The Precepts of Ptah Hotep

Precepts of Ptah Hotep Even though The Precepts of Ptah Hotep is one of the oldest documents in the world, the precepts are still relevant to social customs today. To be more specific, the 19th precept is one that I agree with and believe is beneficial to everybody. It states: â€Å"Be not of an irritable temper as regards that which happens at your side; grumble not over your own affairs. † I believe this precept is beneficial because it focuses on being positive and not on being negative, and it shows respect to yourself and to others.Precept number 19 tells us not to focus on the things that go wrong with our lives and not to complain. It's saying to let things go and to not dwell in the past. This precept ties into the whole reason for social codes. Social codes, like The Precept of Ptah Hotep, are meant to be followed; and as Collin said, if for some reason one is broken by a person, that person should be able to fix it, to make up for the wrong they have done by not grum bling about it, but instead working to fix it. This precept is very much like the well known saying â€Å"Hakuna matata† used in the popularDisney movie, The Lion King. The saying means no worries and is used in the movie to tell a character not to dwell in the past and be sad about things that he cannot change, but instead to be happy about the present. If you do dwell in the past and grumble about bad things that have happened to you, people will not want to be around you because of your negativity. It is disrespectful to only talk about the bad things that you have experienced when you are around other people. If you can never let things go, you will not be fun to hang out with and will end up alone. ink this precept is very beneficial to everybody because it relates to how you treat others and yourself, which I think is a very important thing to understand how to do respectfully. It is important to me because it is something I believe I can do better at. For example, if I have a soccer game and we lose, I usually try not to dwell on the fact that we lost, although sometimes I can't help it. There isn't really any point in getting myself or my team down that we lost because it won't help anyone do better in the next game. It would be a very disrespectful thing to bring not Just myself, but others own into the dumps.The smart thing to do would be to congratulate my team for trying, and to Just focus on getting better. I believe that the 19th precept from The Precepts of Ptah Hotep is one of the most important. It not only stresses respect for the individual and the majority, but also on being positive. I think that everybody can improve on letting things go and instead of complaining, trying to improve things. People can benefit by following precept 19 by being more fun to be around and making yourself and others happier. The Precepts of Ptah Hotep By ccbb43

NCFE Level 2 Certificate for children and Young Peoples Workforce Essay

UNIT 1 1.1 Observe and record aspects of the development of a child or young person- All early years setting observe children everyday. There are many different ways of doing this. Knowing what to look for is important most settings will observe children’s development to see how they are doing in the following areas: PHYSICAL- Children’s physical development is about the way that they use their hands, move and balance and also manage skills such as kicking a ball. Most play involves physical development; you may be able to observe a child’s physical development as they are playing e.g. a child pushing a pushchair or a child playing football. COMMUNICATION AND LANGUAGE- Most children will talk as they play if they are using speech. Babies and toddlers might use body language or gestures to communicate with us. Children’s speech and language is important to their overall development. PERSONAL, SOCIAL AND EMOTIONAL- Quite a lot of information can be learnt about these aspects of development while children are playing. Observing children’s personal social and emotional development means looking at whether they have strong relationships and whether they enjoy being with others. Being with others is important for children. Even young babies show their happy while being with others and make eye contact. UNIT 1 1.2 Identify different observation methods and know why they are used- We observe children because we use the information we record to plan activities that are relevant for the child or change your setting in some way to reflect what you have learned about the children as a group to help them develop. There are different ways of observing a child for example: with yours eyes, your ears, or through planned activities. We also record the observation in different ways, i.e.- Focused observation- A focused observation is where you observe what a child is doing recording every detail, this helps record the development of the child and when linked with the EYFS we can identify what stage the child is at. Snapshot observation- A snapshot observation is where you witness a child’s development with your own eyes or hear it with your ears that was not adult led but child initiated. You will then record it and link it with the EYFS and then you could plan an activity that would help their development in that particular area. Daily diary- In my setting a daily diary record is kept of what a child has done through the day if the child was a baby it would include what time their feed was, what they ate and what time they slept and for how long. It would also include what the child has shown interest in that day and what activity the child was encouraged to be involved in. This is shared with the parent on a daily or weekly basis so the parents can see how the child is doing in the nursery. UNIT 1 1.3 Support assessments of the development needs of a child or young person- Once I have observed a child, I will then think about what I have learnt about the child’s development, interests or needs. This is done so that setting’s can plan activities and resources. I will think about what a child is doing in relation to the early year’s foundation stage. Confidentiality is very important, I must make sure that any information about the child cannot be seen by people that are not working with the child or do not have reason to see it. When I observe a child it is important that I stay as objective as possible, This means really focussing on what the child is doing at the time I am watching them and trying to forget what I may already know about them. [pic] 1.4 Suggest ways the identified development needs of a child or young person can be met in the work setting- There are many ways a work setting can be meet indentified development needs in children. They can reflect on the child’s interest and views, it is important to base our ideas around what we have seen the child doing and enjoying, activities to support a child’s development do not work if the child does not like them or are not interested. Providing a challenge will help the child to make progress, this means any ideas for activities must be exciting. Play is an important way of helping children to develop skills without realising it. They can also make sure that in the work setting all planning is flexible as a child may come in and not feel like playing or might have other ideas about what they would like to do, Also working with parents so they have consistency by doing the same at home as they do in nursery. UNIT 1 2.1 Carry out activities with a child or young person to support their holistic development- I have carried out an activity with three children ages 8 months-1year. I first planned the activity of what I would need and do, as you can see blow, while doing the activity I done observations on all three children but focused on my key child, this observation has also been included for you to see. After doing my activity I then sat down and looked at my plan and observation, I evaluated it and wrote down next step. Activity plan Type of activity: Holistic / Sensory. Activity: Exploring the treasure basket. Number of children: 3 focused on one child. Material needed: Treasure basket, Holistic objects. Activity: I will take three children; one would be my focused child. I will then sit them in a circle with the reassure basket and holistic objects in the middle. I will then encourage the children to explore and feel the different objects. I will also observe how they react and record it. 2.2 Record observations of the child or young person’s participation in the activities- Focused observation Child A has pulled a sponge out of the treasure basket, she starts to pull it with both hands, child A then holds the sponge in her right hand and starts to wave it about. Child A then reaches into the treasure basket with her left hand and starts to pull out the material, a staff member says â€Å"what’s this† and child A watches the staff and copies them with the material pulling it with both hands. Evaluation While doing my activity I done an observation on my focused child. Looking at my observation and what the child did during the activity I can see that child A likes to feel objects with her hands. Child A also learns by watching others and then copies them. My next steps for child A is to introduce sensory activities e.g. exploring mash potato as she could feel and taste at the same time. UNIT 1 3.1 & 3.2 Describe the different transitions children and young people may experience- Explain how to give adult support for each of these transitions- Children and young people may experience different transitions such as: 3.1 NEW SIBLINGS- When a child or young person’s parent’s have a new baby it could leave the older child feeling like they are not the baby anymore, they may feel jealous or even upset because they may not be getting as much attention as before, this could make the child start attention seeking, they may start acting up e.g. lying or not listening. 3.2 I can support a child if they are feeling this; I could try explaining to the child about the positive side to having a sibling, and would also empathise with the child explaining why they feel the way the feel. 3.1 TOILET TRAINING- This could make a child feel frustrated because he/she might not be able to tell you they need the toilet on time, or they may not recognise the signs. This will cause the child to have an accident and may then feel embarrassed. 3.2 I can support them by encouraging them to use their words to communicate to an adult. I could also use flash cards to learn the child what a toilet looks like and how to say toilet. I would praise the child when they go to the toilet e.g. verbally or using stickers, this will encourage the child to want to do it again to receive more praise. 3.1 MOVING AWAY- This could make the child frustrated because they are being torn away from either their favourite place or even their friends. When a child moves away they may feel lost or scared, lonely or even anxious this could possibly end in depression and make the child’s behaviour worse in nursery or school. 3.2 I would support a child or young person moving away by making the transition a happy experience, I would explain what is going to happen and when, then try and make them understand why it is happening. 3.1 STARTING A NEW SCHOOL- When a child moves school they may start to feel sad, upset or lost that they are leaving all their friends behind and may not see them everyday anymore, they might not understand why they are leaving. Moving school could make the child feel nervous because they do not know anyone and will have to make new friends, the child could feel anxious because they don’t know what to expect. This could make them feel shy and not want to go to school. 3.2 I can support the family in advance preparing them for the change. I can explain to the child what is going to happen so it’s not a big shock for them. I could suggest to the parent to take them to visit the new school setting so they know and recognise the surroundings they are going to. UNIT 1 4.1 Explain how a work setting can encourage children and young people’s positive behaviour- A work setting can encourage children and young people’s positive behaviour by: †¢ Following behaviour policy. †¢ Providing a simulating and challenging environment. †¢ Positive behaviour reinforced through praise and rewards. †¢ Having clear boundaries. †¢ Developing positive relationships. †¢ Meeting individual needs. †¢ Giving children choices. †¢ Having adult role model. †¢ Listening to children and valuing their opinions. †¢ Encouraging children to resolve conflict. †¢ Following plans for individual behaviour. 4.2 Demonstrate how children and young people are encouraged to engage in positive behaviour- As we are role models, we must always express positive body and verbal language and support rules. We should be confident and professional so that children will become self confident and express positive behaviour. Giving verbal praise and rewards such as stickers to a child’s positive behaviour will encourage them to continue this way. Rewards also go a long way in promoting positive behaviour in a child. We should always lead by example. We should use encouraging words, be approachable, understanding and show empathy in order to encourage positive behaviour. When there is a good relationship between the adult and child, and the child is behaving positively, the child receives lots of good attention. This encourages them to repeat the same behaviour. In the same way, if a child is behaving in a way where they will get negative attention, they normally want to change their behaviour so they can receive positive attention again. UNIT 1 4.3 Reflect on own role in promoting positive behaviour in children or young people- My setting has clear rules and boundaries that I will meet at all times. I will follow the behaviour policy within my setting, this will encourage positive behaviour. I would encourage the children to be kind with other people by maintaining a good environment. I will also meet the children’s needs and plan activities to meet those needs. I will set an example in myself and will always have and use positive behaviour, as I am a role model to them. I will reward the children that have showed positive behaviour through verbal or stickers to praise them. I would use encouraging words and make sure I provide a simulating environment. Also I will make them feel safe and secure when being left by parents. 5.1 Review effectiveness of own contribution to the assessment of the developmental needs of a child or young person- By observing a child, I can see how the child is progressing. When I’m observing a child I will be looking for development in the seven different areas covered in the EYFS which are: P.S.E.D- Personal, Social and Emotional development. C.L- Communication and Language. P.D- Physical Development. L- Literacy. M- Maths. E.A.D- Expressive Art and Design. U.W- Understanding the World. Once the observation is linked with one of these areas I can then write my next steps and plan activities around that area that will aid the child’s development further. 5.2 Review effectiveness of own role in supporting the child or young person’s development- When supporting the child’s development, I will have observed the child looking at all the areas of the EYFS. I would have then linked it. After I would have wrote my next steps. This was effective because I can see what stage and in what area within the EYFS the child is at. I then planned an activity that would be challenging. This helped me to know what recourses I needed for the activity and also helped the child further their development in a fun and happy way. UNIT 1 5.3 Identify changes that can be made to own practice in supporting child and young person development- The changes that can be made in my setting are communication skills, time keeping and working with parents. This will help support the child’s development because these will help the child become more confident and have structure and routine while in the nursery this is important as a child will be unhappy and will not be able to learn if they don’t have these. UNIT 2 1.1 Describe the common types of fractures- A fracture is simply a broken bone. When a bone is broken, the nerves, blood vessels and muscles around the brake will be damaged as well. Often a fracture may not break the full bone in young children as their bones are more flexible than adults. This sort of fracture is sometimes referred to as a greenstick fracture. Fractures can be one of two main types closed or open. Closed fractures- This is the most common type of fracture, this is where the skin around the fracture does not break. Open fracture- This is where there is an open wound at the site of the fracture. Sometimes the bone sticks out of the wound; this creates a big risk of infection. Dislocation- A dislocation is where the bone separates from a joint, this can occur easily in children. Never tug or pull on a child’s arm or hand, and never pick them up by their hands or arms. 1.2 & 1.3 Describe how to manage a fracture or dislocation- You will usually be able to tell quite easily if a child has a fracture or dislocation. In children that are older they are likely to tell you that their arm or leg hurts. Alternatively, look for- †¢ Swelling around the injured area. †¢ Unnatural position. †¢ Open wounds or breaks around the skin. †¢ Tenderness. †¢ Loss of power / Ability to move. My role is to make sure I maintain the injured part in the most comfortable position while waiting for the ambulance. UNIT 2 2.1 Describe how to recognise and manage head injuries- A head injury can result in Concussion, skull fracture or cerebral compression. I would be able to recognise a head injury by the following signs: †¢ Swelling. †¢ Bruising. †¢ Nausea. †¢ Vomiting- on more then one occasion. †¢ A bump. †¢ Severe drowsiness. †¢ Blurred vision. †¢ Fits. †¢ Bleeding from any part of the head. †¢ Change in the type of cry of a baby. †¢ Difficulty in walking or talking. †¢ Being pale and sweaty. †¢ Pupils of the eyes uneven in size. †¢ Aggression and irritability. †¢ Clear or blood-stained fluid from the ears or nose. †¢ Changes in behaviour. †¢ Swollen soft spots on a baby’s skull. Often after a child has had a bang to the head they might just have a bump and feel dazed and will not need to go to the hospital. It is still important I monitor the child closely for about six hours after the accident, and be alert for any changes for a few days. I will inform and give clear instructions to the parents about what to look for after a bang to the head and encourage them to seek medical help if they are worried. Bleeding can happen straight after the injury or a few days later, or blood can build up slowly. If any of the signs of a head injury occur I would call for an ambulance and the child’s parents immediately. While waiting for the ambulance I would control any external bleeding by applying pressure with a pad, lay the child down, if the child is unconscious act as if there is also an injury to the neck, I will also make note of the symptoms e.g. vomiting, pupil size, how long the child has been or was unconscious for. Etc. 2.2 Demonstrate how to manage a suspected spinal injury- Spinal injuries are unusual in young children But can happen if a child falls from a height. It is very important you do not move or attempt to move the child as any slight movement can cause serious damage, including paralysis. I will steady and support the neck and head, and dial 999 for an ambulance. UNIT 2 3.1 Describe how to manage and infant and a child with foreign bodies in their eyes, ears and nose- There as many things that can get stuck in these places e.g. crayons, glitter and beads. Beads fit into these places incredibly well. When something is stuck up a child’s nose or ear, if there is enough sticking out to get a firm grip on e.g. a crayon, I will gently try to ease it out I will not touch it as the result will be it becoming further stuck in. If it is not possible to ease out I would simply call for the first aider to take the child to the nearest NHS walk-in centre or minor injuries unit. 3.2 Describe how to recognise and manage common eye injuries- Most children will manage to get foreign bodies in their eyes such as: Paint Dust Sand Eyelashes Glitter Fluff These sorts of things can easily be removed. I would sit the child down and put on a pair of disposable gloves. I will then Gently pull down the lower eyelid and any remove any visible foreign bodies with either a clean wet piece of tissue or a small piece of wet gauze swab. Yet if this fails to works I will pull the upper eyelid over the lower lid ad try to flush it out with tears. If it still remains in the eye I will then try to wash the eye with water by: Positioning the child’s head over the sink or bowl with their eye open, facing the bottom of the sink or bowl. Using a plastic cup try to pour water on the eye from the tear duct outwards. If none of this works and the eye is still red and the child still says it is painful I will seek professional help. UNIT 2 4.1 Describe how to recognise and manage chronic medical conditions including: sickle cell anaemia, diabetes and asthma- The most common chronic health conditions you may come into contact with are asthma, sickle cell anaemia and diabetes. Sickle Cell Anaemia is a genetically inherited condition and is common in children of an African-Caribbean heritage. Sickle cell anaemia is a blood disorder that red blood cells become distorted and can block vessels in the body. The signs and symptoms are lack of energy and being breathless also they would look yellow in colour due to jaundice and they would be in severe pain. Straight away I would consult a doctor and my line manager I would recode these symptoms and everything else in my accident book. I would also inform the parents. Diabetes is a lifelong medical condition. Most children who have diabetes will need insulin injections. If a child has too much or not enough insulin, they are at risk of getting hypoglycaemia (hypo attack) or hyperglycaemia (hyper attack). A child going into ‘hypo’ may be: drowsy, pale, sweating, confused, trembling or irritable. The child needs to balance the insulin by having sugar I can give this to the child directly in the mouth or a drink of orange juice for example. Usually the child will not need any more treatment and will respond quickly to sugars that are easily absorbed. A ‘hyper’ attack is caused by lack of insulin medical help is needed, I will call for an ambulance. A child going into ‘hyper’ attack may shows signs of the following: Very thirsty, drowsy, passing urine very often, have a fruity-smelling breath, vomiting, eventually become unconscious. Asthma attacks can be brought on by: exercise, stress, very cold air and pollen or dust. Asthma is caused by the airways in the lungs closing up. This makes it difficult for the child to take breaths. I would recognise this as the child wheezes and breathing in/out becomes more difficult. A child with asthma will usually use one or more inhalers to control it. They should a lways have their inhaler available at all times to help them deal with an attack. Often a child will use their inhaler before exercise. If an asthma attack is left untreated, a child can die. If a child is having an asthma attack I would make them comfortable. Sit them in a quiet area away from other children and seat the child in the position most comfortable to them. I will also help them to use their inhaler – usually a blue reliever. I will encourage the child to breath slowly, if the attack does not subside, then I’ll call for medical help. UNIT 2 4.2 Describe how to recognise and manage serious sudden illnesses including: Meningitis and Febrile convulsions- Meningitis- In most settings children may become ill during the day. Some cases the development of a high temperature, vomiting and a rash are just parts of mild illness. However, in a few cases they can be the start to a life threatening illness. If I was worried bout the child’s symptoms, I would seek medical help. Babies and young children can deteriorate very quickly. I would be able to recognise a child with meningitis by these common symptoms: †¢ Stiff neck. †¢ Reaction to light. †¢ High temperature. †¢ Headache. †¢ Bulging fontanelles in babies. †¢ Irritability. One sign of meningitis is a rash that does not fade under pressure, I would perform the glass test to detect whether the rash fades or not. A fever with a rash that does not fade under pressure is a medical emergency. If I suspect a child has meningitis I will call an ambulance immediately and inform the parents, while waiting for the ambulance I will stay with the child and make them feel comfortable. Febrile convulsions- I would be able to recognise a child with febrile convulsions as the child may be experiencing, loss of consciousness, a short spell of not breathing, heavy dribbling, neck and back arching, body rigid and shaking and heavy dribbling. I will perform the following to prevent the child from choking or injuring themselves: I will put the child on their side making sure the airway is open, I will clear any surroundings objects, if the child is hot I would help to cool them by opening a window or putting a fan on or I will remove some clothing, I would place the child in recovery position, also sponge the child down and if this is their first convulsion or does not stop after three minutes then I will dial 999 for an ambulance. UNIT 2 5.1 Describe how to recognise and treat the effects of extreme cold for an infant and a child- If body temperature drops to below 35 degrees, hypothermia will cause a slowdown in the working of the body and can lead to tissue damage and death. I will look for: – Low body temperature. – If the child is being sluggish or unconscious. I will treat the child who is suffering the effects of extreme cold by bringing tem into a warm room or close to a warm body, I will wrap the child in a blanket or coat, I would call for an ambulance and encourage them to drink warm drinks. 5.2 Describe how to recognise and treat the effects of extreme heat for an infant and a child- It is easy to recognise when a child is too hot, they may show signs of: heavy sweating, tiredness, feeling sick and generally ill, high temperature, rapid breathing, febrile convulsions in babies and small children. When the body temperature is over 40 degrees this can cause heatstroke and can result in brain damage or death. Heat exhaustion is more common in children, especially if they have been playing out in hot weather. It can be life-threatening if a baby or young child overheats. If this happens I would move the child out of the heat and give them plenty of water to drink, I would cool them by applying cool water or cool cloths, I would remove excess clothing then if there is no improvement, or if I suspect heatstroke I will call for an ambulance. UNIT 2 6.1 Describe how to safely manage an incident involving electricity- If there is an incident where a child has been in contact with electricity, the priority is to isolate the source. If possible I will switch the power off at the mains or master switch. If this is not possible I could get a wooden broom or chair and push the child well away from the electric source. I do not want to rush in to get hold of the child; this will result in me also being injured. 6.2 Describe first aid treatments or electric shock incidents- Exposure to electricity can stop the heat. If this is the case then I will start ABC: Airway. Breathing. Circulation, and call for an ambulance. The places where the electricity has entered and left the body may have burns that need first aid treatment of lots of cool water. But I will only give this after the power source has been switched off or the child has been safely removed. 7.1 Describe how to recognise the severity of burns and scalds to an infant and a child and respond accordingly- There are three factors that affect the severity of a burn or scald: – Size, witch it usually described as a percentage. The palm of the hand is about 1% of the body skin. – Location, a burn to the face, feet, hands or genitals are more serious. – Depth. Burns occur when the skin is exposed to heat or chemicals, for example fire, sunburn, friction, acid, bleach or garden chemicals. Scalds happen when the skin is exposed to hot fluids, for example boiling water, steam or hot fat. Burns and scalds are usually divided into three categories depending on how much damage they cause to the skin and underlying tissues. First-degree or minor burns are superficial and affect only the outer layer of the skin, making it red and sore. Second-degree or partial thickness burns extend below the surface of the skin. The skin looks raw and blisters form. Third-degree or full thickness burns damage the entire layer of the skin and underlying tissues to affect nerves, muscle and fat. The skin looks pale and waxy. First-degree burns can be recognized by slight swelling and redness. In second-degree burns, the skin looks red raw and blisters will appear. Black or waxy skin indicates a third-degree burn and that the burn is serious. Serious burns can cause shock. A scald in the mouth or throat, may cause swelling and make breathing difficult. Scalds are caused by liquids e.g. water or hot drinks. Burns can be caused by fire, electricity, the sun, chemicals or very hot materials such as metals. UNIT 2 7.2 Describe how to treat burns and scalds to an infant and a child- I would seek medical attention for any child with a burn that is: †¢ Causing serious pain. †¢ On the face or hands. †¢ A chemical or electrical burn. †¢ Deep or blistering. †¢ Accompanied by inhaling smoke or fumes. †¢ No larger than a postage stamp. First-degree burns can be treated at home and usually heal in seven to ten days. Second- and third-degree burns are much more serious and require medical attention as there is a risk of infection and shock developing. I would act immediately to a child who has a burn or scald; I would cool the burn with cold water- preferably under gently running water, for at least 10 minutes. I will remove any clothing that is not stuck to the burn. I would cover the burn with a sterile or clean dressing, or even a clean plastic bag; this will keep the air out of the burn. If there is any burn or scald on a baby or young child I will call an ambulance straight away. 8.1 Describe how poisons enter the body- Poisons can entre the body by being swallowed; for example cleaning fluids, tablets. Also be being breathed in by fumes and dust. Or it can entre the body through the skin e.g. fluids, powders. Here are some common examples of items that can be poisonous: Cleaning fluids can burn the mouth and digestive system when took if in unlocked cupboard. Sleeping tablets from unattended handbag can make a child unconsciousness and possibly result in death. Poison ivy plants can cause severe irritation and blistering to the skin. UNIT 2 8.2 Describe how to recognise and treat an infant and a child affected by common poisonous substances, including plants- Each poisonous substance will have a different effect on a child’s body, depending on what the poison is and how it has entered the body. When I find a child who I suspect has been poisoned I will look around for evidence like: †¢ Open drug containers. †¢ Open chemical containers. †¢ Unusual smells on child’s breath. †¢ Unusual smells, such as gas fumes. I would recognise if a child has been poisoned as they may show signs of: †¢ Vomiting. †¢ Pain. †¢ Burns around the mouth. †¢ Blisters or swelling. †¢ Drowsiness or unconsciousness. †¢ Severe rash or itching of the skin. I would treat the child by dialling 999 for an ambulance, I would try to find out what the child has taken, how much and when or what they have been in contact with and I will give my evidence to medical help. If the child is unconscious, I will check the airway and put the child in the recovery position. If the child has been poisoned by a poisonous plant I will rinse the skin under running water. 8.3 Identify sources of information that provide procedures for treating those affected by poisonous substances- UNIT 2 9.1 Describe how to recognise the severity of bites and stings to an infant and a child and respond accordingly- It is important I recognise when medical intervention is needed and make sure the child gets it. Most bites and stings are quite minor and just need cleaning or stings removing and reassurance. The most dangerous reaction a child would get from a sting or bite is if they are allergic to the sting or bite. Allergic reactions can develop very quickly. I would look for: †¢ Difficulty in breathing. †¢ Severe swelling at the site. †¢ Swelling of the face. †¢ Redness and raised rash. If a child had this type of reaction I would call for an ambulance immediately and inform there parents. Bites are usually easy to recognise. If a child has been bite I may see teeth marks or puncture wounds. Any cuts will usually be jagged. The bites also usually will have bruising with them, so I would see that the area is red and it may be slightly swollen. If I see the bite is badly bleeding or the child is seriously injured I will control the bleeding and call for an ambulance. But if the bite is not that serious I will wash the area thoroughly and apply a cold pact to the area to ease the swelling. I will also apply a dressing if there are breaks in the skin. I would recognise an Insect stings as the area would be red and may have mild swelling. Also the child would be complaining that it is painful and itchy. I would move the child away from any further risks of stings. I would check the area that has been stung and remove any sting by scrapping away from the area with my fingernail or card for example. I will wash the area well with soap and water and apply a cold pack to reduce any swelling and ease the pain. ———————– Support the assessment of children and young people Using the assessment framework Avoiding Bias Maintaining confidentiality

Analysis of Oath of the Horatii

Analysis of Oath of the Horatii Essay French artist, Jacques-Louis David’s painting, Oath of the Horatii, is one of the most recognizable works of the nineteenth century. This painting is important in the history of French painting. Oath of Horatii was painted in Rome in the style of Neo-Classicism (Kumskova). The French artist oil on canvas painting demonstrates a dramatic portrayal of the Horatii brothers swearing their allegiance to the state as their father stands with swords held high for them to grasp. This painting also depicts a scene about a dispute from a Roman legend about a dispute between two warning cities, Rome and Alba Longa, which stresses the importance of masculine self-sacrifice for one’s country and patriotism when the three Horatii brothers are about to go to war for their country (Wikipedia). The dà ©cor of this Neo classic painting is reduced to a more abstract order, which is architectural space: massive columns and equally massive arches opening out onto a majestic shadow (Wikipedia). The three archways are proportioned in size and space, which also corresponds into three groups. Instead of, Jacques-Louis David opening his painting out onto a landscape or an expansion of the sky, he closes it off to the outside (Kumskova). David’s choices of the architecture and lack of landscape helps make the piece of art more personal and historic. The dà ©cor not only enhances the painting’s true value, but provides the viewer with a well blended array of colors. The choice of colors are limited, but well balanced. David’s color selection seems to consist of red, blue, brown, white, black, and flesh tones. The vibrant red of the cloak of Horatii draws the viewers to the center (Kumskova). The Horatii brothers clothing are of red, white, and blue as they prepare to patriotically fight for the glory of Rome (Wikipedia). Yet, the women in the corner with a sullen mood have earth tone colors. In addition, the scene is closed off from the rest of the world by shadowy recesses among the columns. Throughout Oath of Horatii, the use of shadow helps add depth in the basic colors and give variations of hue. The Oath of Horatiis use of dull colors show the importance of the story behind the painting and also demonstrates the neoclassical art style, which employs the principles of designs. The storyline of Oath of the Horatii is a landmark composition, symbolically and pictorially. The painting is set against a dark, muted classical background that emphasizes the true background and emotion of this masterpiece. The theme of the painting has a patriotic and neoclassical perspective. The atmosphere is softened by shades of green, brown, pink, and red, which are all very discreet. The light in the setting takes on a brick toned reflection, which encircles David’s figures with a mysterious halo as a result (Kumskova). Besides the storyline of the three Horatii brothers, viewers can see the side of the painting that show the women and children of the family mourning the sons’ departure, which intertwines with the dark toned colors of the painting. David’s placement of figures and forms in the canvas act as a way to tell the story of this history’s painting , but most importantly offers more subtle hints to what happens next (Kumskova). David’s ‘The Oath of Horatii’ is one of the hallmark paintings of the neoclassical movement in which artists looked to antiques of Greece and Rome to inspire their generations like David (Wikipedia). Bibliography: Kumskova, Marina. David, Oath of the Horatii, 1784: Analysis. N.p., 13 Mar. 2013. Web. 19 Mar. 2015. Oath of the Horatii. Wikipedia. Wikimedia Foundation, n.d. Web. 17 Mar. 2015.

Listening Log (Classical Music) Essay Example | Topics and Well Written Essays - 250 words

Listening Log (Classical Music) - Essay Example The harmonies alternate between tonic and dominant as the volume swells. This composition continues in a continuous increase in pianistic bravura and energy highlighted in dominant and tonic harmonies (Aichberger & Roenneke 7:49). There are modulations that are restricted to C sharp major and the softened median A major. The composition at 6mins 10 secs to 7 mins 20 secs expresses a jubilant and playful theme by the swift tones. An instance of calm mood exists at 8mins 43 secs in the F sharp minor key that is overtaken by the final hurly-burly sound. As the music comes closer to a conclusion, there is a massive crescendo of prestissimo octaves, going up and down the whole area of the keyboard that finalizes the piece in a splendid way (Aichberger & Roenneke 9:42). In conclusion, the use of different keys makes this piece unique; in that the dominant and tonic harmonies are utilized to intensify the first theme of somber and dark mood. To highlight the second theme, minor tonality is used to bring contrast to the second theme, which is jubilant. The keys alternate in a clear manner that portrays the great classical music of

Education Paper Essay Example | Topics and Well Written Essays - 2500 words

Education Paper - Essay Example In Germany, while the states have the major control, a national coordinating agency keeps a check and ensures a high degree of comparability between the states. In the United States the major control and financial support falls under the jurisdiction of the state and local governments. In Japan, even though the centre has control, the teachers and the school districts are allowed to develop their own curricula as long as they are within the prescribed guidelines (Stevenson & Nerison-Low, n.d). The Japanese curriculum has a balance between academic and non-academic subjects, but they ensure that at least a third of the time at school is spent on subjects such as music, arts and crafts, homemaking, physical education, and special activities such as school clubs. Many elementary schools have their own standard of grading their students. Attendance at high school is not compulsory in Japan. In high school, students are separated into academic and vocational tracks in Japan. The teachers believe that their goal of instruction is exposure and not mastery. In Japan about 175 school periods per year are spent on the Japanese language and about 105 periods each for math’s and science. In Germany, the curriculum guidelines within each state provide a uniform basis for instruction. The guidelines include the content, learning objectives, and instructional periods required of each type of school. In Germany the greatest number of instructional periods is spent in learning the German language and mathematics. Sciences, math’s and language studies take up 27 hours of a total of 40 instructional hours per week (Stevenson & Nerison-Low, n.d). Teachers in Germany have the option to revise and supplement the content of the curriculum depending upon the socio-economic and cultural background of each student. The German educational system is divided into distinct levels (Hyperstudy, 2007). Elementary school is called Grundschule and is preceded by voluntary

Circumcision for Female Essay Example | Topics and Well Written Essays - 1000 words

Circumcision for Female - Essay Example Female genital mutilation is widely practiced in African and some Asian countries. Due to high rate of mobility and migration of people in different parts of the world, the tradition has in various parts of the world including Europe and United States of America. World Health Organization (2008) estimates the number of women in Africa that have undergone female genital mutilation to be between 100 and 137 million. In African continent alone, over twenty countries practice female circumcision (WHO, 2008). In Asia, most countries in the Middle East including Oman, United Arab Emirates and south Yemen undertake female circumcision on women and young girls. In predominantly Islamic countries in Asia, including Malaysia and Indonesia female genital mutilation is widely practiced (Cook and Dickens, 2002). Female genital mutilation is mainly an ethnic practice that permeates across political and regional boundaries. This explains why it differs in prevalence across different regions in the world. Female genital mutilation is an ancient practice, whose origin remains shrouded in mystery. However Toubia and Izett (1998) note that female circumcision was widely practiced in Egypt by Romans and Arabs at around fifth century. Researchers attribute ethnical and traditional obsessions with chastity and virginity in women as the major motivation for undertaking female circumcision from such an early period (Parker, 2002). Regrettably, the same motivations have ensured the continuity of the practice in the current century especially in many African and Arabic cultures. Fathalla (2000) attributes psychosexual, religious, hygienic and sociologic factors as the main drivers of female genital mutilation in the current century. These factors are mainly based on unscientific and unproven reasoning that are firmly entrenched in societies with low literacy levels and high male dominance. Consequently, the practice is firmly entrenched in the current century with low prospects of abati ng in future. The belief that the clitoris is an aggressive organ that acerbates sexual aggressiveness in women is one of the major psychosexual factors that have resulted to the practice being widely embraced in some of the practicing cultures. This belief is entrenched in societies that subscribe to virginity and chastity of women before marriage with heavy penalties and punishment being meted to the female offenders (Gage and Rossem 2006). Consequently, the practice has advanced to infibulations, a much severe, painful, and damaging procedure that entails removal of all external female genitalia in order to maintain virginity and chastity in unmarried and married women. Religious factors play a role in the perpetuation of the practice. However, Parker (2002) argues that no mainstream religious organization including Islam endorses the practices. Rahman and Toubia (2000) argue that the widespread practicing of female circumcision across different mainstream religious organization is an indicator a widely entrenched ethnical practice that is interwoven with primitive spiritual belief, in order to accord it moral acceptance in a particular culture. Other beliefs that encourage entrenchment of female circumcision include hygiene and aesthetic reasons. According to Parker (2002),

Disclosure of information Essay Example | Topics and Well Written Essays - 500 words - 2

Disclosure of information - Essay Example I was taken aback by his/her early disclosure. That really turned me off. I know everybody has issues but I did not expect that he/she would tell me his/her domestic issue when he/she barely knew me. It is just too much information and too soon. And he/she is ruining the night. We we are supposed to have fun that night and not discuss domestic issues. With his/her early disclosure, the atmosphere suddenly became serious and problematic. I am no longer enjoying the date and could not wait to get off from that date. Especially when he/she mentioned that he/she wants to get married so that he/she can leave his/her house. I had the impression that this person is desperate and I am going to be used as an escape goat. It also gave me the impression that I will not be happy with this person because he/she has a lot of personal baggage. That if I will be in a relationship with this person, he/she will force me to settle down to serve his/her purpose of escaping her domestic issues. My relationship with that person literally ended on that night. Though he/she calls and texted afterwards, I no longer reply. He/She tried to set up us again but I am already avoiding him/her. His/her early disclosure about his/her domestic issues dampened the prospect of what could have been a wonderful relationship. It disappointed and frustrated my expectations too. I have been looking forward to be in relationship but the early disclosure tells me that this is going to be a problematic relationship and such, has to be avoided. The relationship did not progress after the first

Hanukkah Research Paper Example | Topics and Well Written Essays - 750 words - 1

Hanukkah - Research Paper Example This account contains many of the elements that would evolve into the contemporary holiday. During this period it was indicated that a single candle be lit per household a night; a second option being that a candle be lit for each member of the family. This practice would carry on throughout a number of incarnations into the modern holiday.  Ã‚     There are a number of religious practices associated with the Hanukkah holiday. One of these rituals is the daily prayer service that occurs throughout Jewish homes and Jewish temples during the Hanukkah holiday. There is also a special prayer that occurs after nightly meals. Following the nature of the holiday season, Hanukkah is generally accompanied by families visiting each other and celebrating with elaborate feasts, with lots of fried foods (Gur 2008). While not required, each of the eight-days is generally accompanied by gift giving that slightly mirrors the Christmas holiday. Still, perhaps the most overarching ritual is the li ghting of the candles on each of the eight days. The lights can be candles or oil lamps and on each proceeding night a new light is added to the ceremony, until the final night with eight lights. Three main blessings occur during the Hanukkah celebration. The first night all three blessings are recited; however, on the other nights, only two of the blessings are recited. While there are elements of the Hanukkah holiday that are universal among all sects of Judaism, there exists some differentiation.

Public Health Leadership Essay Example | Topics and Well Written Essays - 1250 words - 1

Public Health Leadership - Essay Example This paper also compares and contrasts the roles and responsibilities of the chief executive or key leader for each level. To understand the differences in leadership and organizational structures at all the levels, it is important to use a specific country as a point of reference, in this case, the US. According to Scutchfield and Keck (2009), there are several organizations at the federal or national level responsible for public health in the US. Some of these include the Center for Disease Control (CDC) and Food and Drug Agency (FDA). These national organizations are led by directors. These organizations have analogous arrangements and constitutions. These directors exert massive control at all health activities at the national level. In other words, these individuals are responsible for managing all health activities at the federal level. Subsequently, they support and promote methodical investigations and explorations in regard to health issues of public concern. In addition, these directors establish and uphold effective associations and linkages with other organizations at the national, state, an d local levels. It is of significance to assert that these directors take part in creating national health strategies as well in their implementation, and also ensures the competence and efficiency or helpfulness of all health care sectors at the national level. Branches of health care at this level are structured in a self-governing or autonomous manner and they are a function of the state governments. Leadership varies greatly at all the three levels though they are all involved in providing support for health delivery systems. At the state level, there are key powers accountable for establishing strategies, courses of actions, or guiding principles in relation to health matters, placing precedence on health issues, gathering relevant information as well as scrutinizing it, providing monetary support, and supervising localized actions in relation

Analyzing the causes of change Essay Example | Topics and Well Written Essays - 1000 words

Analyzing the causes of change - Essay Example This led to a position for Nokia which was not so mobile like before. The changes in the political environment included relaxation in the regulatory norms in telecommunication industry which attracted increasing number of foreign players in the telecommunications and mobile handset industry. The increase in the number of competitor and the launch of newly designed handsets in the market posed major challenges for Nokia (Burnes, 2009, p.52). The inclination of the customers towards the camera handsets launched by the competitors of Nokia led to the decline in market share of Nokia. The rise of Nokia to the leadership position in the 1990s created increasing job opportunities and rise in the income level of the people of various economies. The rise of the middle income group was the potential market that was tapped by the competitors of Nokia. The mobile handsets of Nokia were old fashioned that dated 10 years back. The market trends saw the launch of flashy and newly designed handsets with colourful screens and folding patterns (Reiss, 2012, p.39). The changes in the mobile handsets matched with the evolving social trends and demands of the customers. Nokia was unable to keep up with the recent changes in the market for which the market of Nokia declined in the recent years. Even the most loyal Finnish market of Nokia witnessed a decline in share from 93% to 80%. The technological advancements in the telecommunications industry and the increase in market share of LG, Motorola posed major threats to the business of Nokia in the several markets across the world. The mobile phone operators like Vodafone favoured the other mobile handset makers as they desired to provide services on mobile handsets that were updated to the market trends. Nokia did not believe in co-branding while the market trends saw increasing number of joint ventures and co-branding of products in order to meet the demands of customers (SENGUPTA, BHATTACHARYA and SENGUPTA, 2006, p.31). The sharin g of technology in the market helped the other market players to tap the customer segments who were looking for changes in the available features of the mobile handsets. These temporal changes in telecommunication device offerings to the market were due to the strategic policy making of the competitors (McLoughlin and Aaker, 2010, p.21). The changes in the political, economic, social and technological environment led to the loss of interest for Nokia among the market segments. Nokia could not identify the changes that took place in the market and failed to undertake strategic policies of change management in a timely manner. All these factors led to the decline in mobility of Nokia in the recent years. Use of multiple cause diagrams: forces of change management The decline in the market share of Blackberry smart-phones could be represented with the help of a multiple cause diagram to determine the factors that led to the changing scenario in the business of Research in Motion (RIM), the makers of Blackberry. The multiple cause diagrams would help the organization to respond to the forces of change and also enables the company in addressing the key variables in order to solve the complex dynamics of prevailing

Pro-Choice Presentation Essay Example for Free

Pro-Choice Presentation Essay 1. Intro: How many people believe that terminating a pregnancy is a horrible thing, that under no circumstance an abortion should be performed? And how many people believe that interrupting a pregnancy under certain circumstances is okay, certain circumstances including: rape, unplanned pregnancy, and medical reasons? â€Å"Quote by Hillary Rodham Clinton on being pro-choice is not being pro-abortion.† 2. Thesis: I would like to give you a little more information tonight on a topic that is very disputed now in day. And I would like to change the way you think about the term †pro-choice† 3. Audience: Women just like men have rights, and not being able to decide what you would like to do with your body takes away from those rights. 4. Preview: I. discuss the origin of abortion and how it was performed in ancient culture II. describe the methods of abortion today. II. Who aborts and the reasons why? I. History of abortion A. in and article named â€Å"when did abortion begin† on About.com 1. The practice of abortion can be dated all the way back to 1550 BCE and it is first seen in Ancient Egyptian Culture. However we also see it in Ancient Persian culture, ancient Roman and ancient Greek. And since then the topic of abortion has caused a controversy . people pick pro-life or pro-choice. They used plants to terminate a pregnancy in the past. II. Terminating a pregnancy today can be performed with surgically, with certain plants, and with pills. A. The University of Washington published an article Facts for Women ¨termination of pregnancy† it describes the different ways to perform an abortion. 1. Medical Abortions: This is performed by taking a pill or receiving an injection. 2. Surgical Abortion: A way to terminate pregnancy surgically. a. For both you receive counseling, you sign a consent form, give medical history, have a physical exam including an ultrasound, and have lab tests. III. Reasons to why? And who aborts. A. a website named Action Life, wrote an article named â€Å"The real reasons women choose abortion† Gudrun Schultz claims that 92% of women choose abortion as an alternative because of social or other factors. Those â€Å"other factors† 25% Not ready for a(nother) child/timing is wrong 23% Cant afford a baby now 19% Have completed my childbearing/have other people depending on me/children are grown 8% Dont want to be a single mother/am having relationship problems 7% Dont feel mature enough to raise a(nother) child/feel too young 4% Would interfere with education or career plans 4% Physical problem with my health 3% Possible problems affecting the health of the fetus  poverty level. Why bring a child to suffer. If you cannot provide for your own child why have it? 5. Conclusion: I’m not encouraging you to get an abortion. I am just trying to get you to view â€Å"pro-choice† differently, Laws against abortion don’t stop it, they simply make abortion Less safe. If a person is not ready to be a parent, or cannot afford another child, they should not be forced to have it.

Defining The Winners And Losers English Literature Essay

Defining The Winners And Losers English Literature Essay Winning isnt everything, its the only thing (Lattterell 210). Spoken by one of the most well-known football coaches ever, Vince Lombardi sums up the value America places on competition in this quote. America is dominated by the cultural assumption that the role competition plays in the United States is to define winners and losers. While the assumption does value hard work, perseverance, and giving all ones got as a pathway to become a winner as well as whoever or whatever one dreams of being in life, the assumption fails to recognize Americans obsessions with the infinite new ways they concoct just to prove themselves as winners. In addition, the assumption does not take into account the way competition can turn into an out-of-control complete loss of civility (Latterell 211-213). Even more so, defining winners and losers causes Americans to value the extrinsic rewards for competing instead of looking at the value of intrinsic motivation and cooperation (Latterell 213-214). Joshua D avis and Alfie Kohn each question the assumption that constitutes almost every aspect of Americans lives and reflects Americas obsession with defining winners and losers. To begin with, Joshua Davis looks at the American cultural assumption on competition in his essay Team USA by looking at how it played a role in his own life. From early childhood, Davis had been influenced by his mother to become the champion she had never become. Ever since his mother place fifth in the 1962 Miss USA contest, she looked to her son to become the champion she had never been. Even after all of her accomplishments, she still saw herself as a loser or just average, and therefore, she wanted her son to become the winner she could no longer become (263-264). As humorous as it sounds, the five-foot-nine-inch, 129-pound data entry clerk looked to fulfill his goal to become a winner in his own right by becoming a professional arm wrestler (262). In the end, Davis made it all the way to the World Arm Wrestling Championships and ended up getting seventeenth in a field of eighteen. Humorously, Davis is now ranked seventeenth in the world for the 132-pound arm wrestling division without even winning one single match (275). Overall, the essay pokes fun at the American ideal that any individual can become a champion and winner if he/she really puts his/her mind to it and give it everything he/she has got. American society is so concerned with being winners that Davis wonders where an average citizen like himself stands out in society (275). The fact that this average citizen, who has been labeled a loser his entire life, becomes an internationally ranked arm wrestler without winning one match reflects Americans absurd desire to prove themselves as winners in any way imaginable. Daviss story is a direct criticism of Americas assumption on the value of competition. It is even essential to take notice of the way Davis criticizes Americas cultural assumption that hard work and extreme effort will get anyone to the top. His essay criticizes the assumption because he became internationally ranked with not one win and not nearly the amount of time and hard work that is needed to reach such a high status. By wri ting about his experience of becoming an internationally ranked arm wrestler through zero wins and no experiences or matches in arm-wrestling in his life prior to the U.S. National Arm Wrestling Championships, the essay further points out the silly, ridiculous, bizarre, and yet comical ways Americans try to prove themselves as winners (265). His mothers disappointment that came from competing in beauty pageants followed by her strong desire to push her own son to the status of champion is a sad representative example of Americas cultural desire to win-at-all-costs for trophies and other extrinsic rewards. The fact that some arm wrestlers had their legs amputated in order to cut off unnecessary weight so that they could have a better advantage at winning the gold is yet another ridiculous extreme people resort to in order to get themselves to the admirable, distinguished status of being a winner (275). Essentially, the essay is a criticism of the value Americans place on being a winn er and the measures people go to in order to become a winner. In No Contest: Play, Fun, and Competition, Alfie Kohn argues against the cultural assumption that competition and defining winners and losers is more enjoyable than play (277). To begin with, Kohn defines play and competition as two separate entities. He sees play as a voluntary and pleasing source of freedom free from being serious and free from the recordings of results and scores because they do not matter in play. Whereas play represents a process orientation (278) that is intrinsically gratifying, competition represents a product orientation (278) that is extrinsically gratifying. Furthermore, competition is strongly regulated with many rules. Motivating Americans for acceptance outside of oneself, competition is very goal-oriented with strong incentives to obtain power, trophies, and/or money (278-280). In competition, someone must end up a loser (286). Kohn makes a very important point in noticing that it is very hard for Americans to enjoy their leisure time when it is filled with competitions that directly resemble corporate America and Americas hierarchical social status system (280). In essence, Kohn is saying that competition especially sports resemble work more than it resembles pleasure and leisure (279). Competitions and sports are mainly getting people ready for a life that is filled with work, competition, and winners and losers (280). One of Kohns most important points is when he states that We have been raised to associate recreation with the win/lose model of our society, to assume that having fun means someone has to end up a loser (286). More importantly is the fact that when a victor is named and receives an external reward for their accomplishment over another person/team, any other gratification that could come from a game is lost. Thus the goal and the focus are only on winning in order to receive societys favor, adoration, and respect (282). In order to give a better expression of what play looks like, it is necessary to at least identify one of the many noncompetitive games cited in his essay. One such example is the cooperative rather than noncompetitive game called Cooperative Bowling. In this example of play, participants try to take down all ten pins in as many rounds as there are players. It is also significant to note that in play others are partners rather than opponents as in competition (288). Overall, Kohns main point he tries to get across is his belief that play not only can be much more enjoyable than the win/lose structure of competition, but that play can also make people an overall better human being than competition can (277). Furthermore, his entire essay helps assert that play has many more benefits compared to the benefits of competition. Kohn uses the unique advantages people think competition offers and shows how they can be just as advantageous if not more when one is involved in play of all kinds. When looking at the unique quality of teamwork, play is more beneficial and enjoyable because teamwork is, simply stated, a cooperative activity aimed at working together towards a common goal. Therefore, since play forces everyone to cooperate together while competition involves one group working against another enemy, play is twice as gratifying as competition is (283). In addition, play can be just as challenging as competition as evidenced by Cooperative Bowlin g (287-288). Play can also involve a determination to beat ones own previous record such as in running to beat ones previous time(s). It is important to note that this example of play does not involve competition because there are no winners or losers; there is only a push to challenge and better oneself rather than compare oneself to others as competition does (284). Every attempt whether failed or succeeded is nonetheless beneficial when a person challenges himself/herself. One key feature of competition is the destruction and disadvantages, that competition, and not play, creates. Competition and play are both similar in that they are supposed to provide large scale participation and enjoyment. However, looking at the rates of participation in North America makes one conclude that competition is not very popular or very much enjoyed. In North America it is not uncommon to lose from 80 to 90 percent of our registered organized sports participants by 15 years of age (285). That statistic alone should stand out as a major drawback of competition since competition is meant to yield vast participation and enjoyment. Even more so, the pervasive competitiveness in childrens athletic programs such as Little League baseball helps one to see the damage competition causes. Angry parents who yell at their children, humiliating them in the process, are such sad sights to see because they only to want to see their children win (286). As a certified soccer referee wh o has refereed for over four years now, I can strongly agree with this statement. Competition and sports are valued and accepted for their hostility, aggression, and violence as well (281). It is hard to correlate competition with fun, enjoyment, and unique advantages with this kind of evidence (286). Findings show that once children are exposed to noncompetitive games they generally prefer these games compared to competitive ones. However, society is socialized and brainwashed into thinking that competition is more enjoyable. When individuals are judged on their own efforts as in play or noncompetitive games and not compared or measured to any other individuals, greater benefits and enjoyment can be obtained (287). Cooperative games offer a satisfaction not only for the success of oneself but also for the success of all involved; sadly, this gratifying advantage is absent from competition (289). In conclusion, America is encompassed with the assumption that the only way to enjoy and benefit from leisure time is to engage in the win/lose model of competition. While competition is unlikely to fade from its high ranks in capitalistic America, it is essential for Americans to look more at play and noncompetitive games as opportunities for fostering social harmony and enjoyment and success for all.

Fastest Finger First Project Report

Fastest Finger First Project Report Abstract In the buzzer round of quiz contests, the question is thrown open to all the teams. The person who knows the answer hits the buzzer first and then answers the question. Sometimes two or more players hit the buzzer almost simultaneously and it is very difficult to detect which of them has pressed the buzzer first. In television shows, where the whole event is recorded, the actions are replayed in slow motion to detect the first hit. Such slow motions are possible only where huge funds are available to conduct the show. For this reason buzzer rounds are avoided for quiz contests held in colleges. This project is an electronic quiz buzzer that is affordable by the colleges and even individuals. This project is useful for a 4-team quiz contest, although it can be modified for more number of teams. This system is sensitive. The circuit can detect and record the first hit contestant among all the contestants that may appear to be simultaneous Buzzer controllers for 4-team quizzes are readily available in the market. However, buzzer controller capable handling six or eight team are hard to find. The circuit presented here can be used for up to eight teams. It can be easily expanded to accommodated more teams through suitable cascading of latches and AND gates along with transistors, relays, etc. In the buzzer round of any quiz contest question are thrown open to all the participating teams. Each team has a push button switch to ring the buzzer. After hearing the question any member of a team who knows the answer and hits there switch first gets a chance to answer. In multiple cases who hit the switch first gets the opportunity to reply. For next round the quiz master reset the buzzer operation circuit by pressing the reset switch. For visual indication all teams have the lamp fitted on their desk. The lamps glow until the reset of buzzer controller indicating the eligible team for replying the question. For audio indication the buzzer rings and turns off automatically after a few second. The audio visual circuit is powered through actuation of relay contacts. Here 230v AC has been used. BLOCK DIAGRAM Figure:1 CIRCUIT DIAGRAM Figure:2 Figure:2 Working of Finger first indicator Fastest finger first indicators (FFFIs) are used to test the players reaction time. The players designated number is displayed with an audio alarm when the player presses his entry button. The circuit presented here determines as to which of the 8 contestants first pressed the button and locks out the remaining three entries. Simultaneously, an audio alarm and the correct decimal number display of the corresponding contestant are activated. When a contestant presses his switch, the corresponding output of latch IC1 (74373) changes its logic state from 1 to 0. The combinational circuitry comprising dual 4-input NAND gates of IC3 (7430) locks out subsequent entries by producing the appropriate latch-disable signal. Priority encoder IC2 (74147) encodes the active-low input condition into the corresponding binary coded decimal (BCD) number output. The outputs of IC4 after inversion by inverter gates inside hex inverter 74LS04 (IC5) are coupled to BCDto-7-segment decoder/display driver IC6 (7447). The output of IC6 drives common anode 7-segment LED display (DIS.1, FND507 or LT543). The audio alarm generator comprises clock oscillator (555), whose output drives a loudspeaker. The oscillator frequency can be varied with the help of Preset VR1. Logic 0 state at one of the outputs of IC2 produces logic 1 input condition at pin 4 of 555, thereby enabling the audio oscillator. 555 needs +12V DC supply for sufficient alarm level. The remaining circuit operates on regulated +5V DC supply, which is obtained using (7805).Once the organiser identifies the contestant who pressed the switch first, he disables the audio alarm and at the same time forces the digital display to 0 by pressing reset pushbutton S9 PCB FABRICATION PCB Designing is an important part of the project development, complexity size the PCB for our Project Buzzer Controller For 8-Team Quiz Contests is made by Photo chemical process on copper clad base materials the following steps are involved in Fabrication. Layout designing 1. Art work designing 2. Negative preparation 3. Eleclining 4. Cleaning 5. Coating of Protective layer 6. Drilling 7. Testing Figure:3LAYOUT DESIGNING:- First of all we have prepared the layout designing on graph paper according to the schematic diagram. To layout diagram shown in the tracks on PCB to join the components as per schematic diagram. Taking the consideration actual size (100%) of each components and pin to pin distance of the components. ART WORK DESIGNING:- Art work is the preparation after the layout Modification. Art work is prepared on clad shed by tracking the circuit. On it with tapes different width, circular pads, IC pads cutter 2. NEGATIVE PREPARETION:- For the preparation of Negative the photographic with feint is to cut to the six of the art work it is then place with film in the vertical photographic camera the developer used in the lithe developer. Which consist of A B developer mixed in same proportion. The film is then fixed through fixer which is the Sodium Thiosulphate solution the film then washed with the water and then dried. At least to clean the liquor thinner to protect the tracks from corrosion and moisture effects. Figure:4 4. ELECLINING:- It is the process in which extra copper is removed from copper clad sheet with heep Ferric Chloride(feels) solution. The copper clad sheet is dipped in the feels for about 3 hours. By this process we got the PCB with wanted tracks. 5. CLEANING:- Now remove the dye with help of thinner, wash it with water and dry it in sun light. 6. COATING OF PROTECTIVE LAYERS:- The PCB is now Coated with non-conducting solution. LAQUAR to prevent the tracks from environment hazards like corrosion and moisture effects. Figure:5 PCB LAYOUT FOR FINGER FIRST INDICATOR Figure:6 7. DRILLING:- Drilling is done to create the components lead holes Drill of 1mm.(Diameter) is used. 8. TESTING:- The copper tracks are tested with the digital multimeter if any track is open short can be repaired before mounting the components on PCB. Now PCB is ready for assembly. COMPONENTS LIST Semiconductors: IC1 -74LS373 IC2 -74LS147 IC3 -74LS30 IC4 -74LS00 IC5 74LS04 IC6 74LS47 IC7 -7805, 5V regulator IC8 NE555 timer T1 -BC547 NPN transistor 7- segment display- DIS.1, FND507 or LT543 Resistors (all1/4-watt, +/-5% carbons): R1-R8 -1kilo-ohm R9 -2.2 kilo-ohm R10 -R11 10-kilo-ohm R12-R18 560 ohm VR1 -2-mega-ohm preset Capacitors: C1 -0.01microF, 35V electrolytic C2 0.1microF, 16V electrolytic C3 0.01microF, ceramic disk Miscellaneous: X1 -230V AC primary to 12V, 500mA Secondary transformer S1-S8 -push-to-on switch S9 push-to-off switch BELL -230V AC electric bell Details of various components used Figure:71.74LS373 Figure:8 2.74LS147 Figure:9 Figure:10 3.74LS30 Figure:11 Internal description of 74LS30 Figure:12 Figure:13 5.74LS04 Figure:14 Figure:15 6.74LS00 Figure:16 Figure:18 Figure:17 Figure:19 Figure:20 7. IC7447 Figure:20 8 .Transformer Figure:21 Laminated steel core Transformers for use at power or audio frequencies typically have cores made of high Permeability (electromagnetism) permeabilitysilicon steel. permeability many times that of free space, and the core thus serves to greatly reduce the magnetizing current, and confine the flux to a path which closely couples the windings. Early transformer developers soon realized that cores constructed from solid iron resulted in prohibitive eddy-current losses, and their designs mitigated this effect with cores consisting of bundles of insulated iron wires. Later designs constructed the core by stacking layers of thin steel laminations, a principle that has remained in use. Each lamination is insulated from its neighbors by a thin non-conducting layer of insulation.indicates a minimum cross-sectional area for the core to avoid saturation. The effect of laminations is to confine eddy currents to highly elliptical paths that enclose little flux, and so reduce their magnitude. Thinner laminations reduce losses, Thin laminations are generally used on high frequency transformers, with some types of very thin steel laminations able to operate up to 10  kHz. One common design of laminated core is made from interleaved stacks of pieces, leading to its name of E-I transformer.Such a design tends to exhibit more losses, but is very economical to manufacture. The cut-core or C-core type is made by winding a steel strip around a rectangular form and then bonding the layers together. It is then cut in two, forming two C shapes, and the core assembled by binding the two C halves together with a steel strap. They have the advantage that the flux is always oriented parallel to the metal grains, reducing reluctance. A steel cores means that it retains a static magnetic field when power is removed. When power is then reapplied, the residual field will cause a high until the effect of the remaining magnetism is reduced, usually after a few cycles of the applied alternating current. Over current protection devices such as must be selected to allow this harmless inrush to pass. On transformers connected to long, overhead power transmission lines, induced currents due to during can cause saturation of the core and operation of transformer protection devices. The transformer converts the 220 V AC into 9 V AC. The Bridge wave rectifier converts the ( V AC into rippled DC. This rippled DC is given as input to the 7805/7809 Voltage regulator IC. A separate power supply is given for the Stepper Motor which has the same power supply setup for converting the 220 V AC into 9V DC. The DC Power Supply circuit is based around the 7805 voltage regulator. It has only 3 connections (input, output and ground) and it provides a fixed output. The last two digits of the part number specify the output voltage, eg. 05, 06, 08, 10, 12, 15, 18, or 24. The 7800 series provides up to 1 amp load current and has on-chip circuitry to shut down the regulator if any attempt is made to operate it outside its safe operating area. (If this happens to you, let the chip cool down attach the heatsink.) It can be seen that there are in fact two separate circuits in this power supply. One 7805 is directly connected as a fixed 5V regulator. The second 7805 has a resistor divider network on the output. A variable 500 ohm potentiometer is used to vary the output voltage from a minimum of 5V up to the maximum DC voltage depending on the input voltage. It will be about 2V below the input DC voltage.) The capacitor across the output improves transient response. The large capacitor across the input is a filter capacitor to help smooth out ripple in the rectified AC voltage. The larger the filter capacitor the lower the ripple IC-7805 One can get a constant high-voltage power supply using inexpensive 3-terminal voltage regulators through some simple techniques described below. Depending upon the current requirement, a reasonable load regulation can be achieved. Line regulation in all cases is equal to that of the voltage regulator used. Though high voltage can be obtained with suitable voltage boost circuitry using ICs like LM 723, some advantages of the circuits presented below are: simplicity, low cost, and practically reasonable regulation characteristics. For currents of the order of 1A or less, only one zener and some resistors and capacitors are needed. For higher currents, one pass transistor such as ECP055 is needed. Before developing the final circuits, let us first understand the 3-terminal type constant voltage regulators. Let us see the schematic in Fig. where 78XX is a 3-terminal voltage regulator. Schematic for obtaining low-voltage regulated output using 3-terminal Figure:22 voltage regulators. Rectified and filtered unregulated voltage is applied at VIN and a constant voltage appears between pins 2 and 2 of the voltage regulator. *The distribution of two currents in the circuit (IBIAS and ILOAD) is as shown. It is highly recommended to use the two capacitors as shown. Electrically regulator will be at a distance from the rectifier supply. Thus, a tantalum grade capacitor of 5mf and rated voltage is good. Electrolytic capacitor is not suitable for it is poor in response to load transients, which have high frequency components.At the output side a 0.22mf disc ceramic capacitor is useful to eliminate spurious oscillations, which the regulator might break into because of its internal high gain circuitry. Figure:23 These voltage regulators have a typical bias current of 5 mA, which is reasonably constant. By inserting a small resistor Rx between pin 2 and ground, the output voltage in many cases. By this method voltage increment of 5 to 10 per cent is practically feasible. However, if a high-value resistance is used to obtain a higher output voltage, a slight variation in bias current will result in wide variation of the output voltage. 8. BC547 Transistor In electronics, a transistor is a semiconductor device commonly used to amplify or switch electronic signals. A transistor is made of a solid piece of a semiconductor material, with at least three terminals for connection to an external circuit. A voltage or current applied to one pair of the transistors terminals changes the current flowing through another pair of terminals. Because the controlled (output) power can be much larger than the controlling (input) power, the transistor provides amplification of a signal. The transistor is the fundamental building block of modern electronic devices, and is used in radio, telephone, computer and other electronic systems. Some transistors are packaged individually but most are found in integrated circuits. Figure:24 Features à ¢Ã¢â€š ¬Ã‚ ¢ NPN Silicon Epitaxial Planar Transistors à ¢Ã¢â€š ¬Ã‚ ¢ These transistors are subdivided into three groups A, B, and C according to their current gain. The type BC546 is available in groups A and B,n however, the types BC547 and BC548 can be supplied in all three groups. As complementary types the PNP transistors BC556BC558 are recommended. à ¢Ã¢â€š ¬Ã‚ ¢ On special request, these transistors are also manufactured in the pin configuration TO-18. Mechanical Data Case: TO-92 Plastic Package Weight: approx. 0.18g Packaging Codes/Options: E6/Bulk 5K per container, 20K/box E7/4K per Ammo mag., 20K/box Figure:25 9.Ceramic capacitor: These are the disk-type ceramic capacitors. Because the high frequency characteristic is good, these are used as the coupling capacitors (It cuts the direct current but it lets through the alternating current. Figure:26 10.Electrolytic Capacitor: This capacitor is used as the ripple filter capacitor of the power circuit. There is polarity. So, be careful so as not to make a mistake when mounting it. Figure:27 Electrolyte Capacitor Figure:28 Metallised Polyester Film Capacitors With tolerance of 10%. Operating temperature -40oC to +85oC. Compact Size Non Inductive Design 11.RESISTANCE Resistance is the opposition of a material to the current. It is measured in Ohms ( -). All conductors represent a certain amount of resistance, since no conductor is 100% efficient. To control the electron flow (current) in a predictable manner, we use resistors. Electronic circuits use calibrated lumped resistance to control the flow of current. Broadly speaking, resistor can be divided into two groups viz. fixed adjustable (variable) resistors. In fixed resistors, the value is fixed cannot be varied. In variable resistors, the resistance value can be varied by an adjusteknob. It can be divided into (a) Carbon composition (b) Wire wound (c) Special type. The most common type of resistors used in our projects is carbon type. The resistance value is normally indicated by colour bands. Each resistance has four colours, one of the band on either side will be gold or silver, this is called fourth band and indicates the tolerance, others three band will give the value of resistance (see table). For example if a resistor has the following marking on it say red, violet, gold. Comparing these coloured rings with the colour code, its value is 27000 ohms or 27 kilo ohms and its tolerance is  ±5%. Resistor comes in various sizes (Power rating). The bigger, the size, the more power rating of 1/4 watts. The four colour rings on its body tells us the value of resistor value as given below. COLOURS CODE Black 0 Brown 1 Red 2 Orange 3 Yellow 4 Green 5 Blue 6 Violet 7 Grey 8 White 9 Figure:29 The first rings give the first digit. The second ring gives the second digit. The third ring indicates the number of zeroes to be placed after the digits. The fourth ring gives tolerance (gold  ±5%, silver  ± 10%, No colour  ± 20%). In variable resistors, we have the dial type of resistance boxes. There is a knob with a metal pointer. This presses over brass pieces placed along a circle with some space b/w each of them. Resistance coils of different values are connected b/w the gaps. When the knob is rotated, the pointer also moves over the brass pieces. If a gap is skipped over, its resistance is included in the circuit. If two gaps are skipped over, the resistances of both together are included in the circuit and so on. 12.The 555 TIMER Description The LM555/NE555/SA555 is a highly stable controller capable of producing accurate timing pulses. With a monostable operation, the time delay is controlled by one external resistor and one capacitor. With an astable operation, the frequency and duty cycle are accurately controlled by two external resistors and one capacitor. Figure:30 Features à ¢Ã¢â€š ¬Ã‚ ¢ High Current Drive Capability (200mA) à ¢Ã¢â€š ¬Ã‚ ¢ Adjustable Duty Cycle à ¢Ã¢â€š ¬Ã‚ ¢ Temperature Stability of 0.005%/ ½Ã‚ °C à ¢Ã¢â€š ¬Ã‚ ¢ Timing FromÃŽÂ ¼Sec to Hours à ¢Ã¢â€š ¬Ã‚ ¢ Turn off Time Less Than 2ÃŽÂ ¼Sec Applications à ¢Ã¢â€š ¬Ã‚ ¢ Precision Timing à ¢Ã¢â€š ¬Ã‚ ¢ Pulse Generation à ¢Ã¢â€š ¬Ã‚ ¢ Time Delay Generation à ¢Ã¢â€š ¬Ã‚ ¢ Sequential Timing Pin Description of 555 Timer Figure:31 Power supply: Pin 8 is used to connect the positive power supply (Vs) to the 555. This can be any voltage between 3V and 15V DC, but is commonly 5V DC when working with digital ICs. Pin 1 is the 0V connection to the power supply. Trigger and Reset Inputs: Pin 2 is called the trigger input as it is this input that sets the output to the high state. Pin 4 is called the reset input as it is this input that resets the o/p to the low state. Both pins may be connected to push buttons to control the operation of the 555.Sometimes the reset input is not used in a circuit, in which case it is connected directly to Vs to that unwanted resetting cant occur. Threshold and discharge: Pins 6 and7 (and sometimes the Trigger i/p, pin2) are used to set up the timing aspect of the 555 IC. They are normally connected to a combination of resistors and a capacitor. Offset: Pin 5 can be used to alter the timing aspect of the 555 IC in applications such as frequency modulation. Output: Pin 3 is the digital output of the 555.It can be connected directly to the inputs of other digitaICs, or it can control other devices Figure:32 When the low signal input is applied to the reset terminal, the timer output remains low regardless of the threshold voltage or the trigger voltage. Only when the high signal is applied to the reset terminal, the timers output changes according to threshold voltage and trigger voltage. When the threshold voltage exceeds 2/3 of the supply voltage while the timer output is high, the timers internal discharge Tr. turns on, lowering the threshold voltage to below 1/3 of the supply voltage. During this time, the timer output is maintained low. Later, if a low signal is applied to the trigger voltage so that it becomes 1/3 of the supply voltage, the timers internal discharge Tr. turns off, increasing the threshold voltage and driving the timer output again at high. Fig 33 :Monostable Operation Figure:34 Figure 34. illustrates a monostable circuit. In this mode, the timer generates a fixed pulse whenever the trigger voltage falls below Vcc/3. When the trigger pulse voltage applied to the #2 pin falls below Vcc/3 while the timer output is low, the timers internal flip-flop turns the discharging Tr. off and causes the timer output to become high by charging the external capacitor C1 and setting the flip-flop output at the same time. The voltage across the external capacitor C1, VC1 increases exponentially with the time constant t=RA*C and reaches 2Vcc/3 at td=1.1RA*C. Hence, capacitor C1 is charged through resistor RA. The greater the time constant RAC, the longer it takes for the VC1 to reach 2Vcc/3. In other words, the time constant RAC controls the output pulse width. When the applied voltage to the capacitor C1 reaches 2Vcc/3, the comparator on the trigger terminal resets the flip-flop, turning the discharging Tr. on. At this time, C1 begins to discharge and the timer output conver ts to low. In this way, the timer operating in the monostablerepeats the above process. Figure 10 shows the general waveforms during the monostable operation. It must be noted that, for a normal operation, the trigger pulse voltage needs to maintain a minimum of Vcc/3 before the timer output turns low. That is, although the output remains unaffected even if a different trigger pulse is applied while the output is high, it may be affected and the waveform does not operate properly if the trigger pulse voltage at the end of the output pulse remains at below Vcc/3 Fig 35 :Astable operation An astable timer operation is achieved by adding resistor RB to Figure 1 and configuring as shown on Figure 5. In the astable operation, the trigger terminal and the threshold terminal are connected so that a self-trigger is formed, operating as a multi vibrator. When the timer output is high, its internal discharging Tr. turns off and the VC1 increases by exponential function with the time constant (RA+RB)*C. When the VC1, or the threshold voltage, reaches 2Vcc/3, the comparator output on the trigger terminal becomes high, resetting the F/F and causing the timer output to become low. This in turn turns on the discharging Tr. and the C1 discharges through the discharging channel formed by RB and the discharging Tr. When the VC1 falls below Vcc/3, the comparator output on the trigger terminal becomes high and the timer output becomes high again. The discharging Tr. turns off and the VC1 rises again. In the above process, the section where the timer output is high is the time it takes for the VC1 to rise from Vcc/3 to 2Vcc/3, and the section where the timer output is low is the time it takes for the VC1 to drop from 2Vcc/3 to Vcc/3. When timer output is high, the equivalent circuit for charging capacitor C1 is as follows Fig 36 :Astable operation Waveform 12.Diode The simplest semiconductor device is made up of a sandwich of P-type semiconducting material, with contacts provided to connect the p-and n-type layers to an external circuit. This is a junction Diode. If the positive terminal of the battery is connected to the p-type material (cathode) and the negative terminal to the N-type material (Anode), a large current will flow. This is called forward current or forward biased. If the connections are reversed, a very little current will flow. This is because under this condition, the p-type material will accept the electrons from the negative terminal of the battery and the N-type material will give up its free electrons to the battery, resulting in the state of electrical equilibrium since the N-type material has no more electrons. Thus there will be a small current to flow and the diode is called Reverse biased. Thus the Diode allows direct current to pass only in one direction while blocking it in the other direction. Power diodes are used in concerting AC into DC. In this, current will flow freely during the first half cycle (forward biased) and practically not at all during the other half cycle (reverse biased). This makes the diode an effective rectifier, which convert ac into pulsating dc. Signal diodes are used in radio circuits for detection. Zener diodes are used in the circuit to control the voltage. Figure:37 Some common diodes are:- 1. Zener diode. 2. Photo diode. 3. Light Emitting diode. ZENER DIODE:- A zener diode is specially designed junction diode, which can operate continuously without being damaged in the region of reverse break down voltage. One of the most important applications of zener diode is the design of constant voltage power supply. The zener diode is joined in reverse bias to d.c. through a resistance R of suitable value. PHOTO DIODE:- A photo diode is a junction diode made from photo- sensitive semiconductor or material. In such a diode, there is a provision to allow the light of suitable frequency to fall on the p-n junction. It is reverse biased, but the voltage applied is less than the break down voltage. As the intensity of incident light is increased, current goes on increasing till it becomes maximum. The maximum current is called saturation current. LIGHT EMITTING DIODE (LED):- When a junction diode is forward biased, energy is released at the junction diode is forward biased, energy is released at the junction due to recombination of electrons and holes. In case of silicon and germanium diodes, the energy released is in infrared region. In the junction diode made of gallium arsenate or indium phosphide, the energy is released in visible region. Such a junction diode is called a light emitting diode or LED. LIST OF INSRUMENTS TOOLS TOOLS: Soldering Iron Tweezers Screw Driver Cutter De Soldering Pump INSTRUMENTS: Digital Multimeter OTHER MATERIALS: Solder Flux De Soldering Wick Soldering Iron Stand Image of project Figure:38 Applications: 1.Electronic Jam Is Commonly Used In Quiz Contests Figure:39 2.Finger First Is The Basic Principle 3.It Adds Beauty To Active Quiz Shows Contains Many Buzzer Rounds 4.Inputs Can Be Handle At A Time Figure:40 5.Uses Seven Segment Display Instead of LED/bulb For Visual Interface 6.This Electronic Jam Is Built With The View Of Making The Game Show Priority Less Advantages: Handy device Low power consumption More accurate Easy to use Visual interface adds its advantage Disadvantages: Input is limited to eight. Future scope: Instead of Seven Segment display LCD screens can be implemented Priority list of all inputs can be imparted in Output Conclusion: Project Aims the Implemenatation of Electonic Jam for making Quiz shows priority Less Seven Segment display included for more User nterface Cost of Project: S.No. Component Quantity Cost 1. IC74373 1 60 2. IC 555 1 30 3. IC 7430 1 60 4. IC 7447 1 35 5. IC 74147 1 65 6. IC7400 1 24 7. IC7404 1 20 8. Transistor 1 3 9. Diode 2 4 10. 7 segment display 1 20 11. Transformer 1 40 12. Ceramic Capacitor 2 4 13. Electrolytic Capacitors 1 5 14. Resistor 18 40 15. PCB designing 600 16. Misc(Solder wire, connecting wire, Connectors etc) 200 Total 1210

Be Who You Are :: essays research papers

Be Who You Are I know it’s Christmas and everyone is filled with the holiday spirit, or at least I hope you are. Instead of giving you some sappy holiday story though, I’m going to pitch you something real.   Ã‚  Ã‚  Ã‚  Ã‚  Are there some days where you feel you just can’t stand people because of the way they act? Or, are there just some people that you can’t stand because of their clothes, appearance, or maybe even the people they chill with? Just let me ask you one question, why? Don’t know? Of course you don’t. A study done by Jessica Hopkins at Northern Kentucky University can help you better understand why you do these things.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Social identity theory predicts a correlation between self-esteem and acceptance of others under the assumption that an individual with low self-esteem would satisfy the need for in-group favoritism by expressing prejudice. Our results support the hypothesis that individuals with low self-esteem are less accepting of others,† states Hopkins.   Ã‚  Ã‚  Ã‚  Ã‚  This simply means that most people our age have a problem with self esteem, and according to the statement, one would judge others because of their friends and a need to â€Å"belong† to a certain group. You know it’s true. I see it everyday. It is normal for teenagers to judge and create prejudice. Otherwise your friends would make fun of you and you wouldn’t be â€Å"cool† anymore. Here is your next brain teaser. Why do you care what your friends think? This means that they are judging you, and what a coincidence, you and the people you hurt are in the same boat! How about that? Number two, are they really your friends if they do that to you? I didn’t think so.   Ã‚  Ã‚  Ã‚  Ã‚  So why are you going to sit there and be an associate of this hate crime. Or, in your terms, â€Å"Why you gotta sit there and be a hater?† There is an old school saying that says â€Å" What goes around comes around.† Well my friend, if you don’t watch yourself it might be coming to you. Of course there are going to be people different from you, everybody is different. The goal is to be unique and be your own person. Be Who You Are :: essays research papers Be Who You Are I know it’s Christmas and everyone is filled with the holiday spirit, or at least I hope you are. Instead of giving you some sappy holiday story though, I’m going to pitch you something real.   Ã‚  Ã‚  Ã‚  Ã‚  Are there some days where you feel you just can’t stand people because of the way they act? Or, are there just some people that you can’t stand because of their clothes, appearance, or maybe even the people they chill with? Just let me ask you one question, why? Don’t know? Of course you don’t. A study done by Jessica Hopkins at Northern Kentucky University can help you better understand why you do these things.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Social identity theory predicts a correlation between self-esteem and acceptance of others under the assumption that an individual with low self-esteem would satisfy the need for in-group favoritism by expressing prejudice. Our results support the hypothesis that individuals with low self-esteem are less accepting of others,† states Hopkins.   Ã‚  Ã‚  Ã‚  Ã‚  This simply means that most people our age have a problem with self esteem, and according to the statement, one would judge others because of their friends and a need to â€Å"belong† to a certain group. You know it’s true. I see it everyday. It is normal for teenagers to judge and create prejudice. Otherwise your friends would make fun of you and you wouldn’t be â€Å"cool† anymore. Here is your next brain teaser. Why do you care what your friends think? This means that they are judging you, and what a coincidence, you and the people you hurt are in the same boat! How about that? Number two, are they really your friends if they do that to you? I didn’t think so.   Ã‚  Ã‚  Ã‚  Ã‚  So why are you going to sit there and be an associate of this hate crime. Or, in your terms, â€Å"Why you gotta sit there and be a hater?† There is an old school saying that says â€Å" What goes around comes around.† Well my friend, if you don’t watch yourself it might be coming to you. Of course there are going to be people different from you, everybody is different. The goal is to be unique and be your own person.

Has Nontraditional Training Worked for Women? Essay -- Women Workforce

Has Nontraditional Training Worked for Women? The Best of Intentions... In the 1970s, the imbalance in gender distribution across occupations came to be recognized as a socioeconomic problem, and federal legislation aimed at education, training, and employment began to address the issue over the next 2 decades. Title IX of the Education Amendments of 1972 and Executive Order 11246 in 1978 prohibited discrimination by schools and contractors receiving federal funds. The Carl D. Perkins Vocational Education Act and its successive reauthorizations established state equity coordinators and set aside program funds specifically for gender equity and single parents/displaced homemakers (SP/DH). The Nontraditional Employment for Women Act of 1991 amended the Job Training Partnership Act to require employment goals for women in NTOs, and the 1992 Women in Apprenticeship Occupations and Nontraditional Occupations Act (WANTO) provided technical assistance to employers and unions for integrating women into NTOs. In 1994, the School-to-Work Opportunities Act was inte nded to increase opportunities for people to prepare for careers not traditional for their race, gender, or disability (Ohio State University 1996; Olson 1999; Wider Opportunities for Women 1993). Over the last 2 decades, have these combined efforts made a difference? According to the Department of Labor's most recent statistics (Women's Bureau 1998), a handful of NTOs are now 20-25% female, but many others remain at less than 10%, including firefighters (2.5%), heating/air conditioning mechanics (1.5%), and tool and die makers (0.2%). Despite the 1978 goal that the construction work force of 2000 would be one-quarter female, today's reality is about 2.7%, the same leve... ...Strategies for Increasing Women's Participation in Technical and Skilled Trades Training." [digital publication] Victoria, British Columbia: Pine Tree Publishing, 1995. <http://www.islandnet.com/~haturner/edtech/edtech1.htm> Wider Opportunities for Women. Training, Placing and Retaining Women in Nontraditional Jobs. Washington, DC: WOW, 1993. (ED 362 788) Women's Bureau. Women Workers: Outlook to 2005. Washington, DC: Women's Bureau, U.S. Department of Labor, 1992. (ED 356 171) <www.all-biz.com/outlook.html> Women's Bureau. Nontraditional Occupations for Women in 1998. Washington, DC: Women's Bureau, U.S. Department of Labor, 1998. <http://www.dol.gov/wb/public/wb_pubs/nontra98.htm> Zhao, P., and Fadale, L. New York State New Ventures Program Model. Albany: Two-Year College Development Center, State University of New York, 1996. (ED 404 467)