at Governor Bellingham's mansion which is so extreme that it seems to hide and cover Hester. On the night of Arthur Dimmesdale vigil, he sees a red A in the sky. And finally, the letter is revealed on Dimmsdale's chest in front of the whole village. The A also takes on many meanings. It has the original meaning as well as different meanings to various characters. To Hester, the A means humiliation. The A to Dimmesdale is a reminder of his own contrition. To Pearl, the A is peculiarity and Roger Chillingworth sees the A as a journey for retaliation. Other then adultery, the A can also stand for "Angel" and "Able". Angel, for it appears in the sky after Governor Winthrop's death. Able, for Hester has won the respect of the Puritans even if she has sinned terribly. Hawthorne uses the prison building to describe crime and punishment in contrast with the tombstone at the end of ... ...t price is Hester's reputation and her standing in the community. Pearl is also a self-contained symbol. The result of her parent's sin is shown in her often imprudent comments and unbridled behavior. Each character in the novel suffers from a sin which they try to crush and bemoan with goodness from their own heart. The Scarlet Letter is a book filled with symbolism. I feel the symbolism helps to relate a situation to a position the reader knows about. The critic which I based this on feels that there is voluminous accounts of symbolism, even too much. I must disagree with this. Hawthorne's The Scarlet Letter is an amazingly written book for its time with just the right amount of powerful symbolism.

6 Examples of Current Legislation in Relation to Safeguarding

TDA 2. 2SAFEGUARDING THE WELFARE OF CHILDREN AND YOUNG PEOPLE Assessment Criteria 1. 1Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. School Child Protection Policy A sample policy is included in the â€Å"Policies† section of this student’s binder; it is called â€Å"XYZ SCHOOL CHILD PROTECTION POLICY†. At the end of it other of the school’s policies are cited which can also be referenced. Further, within this policy, documents such as â€Å"Children Act 1989† and â€Å"Working Together† are referred to.The policy states, â€Å"[t]he procedures have been developed in co-operation with the North Yorkshire Area Child Protection Committee (NYACPAC) and the Local Safeguarding Children Board (LSCB). † I was not able to locate my local school’s â€Å"E-Safety Policy†, however I did locate a â€Å"School E-Safety Policy Template † by the Southwest Grid for Learning Trust, which is to work in conjunction with other school policies like the Anti-Bullying Policy, and which covers items such as those in the following lists. It embraces the use of ICT as learning changes with technological advancements but works for best practices to ensure safety. Also read: Legal and Organisational Requirements For Dealing With Complaints in Care Also read: Identify When Children and Young People Require Urgent Medical AttentionPolicy Statements †¢ Education – Students / Pupils †¢ Education – Parents / Carers †¢ Education – Extended Schools †¢ Education and training – Staff †¢ Training – Governors †¢ Technical – infrastructure / equipment, filtering and monitoring †¢ Curriculum †¢ Use of digital and video images †¢ Data protection †¢ Communications †¢ Unsuitable / inappropriate activities †¢ Responding to incidents of misuse Appendices: †¢ Student / Pupil Acceptable Use Policy Agreement Template †¢ Staff and Volunteers Acceptable Use Policy Agreement Template †¢ Parents / Carers Acceptable Use Policy Agreement Template †¢ School Filtering Policy template School Password Security Policy template †¢ School Personal Data Policy template †¢ School E-Safety Charter †¢ Ideas for schools to conside r[i] Current Legislation According to the NSPCC, â€Å"There is no single piece of legislation that covers child protection in the UK, but rather a myriad of laws and guidance that are continually being amended, updated and revoked. Laws are amended by new legislation passed by Westminster, the Welsh Assembly Government, the Northern Ireland Assembly and the Scottish Parliament. This is known as statutory law, but laws also have to be interpreted by the courts.The way in which courts interpret laws is known as case law, and this can also have the effect of amending statutory law. † Some of the pertinent pieces of legislation are as follows. The material is quoted from an NSPCC factsheet called â€Å"An introduction to child protection legislation in the UK† unless otherwise cited. [ii] The Children Act 1989 The current child protection system is based on the Children Act 1989, which was introduced in an effort to reform and clarify the existing plethora of laws affecti ng children. [I]t enshrined a number of principles.The paramountcy principle means that a child’s welfare is paramount when making any decisions about a child’s upbringing. The court must also ascertain the wishes and feelings of the child and shall not make an Order unless this is â€Å"better for the child than making no Order at all† (section 1). Every effort should be made to preserve the child’s home and family links. It introduced the concept of parental responsibility which is defined as â€Å"the rights, duties, powers and responsibilities which by law a parent of a child has in relation to the child and his property† (section 3).The Children Act 1989 †¦ charges local authorities with the â€Å"duty to investigate †¦ if they have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm† (section 47). Local authorities are also charged with a duty t o provide â€Å"services for children in need, their families and others† (section 17). It is section 31 of the Children Act 1989 that sets out the NSPCC’s â€Å"authorised person status† which means the NSPCC has the power to apply directly for a court order if it believes a child is suffering or likely to suffer significant harm.Two key guidance documents exist to help professionals to identify children at risk and to work together to protect them: [1] Guidance on interagency cooperation under the Children Act 1989 was first published in 1991. The current guidance, Working together to safeguard children: a guide to inter-agency working to safeguard and promote the welfare of children (HM Government, 2010), is currently under review. [2] The Framework for the assessment of children in need and their families (DH, 2000) is non-statutory guidance that provides professionals with a systematic way of identifying children in need and ascertaining the best way of hel ping those children and their families. A simple guide for anyone working with children, What to do if you're worried a child is being abused. (HM Government, 2006), outlines the child protection processes and systems contained in the Working Together and Framework for Assessment documents.Whilst local authorities have a mandatory duty to investigate if they are informed a child may be at risk, there are no specific mandatory child abuse reporting laws in the UK that require professionals to report their suspicions to the authorities. However in Northern Ireland, it is an offence not to report an arrestable crime to the police. Since the Children Act 1989, many new laws have been passed to strengthen the ways children are protected. The United Nations Convention on the Rights of the Child 1989 (UN, 1989) †¦ includes the right to protection from abuse, the right to express their iews and have them listened to and the right to care and services for disabled children or children l iving away from home. The Human Rights Act 1998 incorporates the European Convention on Human Rights into UK law. †¦ [C]hildren are covered by this legislation as they are persons in the eyes of the law, just as adults are (Bainham, 2005 p82). The Act makes it unlawful for public authorities to act in a manner which is incompatible with the rights and freedoms contained in the Act. It also requires the Government and the courts to ensure that court rulings and new Bills are compatible with the Act wherever possible.These rights include the right to respect for private and family life. The Education Act 2002 includes a provision (section 175 [â€Å"Protecting and involving young people†) requiring school governing bodies, local education authorities and further education institutions to make arrangements to safeguard and promote the welfare of children. Children Act 2004 Following the death of eight-year old Victoria Climbie in 2000, the Government asked Lord Laming to co nduct an inquiry to help decide whether it needed to introduce new legislation and guidance to improve the child protection system in England.The †¦ Victoria Climbie Inquiry report (Laming, 2003) [resulted in] the Keeping children safe report (DfES, 2003) and the Every child matters green paper (DfES, 2003), which in turn led to the Children Act 2004. Although much of this legislation still applies, the election of a Conservative/Liberal Democrat coalition government in May 2010 has led to a shift in thinking on child protection, and a number of changes in approach are currently under discussion.In June 2010 the new government invited Professor Eileen Munro to conduct an independent review of children’s social work and child protection practice in England. Children and Families Minister, Tim Loughton said that it would provide an opportunity to counteract a culture in child protection, â€Å"which places too much emphasis on bureaucratic box ticking above close personal attention to the circumstances of individual children†.The Munro review of child protection: final report (Munro, May 2011) called for a more child-focused system and a reduction in prescriptive timescales and targets from central government. A child centred system: the government’s response to the Munro review (DfE, July 2011) accepted all but one of Munro’s recommendations, and laid out a programme of proposed changes over the following years. Pending alterations have been noted throughout this briefing.The Children Act 2004 does not replace or even amend much of the Children Act 1989. Instead it sets out the process for integrating services to children [emphasis by person quoting this material]. It covers England and Wales in separate sections. Besides creating the post of Children's Commissioner for England, the Children Act 2004 places a duty on local authorities to appoint a director of children’s services and an elected lead member for childrenâ₠¬â„¢s services, who is ultimately accountable for the delivery of services.The coalition government published revised statutory guidance relating to the two posts in April 2012 (DfE, 2012). The Act places a duty on local authorities and their partners (including the police, health service providers and the youth justice system) to co-operate in promoting the wellbeing of children and young people and to make arrangements to safeguard and promote the welfare of children.The Act also puts Local Safeguarding Children Boards on a statutory footing (replacing the non-statutory Area Child Protection Committees) and gives them functions of investigation and review (section 14), which they use to review all child deaths in their area. Section 58 of the Children Act 2004 updates the legislation on physical punishment. It limits the use of the defence of reasonable punishment so that it can no longer be used when people are charged with the offences against a child of wounding, actual or grie vous bodily harm or cruelty †¦ (DCSF, 2007).After the Children Act 2004 †¦ The Education Act 2011 makes changes to provisions on school discipline and will place restrictions on the public reporting of allegations made against teachers. The intention is for most of the sections of the Act to have commenced by the start of the 2012 academic year. Assessment Criteria 1. 2Describe the roles of different agencies involved in safeguarding the welfare of children and young people. On the website safeguardingchildren. co. k, in the Section entitled â€Å"Agency Roles and Responsibilities†, the following information is provided re Children's Social Care, an Emergency Duty Team, Schools and Governing Bodies, Senior Members of Staff with Designated Responsibility for Child Protection and Further Education Institutions and Governing Bodies (the later for children under eighteen years of age). Children's Social Care The agency with lead responsibility for child protection withi n North Yorkshire is the Local Authority Children and Young People's Service, Children's Social Care. Children's Social Care has the following responsibilities: Assess, plan and provide support to children in need, particularly those suffering or likely to suffer significant harm; †¢ Make enquiries under Section 47 of the Children Act 1989 wherever there is reason to suspect that a child in its area is at risk of significant harm; †¢ Convene and chair Child Protection Conferences under LSCB procedures; †¢ Maintain the Electronic Social Care Record (ESCR) known as ICS; †¢ Provide a Key Worker for every child subject to a Child Protection Plan; †¢ Ensure that the agencies who are party to the protection plan coordinate their activities to protect the child; †¢ Undertake a Core Assessment where required ensuring they comply with the standards set out in LSCB Procedures, Appendix 4; †¢ Convene regular reviews of the progress of any child subject to a C hild Protection Plan through both Core Group and Child Protection Conference Review meetings; †¢ Instigate legal proceedings where required. Additionally Children's Social Care are a responsible authority in North Yorkshire within the Licensing Act (2003) and Gambling Act (2005) for the protection of children criterion. The primary duty of all staff, whatever their nominated role, is to protect children from significant harm. Emergency Duty Team (EDT) Staff working in EDTs must distinguish carefully, often on the basis of inadequate and/or incomplete information: †¢ What immediate action may be required to ensure the immediate and longer term safety of a child; and †¢ What further responses may be best left to day time services.EDT staff should ensure that all relevant information obtained and actions taken out of office hours are transmitted without delay to the relevant sections within Adult & Community Services and Children's Social Care and other agencies as appro priate. Children and Young People's Service: Education The duty of local authorities, schools of all kinds and FE colleges to have arrangements for carrying out their functions with a view to safeguarding & promoting the welfare of children is under sections 175 & 157 of the Education Act 2002. Education staff have a crucial role to play in helping identify welfare concerns and indicators of possible abuse or neglect at an early stage. The local authority has a nominated a lead officer with responsibly for safeguarding and promoting the welfare of all children at three levels.These responsibilities are: †¢ Strategic – coordinating and planning service delivery; †¢ Support – ensuring schools are aware of their responsibilities, monitoring their performance and ensuring training, model policies and procedures and advice and support is available; †¢ Operational – taking responsibility for safeguarding children who are excluded from school or who have not obtained a school place, for example children and pupil referral units or being educated by the authority's home tutor service; involvement in dealing with allegations against staff and volunteers; and ensuring arrangements are in place to prevent unsuitable staff and volunteers from working with children. Schools and Governing Bodies Governing Body should ensure that: †¢ the school has a child protection policy and procedures in place that are in accordance with local authority guidance and locally agreed inter-agency procedures, and the policy is made available to parents on request; †¢ the school operates safe recruitment procedures and makes sure that all appropriate checks are carried out on staff and volunteers who ork with children; †¢ the school has procedures for dealing with allegations of abuse against staff and volunteers that comply with guidance from the local authority and locally agreed inter-agency procedures; †¢ a senior member of the schoo l's leadership team is designated to take lead responsibility for child protection (and deputy); †¢ staff undertake appropriate child protection training; †¢ they remedy, without delay, any deficiencies or weaknesses regarding child protection arrangements; †¢ a governor is nominated to be responsible for liaising with the local authority and /or partner agencies in the event of allegations of abuse being made against the head teacher; †¢ where services or activities are provided on the school premises by another body, the body concerned has appropriate policies and procedures in place in regard to safeguarding children and child protection and liaises with the school on these matters where appropriate; †¢ they review their policies and procedures annually and provide information to the local authority about them and about how the above duties have been discharged The Headteacher should ensure that: the policies and procedures adopted by the Governing Body o r Proprietor are fully implemented, and followed by all staff; †¢ sufficient resources and time are allocated to enable the designated person and other staff to discharge their responsibilities; and †¢ all staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle blowing policies. Senior Members of Staff with Designated Responsibility for Child Protection should ensure the following: Referrals †¢ Refer cases of suspected abuse or allegations to the relevant investigating agencies; †¢ Act as a source of support, advice and expertise within the educational establishment; †¢ Liaise with head teacher to inform him/her of any issues and ongoing investigations and ensure there is always cover for this role. Training †¢ To recognise how to identify signs of abuse and when it is appropriate to make a referr al; †¢ Have a working knowledge of how LSCBs operate, the onduct of a child protection case conference and be able to attend and contribute to these; †¢ Ensure that all staff have access to and understand the school's child protection policy; †¢ Ensure that all staff have induction training; †¢ Keep detailed accurate secure written records and/or concerns; †¢ Obtain access to resources and attend any relevant or refresher training courses at least every two years. †¢ Raising Awareness. All staff and volunteers †¢ fully comply with the school's policies and procedures; †¢ attend appropriate training; †¢ inform the designated person of any concerns. Further Education Institutions and Governing Bodies See arrangements above for schools. [iii] Police There is a National Policing Improvement Agency (NPIA) document entitled, â€Å"Guidance on Investigating Child Abuse and Safeguarding Children, Second Edition†.In it the priorities and re sponsibilities of the Police Service in protecting child welfare are described as: – protect the lives of children and ensure that in the policing of child abuse the welfare of all children is paramount; – investigate all reports of child abuse and neglect and protect the rights of child victims of crime; – establish the investigation of child abuse and safeguarding of children as a mainstream policing activity; and – adopt a proactive multi-agency approach to preventing and reducing child abuse and neglect and safeguarding children. [iv] Health service roles and responsibilities in child protection â€Å"Within the health services every member of staff has a responsibility for ensuring that children are protected as much as possible. † Different specializations have unique observations [e. g.Mid-Wives for pre-born children and their parent(s)] but in summary each staff member, leader, and volunteer is to be trained to recognize and intervene accor ding to agency policies; some identified leaders will have roles in leading interagency meetings and some specialists will be given opportunity to make recommendations regarding child, young person and/or parent(s). For children seen in A&E there is a check system to verify if a child has been flagged for another concern. [v] ALSO RE. HEALTH CARE PROVIDERS: Health care providers specialist knowledge may also be very helpful with conditions or situations such as the following: †¢ Children and young people with severe behavioural difficulties; †¢ Emotional disturbance; †¢ Eating disorders; †¢ Self-harming behaviour; Families where there is a perceived high risk of danger; †¢ Very young children; †¢ Abused child or abuser has severe communication problems; †¢ Situations where parent and carer feigns the symptoms of, or deliberately causes ill-health to a child; †¢ Where multiple victims are involved. [vi] Office for standard in education (Ofsted) Children's Directorate Registered childminders and group day care providers must satisfy explicit criteria in order to meet the national standard with respect to child protection (Standard 13, of Day Care Standards issued by Ofsted). Ensuring that they do so is the responsibility of the Children's Directorate of Ofsted. Ofsted requires that: All childminders and group day care staff have knowledge of child protection, including the signs and symptoms of abuse and what to do if abuse or neglect is suspected; †¢ Those who are entrusted with the day care of children or who child mind have the personal capacity and skills to ensure children are looked after in a nurturing and safe manner. Ofsted will seek to ensure that day care providers: †¢ Ensure the environment in which children are cared for is safe; †¢ Have child safeguarding children policies and procedures in place, which are consistent with these procedures; †¢ Be able to demonstrate that their procedures h ave been followed when an allegation is made. Ofsted must contact Children's Social Care about any child protection issues and, in consultation with them, consider whether any action needs to be taken to protect children attending the provision.Ofsted must be informed when a child protection referral is made to Children's Social Care about: †¢ A person who works as a child minder; or †¢ A person who works in day care for children; or †¢ Allegations regarding any person residing in the home of a registered childminder; or †¢ Any service regulated by Ofsted's Children's Directorate. Ofsted must be invited to any Strategy Meeting where an allegation might have implications for other users of the day care service and/or the registration of the provider. Ofsted must seek to cancel registration if children are at risk of significant harm by being looked after in childminding or group day care settings.Where warranted, Ofsted will bring civil proceedings or criminal pro ceedings against registered or unregistered day care providers. Additionally, Ofsted's Children's Directorate: †¢ Registers private and voluntary care services which are required to meet national standards; †¢ Inspects, assesses and reviews all care services; †¢ Inspects boarding schools, residential special schools and further education colleges with residential students under 18 years; †¢ Publishes an inspection report; †¢ Provides details of the number and quality or private and voluntary care services; †¢ Deals with complaints about care service providers; †¢ Takes enforcement action when services do not meet minimum standards.Providers will also be expected to have knowledge of child protection, including signs and symptoms and what to do if abuse or neglect is suspected and an up to date child protection policy. [vii] NSPCC The National Society for the Prevention of Cruelty to Children (NSPCC) is a charity with a duty to protect children from abuse and neglect and has the statutory power to bring care proceedings in its own right. The NSPCC operates a national 24 hour child protection line (see Appendix 2), which accepts referrals and passes the information to the relevant Children's Services. Children's Social Care may commission the NSPCC to undertake specific child protection related work, including Section 47 Enquiries and ‘special investigations'. [viii] Also see: GUIDE TO INTERAGENCY WORK — http://www. northyorks. gov. uk/index. aspx? rticleid=12437 Also, per The Department for Children, Schools and Families’ â€Å"Working Together to Safeguard Children–A guide to inter-agency working to safeguard and promote the welfare of children†, The Purpose of multi-agency working at both strategic and operational levels is to achieve better outcomes for children and young people by fostering: a shared understanding of the tasks, processes, principles, roles and responsibilities outlined in national guidance and local arrangements for safeguarding children and promoting their welfare; more effective and integrated services at both the strategic and individual case level; improved communication and information sharing between professionals, including a common understanding of key terms, definitions and thresholds for action; effective working relationships, including an ability to work in multi-disciplinary groups or teams; sound child focused assessments and decision-making; and learning from Serious Case Reviews (SCRs) and reviews of child deaths. [ix] PLEASE SEE ADDITIONAL PAGES: _________ re CAF and Multi-agency working. Please see the â€Å"Illness Grid† for responses to the following AC’s: Assessment Criteria 2. 1Identify the signs and symptoms of common childhood diseases. and Assessment Criteria 2. 2Describe the actions to take when children or young people are ill or injured. andAssessment Criteria 2. 3Identify circumstances when children and youn g people might require urgent medical attention. Note to: Wendy — I had already done this grid, per brief instructions on Moodle the week when class was cancelled due to snow and ice. So this may not be quite what you were looking for but I learned some things and thought I could use this as a resource in the future so I did not delete content, even though it is quite lengthy. In general, responses at school include the following for when a child is injured or becomes ill: Have a First Aider accessible during times of outside play and during all school hours. Reassure the child;Have child assessed by First Aider; If okay to move the child take the child to a quiet area; Other wise clear the area and leave child in place; Reassure other children who are concerned; If unable to self-ambulate and/or child appears to need help moving and First Aider recommends, then call an ambulance; Minor cuts/bruises: apply cold, wet paper towel; Document anything witnesses, often this is done in the School Accident Book; If bump to head then send home a letter to notify parents; If any bodily fluids are involved, wear gloves; Keep child cool or warm, depending on situation. Contact parents if anything other than minor health/illness/accident arises.Please see ABC Road School’s â€Å"Medical and First Aid Procedures† for an example policy regarding boundaries for prescribed medication at school, emergency first aid, and some common conditions (i. e. , diabetes, choking, fractures, burns and scalds, shock, head injuries, bleeding, poisons, heart attack, asthma and epilepsy). ILLNESS GRID |Illness |Signs and symptoms 2. 1 |What actions to take 2. 2 |Is urgent medical attention | | | | |required? 2. | |Flu |Sudden fever – a temperature of 38 °C (100. 4 °F) or above |Call parents. Send child home. Typical GP |No. | | |dry, chesty cough |instructions follow. If you have flu, it will |You probably only need to see your| | |headache |usually be possible for you to treat yourself |doctor if you are in a high risk | | |tiredness |effectively at home. group and then you may be | | |chills |If this is the case you should: |prescribed antivirals if you are: | | |aching muscles |rest |pregnant | | |limb or joint pain |keep warm |Or if you have: | | |diarrhoea or upset stomach |drink plenty of water to avoid dehydration |lung disease | | |sore throat |try to take paracetamol or anti-inflammatory |heart disease | | |runny or blocked nose |medicines such as ibuprofen to lower a high |kidney disease, | | |sneezing |temperature and relieve aches |liver disease | | |loss of appetite | neurological disease such as motor| | |difficulty sleeping | |neurone disease, Parkinson's or | | | | |multiple sclerosis | | | | |a weakened immune system | | | | |diabetes | |Epilepsy |The main symptoms of epilepsy are repeated seizures. |Especially with Tonic-Clonic seizures: |No. | | |People with epilepsy can experience any variety of seizure, although most people follow a consistent |move them away from anything that could cause |However, dial 999 if: | | |pattern of symptoms known as an epilepsy syndrome. Seizures can occur when you are awake or asleep |injury, such as a busy road or hot cooker |it’s the first time someone has | | |(nocturnal seizures). cushion their head if they're on the ground |had a seizure | | |Partial seizures |loosen any tight clothing around their neck, such |the seizure lasts for more than | | |Symptoms of a simple partial seizure include: |as a collar or tie, to aid breathing |five minutes | | |changes in the way things look, smell, feel, taste or sound |when their convulsions stop, turn them so that |the person doesn’t regain full | | |an intense feeling that events have happened before (deja vu) |they're lying on their side |consciousness, or has a series of | | |a tingling sensation, or ‘pins and needles’, in your arms and legs stay with them and talk to them calmly until they |seizures without regaining | | |a sudden intense emotion, such as fear or joy |have recovered |consciousness | | |the muscles in your arms, legs and face may become stiff |note the time the seizure starts and finishes. | | | |you may experience twitching on one side of your body |Be aware of what the person does during the | | | |The symptoms of a complex partial seizure normally involve apparently strange and random bodily |seizure.Make a note of what they're like | | | |behaviour, such as: |afterwards (such as sleepy, confused, or | | | |smacking your lips |aggressive), and record how long the seizure lasts. | | | |rubbing your hands |The following information may be helpful: | | | |making random noises |Where was the person? | | | |moving your arms around |What were they doing? | | |picking at clothes |Did the person mention any unusual sensations, such| | | |fiddling with objects |as an odd smell or taste? | | | |adopting an unusual posture |Did you notice any mood change, such as excitement,| | | |chewing or swallowing |anxiety or anger? | | | |During a complex partial seizure, you will not be able to respond to anyone else, and you will have no|What brought your attention to the seizure? Was it | | | |memory of the event. a noise, such as the person falling over, or body | | | |Generalised seizures |movements, such as their eyes rolling or head | | | |In most cases, a person having a generalised seizure will be completely unconscious. |turning? | | | |There are six main types of generalised seizure; these are their symptoms: |Did the seizure occur without warning? | | | |1. Absence seizures, sometimes called petit mal, mainly affect children.They cause the child to lose |Was there any loss of consciousness or altered | | | |awareness of their surroundings for up to 20 seconds. The child will seem to stare vacantly into |awareness? | | | |space, although some children will flutter their eyes or smack their lips. The child will have no |Did the person's c olour change? For example, did it| | | |memory of the seizure. Absences can occur several times a day. Although they are not dangerous, they |become pale, flushed, or blue?If so, where – the | | | |may affect the child's performance at school. |face, lips or hands? | | | |2. Myoclonic jerks. These types of seizures cause your arms, legs or upper body to jerk or twitch, |Did any parts of the body stiffen, jerk or twitch? | | | |much like if you have received an electric shock. They often only last for a fraction of a second, and|If so, which parts were affected? | | | |you should remain conscious during this time.Myoclonic jerks often happen in the first few hours |Did the person's breathing change? | | | |after waking up and can occur in combination with other types of generalised seizures. |Did they perform any actions, such as mumble, | | | |3. Clonic seizure. This causes the same sort of twitching as myoclonic jerks, except the symptoms will|wander about or fumble with clo thing? | | | |last longer, normally up to two minutes. Loss of consciousness may occur. |How long did the seizure last? | | | |4. Atonic seizure.Atonic seizures cause all your muscles to suddenly relax, so there is a chance you |Was the person incontinent (could not control their| | | |will fall to the ground. Facial injuries are common with this type of seizure. |bladder or bowels)? | | | |5. Tonic seizure. Unlike an atonic seizure, tonic seizures cause all the muscles to suddenly become |Did they bite their tongue? | | | |stiff. You can lose balance and fall over, so injuries to the back of the head are common. |How were they after the seizure? | | | |6.Tonic-clonic seizure. A tonic-clonic seizure, sometimes known as â€Å"grand mal†, has two stages. Your |Did they need to sleep? If so, for how long? | | | |body will become stiff and then your arms and legs will begin twitching. You will lose consciousness | | | | |and some people will wet themselves. The seizure normally l asts between one and three minutes, but | | | | |they can last longer. [A]bout 60% of all seizures experienced by people with epilepsy are | | | | |tonic-clonic seizures. Tonic-clonic seizures are what most people think of as an epileptic fit. | | | | |NOTE: Auras. People who have epilepsy often get a distinctive feeling or warning sign that a seizure | | | | |is on its way. These †¦ are known as auras, but they are actually simple partial seizures. | | | |Auras differ from person to person, but some common auras include: | | | | |noticing a strange smell or taste | | | | |having a feeling of deja vu | | | | |feeling that the outside world has suddenly become unreal or dreamlike | | | | |experiencing a sense of fear or anxiety | | | | |your body suddenly feeling strange | | | | |Although this warning cannot prevent the seizure, it can give you time to warn people around you and | | | | |make sure you are in a safe place. | | | |Tonsillitis |The main symptom of tonsillitis is a sore throat. |Call parents. Send child home. Typical GP instructions follow. |No. | | | |There is no specific treatment for tonsillitis. Treat at home. Exceptions are made if: | | |Other common symptoms include: |Whether your child’s tonsillitis is caused by a virus or bacteria, it is likely that|your child’s symptoms are | | |red and swollen tonsils |their immune system will clear the infection within a few days. In the meantime, |severe | | |pain when swallowing |there are some things that you can do to help. |your child’s symptoms show | | |high temperature (fever) over 38 °C (100.  °F) |Make sure your child has plenty to eat and drink, even if they find it painful to |no sign of easing | | |coughing |swallow. Being hungry and dehydrated can make other symptoms, such as headaches and |your child has a weakened | | |headache |tiredness, worse. |immune system. | | |tiredness |If your child has recurring bouts of tonsillitis (>5 in one year), surgery may be | | | |pain in your child’s ears or neck |considered. | | |white pus-filled spots on your child’s tonsils |Self-help at home | | | |swollen lymph nodes (glands) in your child’s neck |Over-the-counter (OTC) painkillers such as paracetamol and ibuprofen can help | | | |loss of voice or changes to your child’s normal tone of voice |relieve symptoms such as a sore throat. †¦ [I]t is important to check you have bought| | | |Less common symptoms of tonsillitis may include: |the correct type and dosage as younger children only need small dosages. Your | | | |being sick |pharmacist will be able to advise you. | | | |a ‘furry' tongue |Children under 16 years of age should not take aspirin. | | |bad breath |To soothe a sore throat one can use lozenges and oral sprays. | | | |difficulty opening the mouth |Some people find that gargling with a mild antiseptic solution can help relieve a | | | |Younger children may also complain of a stomach ache, which can be caused by |sore throat. An alternative method is to gargle with warm salty water. Mix half a | | | |the swelling of the lymph nodes in the abdomen. |teaspoon of salt (2. 5g) with a quarter of a litre (eight ounces) of water.It is | | | | |important never to swallow the water so this method may not be suitable for younger | | | | |children. | | |Diarrhoea/ |Vomiting and diarrhoea. Diarrhoea |Call parents. Send child home. Typical GP instructions follow. |No. | |Vomiting |is the passing of watery stools |Children with these conditions should be kept off school/treat at home. They can return 48 hours after their symptoms disappear.Most |Just if it lasts | | |more than is normal for you. |cases of vomiting or diarrhoea get better without treatment. |for more than 2-3| | | |Contact your GP if: |days and/or child| | | |your child has diarrhoea and is vomiting at the same time |will not ingest | | | |your child has diarrhoea that's particularly watery, has blood in it or lasts for long er than two or three days |any fluids. | | |your child has severe or continuous stomach ache | | | | |Otherwise, diarrhoea isn’t usually a cause for concern. Give your child plenty of clear drinks to replace the fluid that’s been lost, | | | | |but only give them food if they want it. | | | | |Don't give them fruit juice or squash, as these drinks can cause diarrhoea. | | | |Anti-diarrhoeal drugs can be dangerous, so don't give these. Oral rehydration treatment can help. | | | | |Don't allow children to swim in swimming pools for two weeks after the last episode of diarrhoea. | | |Chickenpox |The most commonly recognised chickenpox symptom is a red rash that can cover the entire body. |Call parents. Send child home. Typical |No. | | |However, even before the rash appears, you or your child may have some mild flu-like symptoms including: |GP instructions follow. Only if child has| | |feeling sick |If your child has chickenpox, inform |a weakened immune| | |a high temper ature (fever) of 38? C (100. 4? F) or over |their school or nursery and keep them |system or is a | | |aching, painful muscles |at home while they are infectious, |â€Å"newborn baby†. | | |headache |which is until the last blister has | | | |generally feeling unwell |burst and crusted over.This usually | | | |loss of appetite |takes five or six days after the rash | | | |These flu-like symptoms, especially the fever, tend to be worse in adults than in children. |begins. | | | |Chickenpox spots | | | | |Soon after the flu-like symptoms, an itchy rash appears. Some children and adults may only have a few spots, but others are covered |Also: | | | |from head to toe. |-painkillers | | | |The spots normally appear in clusters.But the spots can be anywhere on the body, even inside the ears and mouth, on the palms of |-hydration | | | |the hands, soles of the feet and inside the nappy area. |-treat itchiness to stop irritating the| | | |Although the rash starts as small, itchy red spots, after about 12-14 hours the spots develop a blister on top and become intensely |rash | | | |itchy. |-try to help child dress so as not to | | | |After a day or two, the fluid in the blisters gets cloudy and they begin to dry out and crust over. |be too hot or too cold. | | |After one to two weeks, the crusting skin will fall off naturally. | | | | |New spots can keep appearing in waves for three to five days after the rash begins. Therefore different clusters of spots may be at | | | | |different stages of blistering or drying out. | | | |Anaphylaxis |The time it takes the symptoms †¦ to develop depends on how the trigger entered your body. If it was |If anaphylaxis is suspected you should check what |Yes. See box to the left. | |something you ate, such as peanuts, then it can take †¦ from a few minutes to two hours. If it was |systems of the body are being affected by symptoms. | | | |something that entered your skin, such as a sting or an injection, it will usual ly take 5-30 minutes. |Most health professionals recommend a ABC method, | | | |Symptoms can vary †¦ sometimes it can only cause mild itching or swelling, but in some people it can be|where you should check: | | | |extreme and lead to death. Airways – are symptoms affecting the airways, such | | | |Symptoms of anaphylaxis include: |as swelling inside the throat | | | |a red raised itchy skin rash |Breathing – are symptoms affecting breathing such | | | |swelling of your eyes, lips, hands and feet |as causing shortness of breath | | | |narrowing of your airways which can cause breathing difficulties and wheezing |Circulation – are symptoms affecting the | | | |feeling like there is a lump inside your throat |circulation such as causing dizziness or fainting. | | |a sudden drop in blood pressure which can make you feel faint and dizzy |If a person has symptoms affecting all three of | | | |nausea |these systems of the body then it is likely that a | | | |vomi ting |person has anaphylaxis; especially if they also | | | |strange metallic taste in the mouth, |have symptoms affecting their skin. | | |sore, red, itchy eyes | | | | |a feeling of impending doom like something terrible is going to happen | | | |Impetigo |Impetigo does not cause any symptoms until 4-10 days after the initial exposure to the bacteria. |Call parents. Send child home. Typical GP |No. | | |People can easily pass the infection on to others without realising that they are infected. |instructions follow. |If symptoms have not improved | | |Symptoms of bullous impetigo begin with the appearance of fluid-filled blisters, which usually occur |Treat at home.Impetigo is not usually serious and |within seven days of starting | | |on the trunk (the central part of the body from above the waist, but excluding the head and neck) or |will often clear up without treatment after two to |treatment, go back to your GP for | | |on the arms and legs. The blisters may quickly spread, be fore bursting after several days to leave a |three weeks. |a follow-up appointment to discuss| | |yellow crust which heals without leaving any scarring. |However, if you or your child has symptoms, visit |other treatment options. | | |The blisters aren't usually painful, but the area of skin surrounding them may be itchy.As with |your GP to rule out the possibility of other, more | | | |non-bullous impetigo, it is important that you do not touch or scratch the affected areas of the skin. |serious infections. | | | |Symptoms of fever and swollen glands are more common in cases of bullous impetigo. |If impetigo is confirmed, it can usually be | | | |Symptoms of non-bullous impetigo begin with the appearance of red sores that usually occur around the |effectively treated with antibiotics which may be | | | |nose and mouth.However, sometimes other areas of the face and the limbs can also be affected. |prescribed in the form of a cream (topical) or as | | | |The sores quickly burst leavi ng thick, yellow-brown golden crusts. After the crusts dry, they leave a |tablets. With treatment, the infection should clear| | | |red mark that usually heals without scarring. The time it takes for the redness to disappear can vary |up after about seven to 10 days and the time that | | | |between a few days and a few weeks. |the person is infected will also be reduced. | | |The sores are not painful, but they may be itchy. It is important not to touch, or scratch, the sores | | | | |because this can spread the infection to other parts of your body, and to other people. | | | | |Other symptoms of impetigo, such as a fever and swollen glands, are rare but can occur in more severe | | | | |cases. | | |Ringworm |Ringworm often looks like a round, red or silvery patch of skin which may be scaly and itchy. |Call parents. Send |No. | | |The ring spreads outwards as it progresses. You can have one patch or several patches of ringworm, and in more serious cases your skin may |child home. T ypical |If this is your first | | |become raised and blistered. |GP instructions |episode and/or depending | | |The symptoms of scalp ringworm include: |follow.Treat at |on the type (some types | | |small patches of scaly skin on the scalp, which may be sore |home. Ringworm is |are treated with OTC | | |patchy hair loss |easily treated using|medicines), then contact | | |an itchy scalp |antifungal creams, |GP but it is not urgent. | | |The symptoms of foot ringworm (athlete’s foot) include: |tablets and shampoo. | | |an itchy, dry, red and flaky rash, usually in the spaces between your toes | | | | |The symptoms of groin ringworm (jock itch) include: | | | | |red-brown sores (not necessarily ring-shaped), which may have blisters or pus-filled sores around the edge | | | | |itchiness and redness around your groin area, such as your inner thighs and bottom (the genitals are not usually affected) | | | | |the skin on your inner thighs can become scaly and flaky | | | | |The symp toms of nail ringworm include: | | | | |a whitish thickening of the nail | | | | |discolouration (the nail can turn white, black, yellow or green) | | | |the nail can become brittle and start to fall off | | | | |the skin around the nail may be sore and irritated | | | |Accidents |In school, contact the trained First Aid Provider and have this individual |If an accident happens |Take the child to A if child: | | |provide an assessment of issues. |Call an ambulance if the child: |-hase a fever and are persistently lethargic despite | | |This topic has a huge range of possible definitions.An NHS search of accidents|stops breathing |having paracetamol or ibuprofen | | |with children provides: |is struggling for breath (for example, you may notice |-is having difficulty breathing (breathing fast, | | |Most young children have some injuries and accidents. Most will be minor, but |sucking in under the ribcage) |panting or are very wheezy) | | |it’s sensible to know what to do if th e accident or injury is more serious. |is unconscious or seems unaware of what's going on |-has severe abdominal pain | | |If you’re worried about [the] child’s injuries and not sure if they need |won’t wake up |-has a cut that won't stop bleeding or is gaping open| | |medical help, call NHS Direct on 0845 4647.If you’re unsure whether you should|has a fit for the first time, even if they seem to | | | |move [the] child, make sure they’re warm, then call an ambulance. |recover |-has a leg or arm injury and can’t use the limb | | | |have swallowed a poison or tablets | | |Whooping Cough |The symptoms of whooping cough usually take between six and 20 days to appear after infection with the |Call parents. Send child home. Typical GP instructions follow. |Some-what. | |Bordetella pertussis bacterium. This delay is known as the incubation period. |Whooping cough can be treated successfully with antibiotics and most |Child should| | |Whooping coug h tends to develop in stages, with mild symptoms occurring first, followed by a period of |people make a full recovery. |be seen by | | |more severe symptoms, before improvement begins. |Whooping cough is much less serious in older children and adults than |GP but not | | |Early symptoms |it is in babies and young children. Your GP will usually advise you to |emergently. | |The early symptoms of whooping cough are often similar to those of a common cold and may include: |manage the infection at home and follow some simpl

Book vs Movie Essay

There are different ways to get a story from different sources in modern times. Books have been good sources for stories, but movies are getting more popular and have the same story with the books. Why people still reading books; and others are prefer watching the movies? Reading books and watching movies have a lot in common, but there are some differences that makes the readers remain faithful to reading books. Reading books and watching movies are similar because they are telling the same story. They give the reader or the audience the same feelings after reading or watching about the story. The reader can feel sad of the story in a book while the audience can also feel the same after watching about the story in the movie. The general ideas, which are themes and main characters of the story, are the same. For example, Romeo and Juliet is romantic no matter it is read from a book or watched from a movie. A book and a movie both have a beginning, rising actions, and a resolution. The story are formed in the same structure regardless to it is a book or a movie. Even though there are similarities; reading books and watching movies give details through different ways. By reading the books, the reader has to open his mind for imaginations. Books only show words, and the images of the story are imagined in the brain. On the other hand, movies give a particular picture of the story to the audiences, and the audiences get details through visual and hearing. The audiences can only get what is shown in the movies but can’t think outside the box for more creative thinking. The readers can have different feedbacks to the story, but the audiences can only agree with the movies; therefore, reading books and watching movies make the readers or audiences response differently. Watching movies can save a lot of time, but reading books could take a long time depending on the speed of reading. For those who can’t read fast, they would prefer watching movies. A movie will take about two hours, but reading a book could take more than two weeks for some readers. People think reading books and watching movies are the same, so they will choose to watch the movie for their time’s sake. Watching the movie can give them a better picture about the story because it is visual and is within a shorter period of time; therefore, the audience can remember the story easier. Besides, movies keep on renewing every week, but a new book needs to be written and published which will take a long time. That’s why people who like new and fresh things will prefer watching movies. Although watching  movies seems to be more convenient, but people are still reading books. The reason is that books give more details to the readers and usually reveal more characters that are not shown in the movies. Movie producers need to cut away some details because they need to squeeze everything into one to two hours. Books can attract the reader to continue reading and give some suspense so that the reader will be hooked or tempted to finish the book to find out the truth. Reading books can improve the reader’s writing and reading skills, but watching movies brings nothing else but entertainment. Before movies were invented, most of the people read books to entertain and improve themselves. Since movies came out, people are attracted by the beautiful and colorful graphics in the movies but have forgotten the books which are full of details and meanings. People are too obsessed to the shortcuts and mirth’s from the movies, but maybe they should just grab a book, sit down, and read a good book. In my opinion I rather have the time to sit and enjoy reading a great book full of entertainment. In most cases people would watch the movie which tells the story in a short amount of time which is more convenient for them. Either they’re lazy or careless about reading the whole book ful l of fun and detail. That how I enjoy the full version of the story in which I take my time to enjoy.

Charles Darwins Finches and the Theory of Evolution

Charles Darwins Finches and the Theory of Evolution Charles Darwin is known as the father of evolution. When he was a young man, Darwin set out on a voyage on the HMS Beagle. The ship sailed from England in late December of 1831 with Charles Darwin aboard as the crews naturalist. The voyage was to take the ship around South America with many stops along the way. It was Darwins job to study the local flora and fauna, collecting samples and making observations he could take back to Europe with him of such a diverse and tropical location. The crew made it to South America in a few short months, after a brief stop in the Canary Islands. Darwin spent most of his time on land collecting data. They stayed for more than three years on the continent of South America before venturing on to other locations. The next celebrated stop for the HMS Beagle was the Galapagos Islands off the coast of Ecuador. Galapagos Islands Charles Darwin and the rest of the HMS Beagle crew spent only five weeks in the Galapagos Islands, but the research performed there and the species Darwin brought back to England were instrumental in the formation of a core part of the original theory of evolution and Darwins ideas on natural selection which he published in his first book . Darwin studied the geology of the region along with giant tortoises that were indigenous to the area. Perhaps the best known of Darwins species he collected while on the Galapagos Islands were what are now called Darwins Finches. In reality, these birds are not really part of the finch family and are thought to probably actually be some sort of blackbird or mockingbird. However, Darwin was not very familiar with birds, so he killed and preserved the specimens to take back to England with him where he could collaborate with an ornithologist. Finches and Evolution The HMS Beagle continued to sail on to as far away lands as New Zealand before returning to England in 1836. It was back in Europe when he enlisted in the help of John Gould, a celebrated ornithologist in England. Gould was surprised to see the differences in the beaks of the birds and identified the 14 different specimens as actual different species - 12 of which were brand new species. He had not seen these species anywhere else before and concluded they were unique to the Galapagos Islands. The other, similar, birds Darwin had brought back from the South American mainland were much more common but different than the new Galapagos species. Charles Darwin did not come up with the Theory of Evolution on this voyage. As a matter of fact, his grandfather Erasmus Darwin had already instilled the idea that species change through time in Charles. However, the Galapagos finches helped Darwin solidify his idea of natural selection. The favorable adaptations of Darwins Finches beaks were selected for over generations until they all branched out to make new species. These birds, although nearly identical in all other ways to mainland finches, had different beaks. Their beaks had adapted to the type of food they ate in order to fill different niches on the Galapagos Islands. Their isolation on the islands over long periods of time made them undergo speciation. Charles Darwin then began to disregard the previous thoughts on evolution put forth by Jean Baptiste Lamarck who claimed species spontaneously generated from nothingness. Darwin wrote about his travels in the book The Voyage of the Beagle and fully explored the information he gained from the Galapagos Finches in his most famous book On the Origin of Species. It was in that publication that he first discussed how species changed over time, including divergent evolution, or adaptive radiation, of the Galapagos finches.

Top 10 Telecommuting Jobs That Will Pay You a Great Salary

Top 10 Telecommuting Jobs That Will Pay You a Great Salary Want to work at home and still feel like a mover and shaker? Telecommuting doesn’t have to be mindless and dull. Here are 10 surprisingly interesting and challenging telecommuting jobs where you can work from home, not be bored to tears, and earn a living. 1. Offshore and Marine Travel ConsultantIf you’ve got service skills, plus a travel or military background, then this could be a good gig for you. You’ll need plenty of experience managing international and domestic travel routes, experience with corporate clients, and solid marine contacts. The average salary is just over $30k per year.2. Account ExecutiveIf you’ve got at least three years of good sales experience, then you could work in account management, client services, or even bilingual sales- if you speak Spanish. Good organization and communication skills are a plus. And the median salary is nearly $68k per year.3. Foreign Language Legal ResearcherHave reading fluency in another language and lega l experience? You could help law firms out evaluating regulations and industry developments as well as researching and updating databases. Legal researchers on average make just over $46k per year, with a median salary well over $60k.4. Senior Threat ResearcherIf you’ve got a solid background in software development, understand reverse engineering, â€Å"exploit and attack† development, and have a good handle on rooting out abnormalities and detecting cyber threats? Take your Windows, OSX, and Linux savvy and collect a median salary of nearly $97k per year.5. DevOps EngineerDevOps Engineers should be fluent in at least one programming language and have a solid engineering or software development background. You’d be building the back end of company’s websites and tracking performance. Median annual salary: over $89k.6. Events ManagerYou can work from anywhere, but you’ll need some solid communication, service, event planning, nonprofit, and possibl y sports and fitness experience to help you manage all the budgets, logistics, recruiting, and marketing (etc.) aspects of the job. Not to mention at least three years experience. The median salary is over $74.5k per year.7. Speech/Language PathologistYou’ll need a Masters in speech language pathology and a national certificate, but you can work remotely, helping K-12 students through online platforms. The median annual salary is just under $70k.8. Head of DesignIf you have at least five years of great experience as a product designer and are well versed in both graphic and web design, you can lead a team of collaborating designers and make a whopping median annual salary of about $175k per year.9. RN for Nurse Advice Line TriageYou’ll need an RN license plus three years of solid and relevant nursing experience in a clinical environment that deals with acute patient care (emergency or ICU, etc.), but you can work remotely providing care to patients on help lines. The m edian salary is just over $68k per year.10. Product ManagerIf you have an IT with securities service experience and at least three years under your belt in product management, you can provide driving and support service for a number of employers and telecommute. The median annual salary is just around $61k.

Week 3 Conference Essay Example | Topics and Well Written Essays - 500 words - 1

Week 3 Conference - Essay Example This order was issued on 13 November 2001. I do not agree that the military tribunal provide constitutional right fully because they do not provide tor the right of the due process of law that has been accorded to all accused persons in the United States. In that, any evidence or testimony from previous trials can be admissible during the trial, which I not the case in the criminal civil courts that means that the tried person is not accorded the right to due process. According to the constitution adopted in 1787 gave the president who is the command in chief of the armed forces power to determine and punish war crimes committed by the offenders and the terrorist. (Article 1, section 8, clause10). In the case of Exparte Milligan (1866), the court illustrated that the constitution protects the law of the land. It also tried to justify the fact that every person should get a fair trial. Where upon Appeal it was held that Milligan should have been tried in a regular court, and not a military tribunal as the law protects every persons and they are equal. Korematsu had a right of fair treatment as any other American resident but since he was Japanese, the government felt that they had a right to protect their country during war times. Moreover, if they saw him as a threat then they had a right to send him away from his home where he had refused to come out of, as he believed it was his right. The court felt that it was impossible from them to separate the friend from the foe or the royal and the disloyal as Korematsu was from the imperial Japan. This was the same case as the Chinese where they were denied to open laundry places at this time. The exclusion order 9066 at that time that is the 1942 to 1944 was seen as constitution because the courts sided with the government as they were trying to protect the country during the time of war. It was also held that the individual right of Mr. Fred was not as important as the rights of