Understanding Antonomasia

Understanding Antonomasia Antonomasia is a rhetorical term for the substitution of a title, epithet, or descriptive phrase for a proper name (or of a personal name for a common name) to designate a member of a group or class. It is a type of synecdoche. Roger Hornberry characterizes the figure as basically a nickname with knobs on (Sounds Good on Paper, 2010). Etymology From the Greek, instead of plus name (to name differently). Examples and Observations The character of James Sawyer Ford in the ABC television program Lost (2004-1010) regularly used antonomasia to annoy his companions. His nicknames for Hurley included Lardo, Kong, Pork Pie, Stay Puft, Rerun, Barbar, Pillsbury, Muttonchops, Mongo, Jabba, Deep Dish, Hoss, Jethro, Jumbotron, and International House of Pancakes.Calling a lover Casanova, an office worker Dilbert, Elvis Presley the King, Bill Clinton the Comeback Kid, or Horace Rumpoles wife She Who Must Be ObeyedWhen I eventually met Mr. Right I had no idea that his first name was Always.(Rita Rudner)If the waiter has a mortal enemy, it is the Primper. I hate the Primper. HATE THE PRIMPER! If theres a horrifying sound a waiter never wants to hear, its the THUMP of a purse on the counter. Then the digging sound of the Primpers claws trying to find makeup, hairbrushes, and perfume.(Laurie Notaro, The Idiot Girls Action-Adventure Club, 2002)Jerry: The guy who runs the place is a little temperamental, especially about the or dering procedure. Hes secretly referred to as the Soup Nazi.Elaine: Why? What happens if you dont order right?Jerry: He yells and you dont get your soup.(The Soup Nazi, Seinfeld, November 1995) I told you we could count on Mr. Old-Time Rock and Roll!(Murray referring to Arthur in Velvet Goldmine)Im a myth. Im Beowulf. Im Grendel.(Karl Rove) Metonymy This trope is of the same nature as metonymy, although it can not be said to exhibit the idea more vividly. It consists in putting in place of a proper name, another notion which may be either in apposition to it or predicated of it. Its principal use is to avoid the repetition of the same name, and the too frequent use of the pronoun. The most frequent forms of it are, naming a person from his parentage or country; as, Achilles is called Pelides; Napoleon Bonaparte, the Corsican: or naming him from some of his deeds; as, instead of Scipio, the destroyer of Carthage; instead of Wellington, the hero of Waterloo. In making use of this trope such designations should be selected as are well known, or can be easily understood from the connection, and free from ambiguitythat is, are not equally applicable to other well-known persons.(Andrew D. Hepburn, Manual of English Rhetoric, 1875)

How to Manage a High-Volume Blog With Your Small Team [PODCAST]

How to Manage a High-Volume Blog With Your Small Team [PODCAST] Have you ever wondered how far ahead you should plan your content schedule and how you should manage your workflow? What do you do to keep everything running smoothly when unexpected projects pop up?   It’s a common challenge and one that many business-owners have struggled with. Today we’re going to be talking to our in-house expert, ’s own Ben Sailer. He’s our blog manager and the one who sends out the emails that you probably receive. We’re going to talk to Ben about planning ahead, keeping on top of your workflow, and honing your publishing process. What Ben’s position as the blog manager of entails. How far ahead Ben plans and how much content he has ready to go at any given time, as well as his thoughts on why planning ahead is important. How communicates with the marketing team so everyone is in the loop at all times. How often the marketing team is publishing content and how they correlate what they’re posting to the day of the week. How Ben gets guest authors and why they are an important addition to the in-house team when it comes to producing content. How the team stays organized with so much going on and what a typical workflow looks like. Ben’s best advice for getting more organized and establishing a marketing calendar. Links: The Blog If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Ben: â€Å"We make a lot of effort to ensure that we don’t ever encounter the fire drill situation where we don’t have content clearly laid out.† â€Å"We do a good job making sure that everybody knows what’s coming up. Nothing should ever be a surprise to anyone.† â€Å"My single best piece of advice I would have is don’t get too overwhelmed.†

The future of photography Essay Example | Topics and Well Written Essays - 500 words

The future of photography - Essay Example In spite of the fact that Kodak transformed the first advanced Polaroid, the business movement to computerized symbolism took a toll, leaving the organization fiscally tested in the course of recent decades, and inevitably heading Kodak to record a $6.75 billion chapter 11 in January 2012 (Collins, 23-31). In addition, Kodak have risen as an innovation organization serving imaging for business markets including bundling, useful printing, realistic interchanges and expert administrations. The organization for a long time have been revitalized by change and rebuilt to turn into an imposing contender leaner, with a solid capital structure, a sound asset report, and the business best innovation. With its key center now on fast advanced printing engineering and bundling for customer products, Kodak is normal in the following 25 years to have incomes of about $2.5 billion (Snyder, 9-12). Throughout the span of the 20-month liquidation incidents, Kodak sold off numerous licenses to individual industry titans including Apple, Amazon, Blackberry, Facebook, Google, Microsoft, and Samsung. Tragically, the monetary yield was considerably lower than anticipated. Kodak was searching for more than $2 billion for its 1,100 advanced imaging licenses, yet was just equipped to create about $525 million. At last, the rebuilding arrangement worked out an annuity debate with organization retirees, yet wiped out its shareholders. Secured lenders and second-lien note holders are normal be pained up all required funds, despite the fact that general unsecured banks are just anticipated that will accept four or five pennies on the dollar (Eastman Kodak Co). Whats to come for Kodak in the following 25 years in any case, is brilliant. This is confirmation recognizing the way that one of Kodaks greatest remaining possessions is its exceptionally decently distinguished and made brand, which has been so well known for so long. While

World religion and major periods during the development in the united Term Paper

World religion and major periods during the development in the united states - Term Paper Example During this colonial period, events occurred for example 8 Englishmen being allowed to colonize other parts of America. For example Virginia was the first American colony which was founded at Jamestown in Virginia. The Native Americans who were in Virginia had mixed feelings towards the newcomers; they were hostile to them and even attacked their ships. On the other hand, Indians had hospitality to the newcomers thus providing food to them. In the North of America, Massachusetts Bay colony was formed in 1920 together with Plymouth colony. In the other colonies war started in north American showing European rivalries where the Native American had to look for alliances to other powers to make sure that the colonist will not control the whole region for long period since the Native Americans together with the settlers experienced challenges when dealing with the colonial masters. For example king George war the Native American had to ally with other colonist like the British and French depending on the interests of other colonies to a specific indentified colony which was assumed to be the best. This depended on the interest of colonies to others. Due to religious motives Toleration Act was given a consideration in 1649 making England to be given the power of religious freedom. As a missionary during the colonial period, I was fully engaged in ensuring that masters and their servants did not interfere with the religious organizations that were trying to bring people together. Additionally, my role was to preach peace and unity among members of the community. The American Revolutionary which started in 1775 to 1783 is also termed as American war of independence. The war was between the Great Britain by the American colonies which later was named as United States of America. The unlawful act which the British parliament imposed on the

023 Understand Child and Young Person development Essay Example for Free

023 Understand Child and Young Person development Essay Age range Explain the sequence and rate of development 0-3 months When born, babies show innate reflexes, such as swallowing and sucking, rooting reflex, grasp reflex, startle reflex, walking and standing reflex; in the first month babies become less curled up and the startle reflex is starting to fade; toward the end of the third month babies start lifting and turning their heads. 3-6 months When lying on front babies can lift their arms and legs balancing on their tummies; they can reach and grab a toy and they can pass it from one hand to another; they can also roll from their backs to front; around sixth month babies are becoming able to sit with support (e. g. high chair). 6-9 months Babies can sit without support; they are beginning to crawl or find other ways of being mobile (bottom-shuffling); starting to use fingers to feed. 9-12 months Babies are becoming very mobile, fast crawling, standing up by the furniture, some babies walk along the furniture using their hands to hold on; developing abilities to handle objects and putting them into containers; babies able to feed themselves with fingers. 1-2 years At the beginning of this period babies are beginning to walk and around 18 months they are becoming more and more skilful on their feet, moving faster; toddlers around this age begin to sit and push with their legs to move on the sit-and-ride toys. Towards their second year children walk confidently, they can run and climb; towards the end of the second year some children are becoming ready to start potty training. 2-4 years In the third year children start potty training; they become able to push with feet or peddle a tricycle; children can walk upstairs alternating their feet; towards the end of the this period children are skilful enough to feed and dress themselves; they are able to do threading, pouring and they can use scissors. 4-7 years Physical development less rapid, however skills are becoming more refined and movements more coordinated. Ability to kick and control ball; development of fine motor skills essential for handwriting. 7-12 years Good coordination of small and large movements; growing physical skilfulness means task can be done quicker, more accurately and more confidently; neater drawing and writing; accurate cutting. Between 9 and 12 children gain even better coordination and speed in fine and gross motor skills. Around 11th year the bodies of some girls are starting to change (growing breasts) and some might start their periods. 12-16 years Gradual body changes in both girls and boys (girls physically mature quicker [around 15/ 16] than boys [around 17/18]. Fast body changes may affect spatial awareness which can become occasionally poor as a result. 16-19 years The maturing of the body is finishing with the full development of sexual organs; the body is taking a distinctive female or male shape. 023 Table 2: Intellectual and cognitive development Age range Explain the sequence and rate of development 0-3 months Quite early on babies are able to recognise the smell of their mother and her voice; later they become familiar with voices of important others and they can be calmed when they hear them; they are interested in faces. In their 3rd month babies start to differentiate between day and night (settled routine); babies become interested in mobiles and other objects around them. 3-6 months Babies are becoming interested in what is happening around them, turning their head in the direction of interest; objects are being explored by hands and mouth. 6-9 months Developing fine motor skills allow babies for a better exploration of objects by handling and touching with fingers; around 8 or 9 months babies understand object permanence (objects continue to exists even when out of sight). 9-12 months Babies are more aware of what is happening around them, they are starting to understand routines through signals (bib = food) 1-2 years Children enjoy pop-up and posting toys and in their 2nd year they are starting to have a go at simple jigsaw puzzles and building bricks. 2-4 years Children pretend play with miniature world; they more interested in books, mark making and painting. In their fourth year children are able to concentrate and focus longer on activities which which caught their interest. 4-7 years Children begin to do some simple counting and calculations, recognizing letters is followed by gradual decoding of simple words and later by reading. 7-12 years Reading and writing is becoming easier, children start reading silently to themselves. Play becomes more organized and follows rules. Development of thinking and reasoning is demonstrated through independent problem solving. 12-16 years Further development of reasoning and problem solving; children are gradually starting to understand more abstract concepts. 16-19 years Cognitive abilities are becoming further refined, leading to high level skills in young people. 023 Table 3: Communication development Age range Explain the sequence and rate of development 0-3 months To start with babies express their hunger, tiredness or other discontent through crying; around 5th/6th week babies start to coo when content; in the third month babies start smiling and reciprocate smiles. 3-6 months Babies starting to understand a little of what is being said and they are starting to give some communication signals themselves (e. g. raised arms when they want to be picked up). 6-9 months Babies become quite vocal, babbling with a differentiated tuneful string of sounds. They are also starting to understand various important key words connected with their routines (e. g. ?dinner? ). 9-12 months Babies clearly show they understand more of what is being said around them/ to them. Babbling is still main way of communication. 1-2 years First meaningful sounds/ words are beginning to emerge around 13 months, and at the end of 2nd year children might have a vocabulary of about 200 words. 2-4 years Language is becoming a powerful means of communication. From connecting two words first children are beginning gradually to build up sentences and their talking is becoming understandable even to those who are not in regular contact with the child. Even though there might be the odd mistake in the sentence structure, the language toward the end of this period is becoming fluent and children ask questions and generally enjoy expressing themselves through language. 4-7 years Children are becoming involved with written language – they are starting to learn to read and write. 7-12 years Reading and writing becomes easier now; at the beginning of this period children enjoy telling jokes to others; apart from chatting, children are beginning to be able to form a simple argument and be persuasive, they are becoming increasingly able to negotiate with others. Their writing shows more grammatical awareness as well as own imagination. 12-16 years Reading and writing skills are becoming very good and children are becoming increasingly skilful in negotiating and persuasion of others (peers and adults). 16-19 years Communication with peers is becoming very important; differentiation between formal and informal language and its use in real life is becoming more and more important; young people use different means to communicate (via phones, mobile messaging, emails, facebook, etc. ). 023 Table 4: Social, emotional and behavioural development Age range Explain the sequence and rate of development 0-3 months First social contacts are being established mainly during feeding; at the end of the first month babies start to show first smiles which then gradually become response to familiar faces. 3-6 months Babies smile and squeal with delight when playing with familiar others. 6-9 months Babies try to stay close to their primary carers and around 8 months babies may become distressed when their primary carer leaves. 9-12 months Babies are fixed on their carers and do not want to be with strangers. 1-2 years Children start notice other children around them and they show some interest in them and later start parallel play. They also start show some frustrations and tantrums as they gradually discover some boundaries. 2-4 years Children play alongside others and may start copying their actions. Around the third year children become more aware of others and their needs which also reflects in their play which is gradually starting to be more and more cooperative. Children enjoy being praised by adults. 4-7 years Developing language is helping children to form better relationships and children begin to show some preferences in friendships. 7-12 years Friendships are becoming more stable and more important and may influence decision making (if my friend is doing something I might be more likely doing it also). Gender specific play is becoming more apparent. Children start to compare themselves to others. Children enjoy being given some responsibilities. 12-16 years Friends and friendships are very important and gradually opinions from friends might feel more important that those of parents/ carers. This leads to exploration and challenge of the boundaries of relationships as well as learning to deal with disagreements, arguments, etc. There are anxieties coming from pressures from school. 16-19 years Young people enjoy being with their friends, they are finding discovering their own identity and sense of belonging to a group/ groups of specific characteristics which defines for them who they are (religious groups, sport group, goth, etc. ) 023 Table 5: Moral development Age range Explain the sequence and rate of development 0-3 months 3-6 months 6-9 months 9-12 months Children might start paying attention to â€Å"no† and might stop their behaviour for a moment. 1-2 years Children are beginning to understand â€Å"no† and they start using it themselves. 2-4 years At the beginning of this phase still no understanding what is right or wrong but children understand when they are said â€Å"No†. Later they become able to follow some simple rules. Around 4 years children are becoming thoughtful at times but most of the times will decide what to do on the basis of adult approval. 4-7 years Children are beginning to understand rules; they try to understand them, follow them and may attempt to create their own rules where no rules are given (made-up game with friends). 7-12 years Children share their knowledge of rules with others and will readily point out if someone breaks the rules. Later they are becoming more aware of behaviour consequences and they are generally becoming more thoughtful. 12-16 years Children are beginning to be aware of a bigger picture – rules of communities and societies and they are beginning to understand the need for that. 16-19 years There is a interest in moral issues, finding out that right and wrong is not always black and white. Questioning and testing of rules. A2 Answer the following questions. 1. What is the difference between ‘sequence’ of development and ‘rate’ of development? 2. Why is the difference important? (Ref 1. 2) Q1. What is the difference between a sequence of development and rate of development? Sequence of development is the order in which development occurs, e. g. children are able to sit before they learn to crawl. The order of the sequences in development are always the same (even though there might be some individual differences: babies always learn to move about before standing up and walking, but some babies bottom-shuffle instead of crawling). Rate, on the other hand, is the speed in which individuals go through the stages/ sequences of development. Most children learn to walk when they are about 12 months old. However, some babies might be ready to walk when they are 10 months old and others when they are 15 months old. Individuals might also be developing with different rate in different areas, e. g. some children might be developing quickly physically, but their speech might be delayed. These individual differences are results of genetic predispositions and other biological influences as well as environmental stimulation. Q2. Why is the difference important? Knowing the sequences of development in different areas is important for practitioners to be able to plan accordingly and therefore to support the development in individuals. The rate of the development is important in terms of recognizing any atypical development and recommending/ searching any additional interventions when needed. TASK B Complete table; Research and report B1 Complete a table as shown on the following page, identifying the different personal and external factors that influence children and young people’s development. (Ref 2. 1, 2. 2) B2 Produce a report to demonstrate your knowledge and understanding of differing theories of development. This report should identify how these theories have influenced current practice and include the following: Cognitive (e. g. Piaget) Psychoanalytic (e. g. Freud) Humanist (e. g. Maslow) Social learning (e. g. Bandura) Operant conditioning (e. g. Skinner) Behaviourist (e. g. Watson) Social pedagogy. Over the years there have been many theories trying to explain certain aspects of development, behaviour, learning, etc. In the following text we will look at the most influential theories which are being used by practitioners in better understanding as well as day to day work with children and young people. After a brief description of how an individual theory was founded, we will discuss the key points for work at nurseries. Theory of cognitive development (Constructivist approach) Theory of cognitive development is connected with the name of Jean Piaget (1896-1980) who through work on intelligence tests started to notice how children at same stages make very similar mistakes in their tasks and problem solving approaches. Piaget then closely observed his own children, capturing their development in details and later using these observations to create a theory of cognitive development. Piaget considered children as active learners who create ? schemas? (believes) about the world based on their experiences. This is how they make sense about what is happening around them. However, a child? s schemas are going to be challanged time to time by new and unexpected experiences and as a result existing schema will have to adapted to fit these in (e. g. touching something hot will alter the notion that everything is safe to touch and child will learn that certain objects can hurt when being touched). Piaget? s theory influenced the practice by having a ? child-centred? approach. In our setting, for example, we make regular observations on what our children are interested in and what they like to play/ do. After careful evaluations and identifications of possible next steps of development we plan activities which as well as reflecting children? s interest also further challenge them to encourage the development. Psychoanalytic theory of personality Sigmund Freud (1856-1939) suggested that every personality has got three parts to it – id, ego and superego. We all are born with id, which is the part of our personality that is driven by our desires and reflects in pleasure-seeking behaviour. Id is selfish and passionate and it is purely after satisfying its needs, known as ? gratification?. However, through social contact and learning babies/children gradually learn to be aware of the outside world and eventually of needs of others. They will be developing ego, which is able to plan the actions so the needs of the individual can still be met but in more socially desired way, e. g. ability to wait for once turn when the food is being served at pre-school settings. This is called ? differed gratification?. Later, as a result of further parenting and learning about social and cultural values, the superego is developed. Superego could be described as an internalised parent as the child is starting to be aware of what is good and what is bad without external reminder – e. g. I must not hit because it hurts. If the behaviour trespasses the imperatives of the superego, the individual will feel guilt as they are now aware that their behaviour was bad (this is referred as ? conscience? ). Apart from judging conscience, superego has got a notion of an ego-ideal to which it will strive. When ego demonstrates good behaviour the ego-ideal part of superego will reward this, e. g. feeling good after doing something for someone else even when external praise is not present. Even though Freud has been criticised for basing his description and explanations of development on sexual motives, some of his theoretical concepts are now widely accepted (e. g. the concept of unconscious mind – id and most of superego). One could say that orientation on children? s needs might be partly inspired by Freud? s ideas about the dynamics of id, ego and superego. Too strong superego and suppressed unconscious id will lead to many problems in adult life, where individual tries to live mainly by what is required by the outside world rather than allowing themselves to follow own desires. In early years healthy development of ego can be supported by putting the child and their needs in the centre of our attention; activities and work with children is individualized and child-led, yet still well planned and safe. For example, in our setting we might notice that a particular child enjoys opening and closing doors, gates, etc. Instead of completely discouraging him from doing that we might identify situations when it might be appropriate for him/her to do so and explain the necessary things around it in a child-friendly way (e. g. : When everybody has got their shoes on, you can open the door, Henry. , We will keep the gate closed now, because we are going to play in the yard now. , Mind your fingers when closing the door – you could close them in and that would really hurt. , etc. ). If we say ? no? to children it is good to make sure that the child knows about the reasons behind our decisions (even though they might find it hard initially anyway, they are more likely to come round and understand it in their own time). Humanistic theory of motivation and personality – Abraham Maslow (1908-1970) Maslow studied motivation in people and came up with what is now known as Hierarchy of Needs. Maslow divided the needs into five categories (physiological, safety, love/belonging, esteem, self-actualisation) and put them in hierarchical order from the most essential and basic needs to higher-order needs. Maslow argues that it is necessary to fulfil the needs from from the bottom of the hierarchy first to be able to meet the needs of higher order. Only when all the other lower needs are met, an individual can focus on fulfilling the highest needs of self-actualisation, such as creativity, problem solving, morality, etc. In our practice we are aware, that when a child is for example overtired and hungry (the most basic physiological needs), there is no space to try to fit in other things, e. g. ?wait for your turn? , ? say please? ,. (which would be working on their higher order needs, such as love/belonging (friendship) or esteem (respect for others, respect by others). This child at that stage needs to be fed and put to sleep as soon as possible and other input has to wait until the child is again able to tune to it/ receive it. Social cognitive theory Social cognitive theory has its roots in behaviouristic approach. However, Albert Bandura (born 1925), even though accepting learning by conditioning, argued that lots of learning happens through social observations (? observational learning? ). Observational learning is when children copy what other children or adults do; in comparison to conditioning, observational learning happens spontaneously and often without the need for reinforcement. Cognitive abilities seem to play an important role in observational learning as children need to be capable to notice the activity itself as well as remember it accurately. As staff we need to be mindful in the way we act and interact in front of children as they are likely to copy our behaviour. In accordance with the social cognitive theory we try to set good examples to the children in our settings by showing good manners and being courteous to them as well as to one another. Behaviourist approach to learning – operant conditioning Operant conditioning is based on classical conditioning (I. P. Pavlov; J. B. Watson), which teaches that certain behaviour/ reaction can be connected with a stimulus through conditioning, e. g. fear of cats after a bad experience with a cat. F. B. Skinner (1904-1990) however took this a bit further and through experiments mainly with pigeons and rats showed that learning can be strengthen by reinforcements, such as positive reinforcement (praise, sticker, attention, etc. ), negative reinforcement (this is removing something which is negative from the situation so it no longer poses a ? threat? or causes negative emotions and the whole experience becomes more positive, e. g. child does want to play with a toy because it is scared of the noises it makes – by switching the sound off, the child is able to explore the toy) and punishers (negative consequence which is likely to prevent individuals to repeat their behaviour – e. g. touching hot iron). Skinner researched most effective ways to retain the learnt behaviour and he found out that even though continuous positive reinforcement is good at the beginning of the learning, later unpredictable positive reinforcement keeps the learnt behaviour in place for longer period of time. This is because even though the reward comes frequently, we are not sure when it is going to come next and therefore we keep doing the behaviour. At our setting we might be using operant conditioning for example when we are helping a child to potty train. First every sitting on the potty, regardless of results will be rewarded. When the child gets into the habit of sitting on the potty, then only successful potty session will be rewarded with a sticker (however praise for trying when unsuccessful remains). When starting to do regularly this stickers might gradually become praise and sticker will be awarded if the child successfully asks for potty when they need it. Behaviourist approach to learning – Classical conditioning J. B. Watson (1878 – 1958) followed I. P. Pavlov? s work on classical conditioning with animals (dogs salivating when food arrived became then salivating even at the mere sight of the bowl; Pavlov took this further by conditioning completely unrelated food stimulus, such as bell or light, which after regular presence at the mealtimes would later on its own initiate the salivating response in dogs). Watson showed that classical conditioning is possible in humans as well (famous Little Albert experiment, where a baby was conditioned to have fear of rats). Classical conditioning is not really used in practice as a active way of teaching, however its theory can be used for observational purposes (e. g. recognising when sucking thumb signals hunger etc. ). Social pedagogy Social pedagogy is a discipline which brings together theory and practice in order to assure the best and holistic way of supporting children in their development and education. The overall aim of social pedagogy is to give children and young people the best possible chances for their future lives. In accordance with social pedagogy the Early Years Foundation Stage Framework (EYFS) has been devised to capture the development in early years and to help professionals to monitor, plan and support effectively individual development. For better and focused understanding the development has been divided into seven areas, out of which three are recognised as prime areas (Personal, Social and Emotional Development; Communication and Language; Physical Development) and four are described as specific areas of development (Literacy; Mathematics; Understanding the World; Expressive Arts and Design). The support the professionals can provide is differentiated into helpful advice in positive relationship and suggestions for enabling environments. In EYFS we can see influence of Piaget? s work in enabling environments where the focus is predominantly on individual? s own experience. We can also strongly identify the theory of ? zone of proximal development? by Vygotsky (cognitive development) in EYFS as we can easily identify where children are in their development, what is the next developmental stage for them and how we can support this next step. 023 Personal and external factors influencing development B3 Personal Factors: Give ONE explanation of a positive influence on the development of children and young people Health status: given by genetic predispositions as well as environmental factors, such as diet, pollution, stress, etc. If obesity is genetically passed on in the family than healthy diet together with developing positive attitude towards regular exercise will help the child to maintain a good health. Disability: Physical impairment, such as missing or underdeveloped limb Wheel chair together with barrier free environment (e. g. lifts, ramps, low sinks, etc. ) will help to support independence of an individual. Sensory impairment: visual impairments, hearing impairments, death-blindness, When working with individuals with visual impairment, we can use the other senses to compensate and provide necessary stimulation which helps the development, e. g. using special toys/ learning material which uses touch and sound as a mean of gaining information. However, if there is some vision left (which usually there is), the environment can be adjusted by using contrast colours, non-reflective material, good lighting, etc. Learning difficulties: Dyslexia, dyspraxia, dysgraphia, dysortographia, ADHD, ADD Children with ADHD benefit from having a regular routine. Activities needs to be short and well planned with simple and easy to follow instructions. Hands-on activities with regular physical exercise and lots of praise are essential. External Factors: Poverty and deprivation: poor diet, inadequate housing, lack of education, lack of access to play and leisure, low aspirations and expectations Good education can help the individual to break from the poverty and secure them a better brighter future. Family environment/background: neglecting parents, abusive parents, parents with alcohol or other drug-taking problems, ill parents who are not able to provide adequate environment for their children, etc. Parents who are ill and no longer able to fully provide for their children could be provided with carers who would help with the overall smooth running of the household, caring for needs of the disabled parent and the needs of the children, while keeping the family itself together. Personal choices: from certain age children/ young people make some decisions for themselves which can have effect on their development, e. g. taking drugs, changing their diet, etc. To help to prevent drug-taking it is important to support the development of a positive self-image and healthy self-esteem; education and raising awareness of dangers of drug-abuse is also a helpful preventative measure. Looked after/care status: children in residential care, in foster families, in their own family but having care status (they are the responsibility of local authorities). If children are being fostered it is beneficial if siblings can stay together. Education: Educational system, through family itself, through other groups (religious groups, sport groups, hobbies and interests, etc. ) Finding out strengths of an individual (which do not have to necessarily academic) and building upon those to build a healthy self-esteem and recognition of self-worth – this can help to compe with other weaker areas in a positive way. 023 Task C Report Produce a short report in the form of an induction pack for new staff at a setting, covering the following. a. Give two examples of assessment methods that could be used to monitor a child/young person’s development. (Ref 3. 1) b. Give three examples of why sometimes child/young person’s development does not follow the expected pattern. (Ref 3. 2) c. Give one explanation of how disability can impact and affect development. (Ref 3. 3) d. Give three examples of different types of intervention that could promote positive outcomes for the child/young person, where development is not following the expected pattern. (Ref 3. 4) a. In our setting we use several assessment methods to monitor our children? s development. The most used one is a short free description on sticky labels – these capture a specific short observation in a specific area of development (e. g. Physical Development); the date and the identified area/ areas get recorded on the label. This method of recording information is useful for gathering evidence of the progress of development in specific areas and building a developmental profile of an individual child. We also use specific observation sheets, on which we capture a more detailed and complex observation. In the next section on the sheet the observation is evaluated and areas of the development are identified (often more than one). In the last section we identify the next steps for the child and how we can help the child to achieve that. We have two types of observation sheets in our settings following this format – one is purely written observation, the other one is a photo observation sheet. This method of recording and evaluation allows us not only to add to the developmental profile of each child but also to plan effectively to further support the child? s development. b. There are many possible reason why at times the development might not follow the expected pattern. Apart from the most obvious ones, such as disabilities and special learning needs, the development can get affected by external factors, such as environmental reasons, cultural reasons, social reasons; and specific individual reasons, such as emotional reasons, physical reasons and communication difficulties. Environmental reasons: Among environmental reasons which may affect child? s development is for example where and in what conditions a child lives and what type of school they attend. Social reasons: There might be big differences between children in terms of wealth of their families, family status and family structure (big family with strong bonds in comparison to divorced parents with negative mutual relationship), education of parents as well as their ability to tune themselves to the needs of their children – all of these will affect the way children will be developing. Communication skills: Slower developing communication skills have got potential to negatively influence the development in other areas. The inability to effectively express themselves may result in frustrations in children and aggressive behaviour as well as consequently lower literacy skills. Similar effects can be observed in children whose families? language is not the dominant language of the country. If the dominant language is not fully acquired the child may significantly struggle once at school. c. Disability can affect more than one area of development as children can become frustrated and their self-esteem can be lowered. The attitudes of low expectations and stereotyping by others will also have a secondary negative impact on a child? s development. d. There are several ways how difficulties in development can be recognised, monitored and positively supported. Educational establishments will have appointed SENCO, a person who is responsible for identification and organising further support for children with special needs. If appropriate Educational psychologist will be contacted to make a full assessment and recommendations in how to support individuals in education (behavioural problems and learning difficulties). Suggested interventions may be discussed with parents and with learning support assistants and individual educational plan might be written up and followed. If there are any issues with speech and communication, Speech and language therapist will be consulted – the outcomes of the assessment will lead to a specific plan of action, often involving regular contact in which special exercises will be explained, practised and taught to children and their parents/carers/other professionals for them to be able to support the children outside the sessions. If a child? s physical development is affected, physiotherapist can provide help with special exercises and massages to aid the physical development, maximize the range of movement and develop the appropriate movement control. Task D Report Produce a report which explains the following: a. Why is early identification of speech, language or communication delay important for a child/young person’s well-being? (Ref 4. 1) b. What are the potential risks for the child/young person’s well-being if any speech, language or communication delay is not identified early? (Ref 4. 1) c. Analyse the importance of early identification of the potential risks of late recognition to speech, language and communication delays and disorders. (Ref 4. 1) d. Who might be involved in a multi-agency team to support a child/young person’s speech, language and communication development? (Ref 4. 2) e. How, when and why would a multi-agency approach be applied? (Ref 4. 3) f. Give four different examples of play opportunities and describe how you would put them into practice to support the development of a child/young person’s speech, language and communication. (Ref 4. 3) a. Early identification of the language and communication difficulties is important as it can support the development to prevent further (secondary) impact on other areas. Also, as the brains in young children have not finished their development, the earlier we can intervene, the better prospects of success we have. b. Problems in language and communication can have a negative effect on other areas of development, such as cognitive and social development. Children with language and communication difficulties are more likely to struggle at school in learning to read and write, which can have further negative impact not only on other subjects but more importantly on their self-esteem. Children with such problems can become gradually isolated. c. Early identification of the potential risks of late recognition to speech, language and communication delays and disorders is very important in terms of putting the most appropriate interventions in place to support the development and benefit the children? s needs. Well timed and well tailored intervention has got the potential to optimize the development and to minimize potential negative impact for other areas of development. d. In the multi-agency team to support the child with speech, language and communication there will be the child? s GP or a health visitor, who will make a referral to a speech and language specialist. If there is a suspicion that the communication difficulties are connected with learning difficulties Educational Psychologist will be consulted. When it is decided on the type of intervention needed, the parents, the educational setting professionals and the rest of the team should work together in order to implement the chosen intervention in order to meet the needs of the child. e. Multi-agency approach is used when parents and/ or other professionals (such as GP, early years settings, etc. ) have recognised that a child is in need of additional help to aid the development. Different professionals are involved in the assessment of the needs (e. g. GP to assess potential hearing or other impairments) and speech and language therapist devises the best possible individual support. Multi-agency approach brings together different fields of expertise to assure the best possible outcome for the child. f. There are many informal opportunities how children? s communication and language development can be supported. These might often be more effective than formal exercises as they naturally meet the child in they world of play, making it more motivating and fun. Nursery rhymes and songs Children enjoy joining in nursery rhymes and songs. These are short and memorable and their rhythmical pattern make them perfect little exercises for developing language, pronunciation and fluency (good practice when dealing with stutter). Books are perfect for developing passive and active vocabulary, understanding meaning of words and learning correct sentence structure informally. Books are a wonderful way to spark children? s imagination as well as teaching them to express themselves about the world around them by providing the relevant vocabulary. Pictures in books make it possible for children from the earliest age to actively engage with the story as well as to engage in a dialogue with another person. Dressing up and role play again helps the child in an informal way to engage in talking and communication with others whilst enjoying the imaginative play. Puppets are a fantastic way how to involve children in communication through play. Children are fascinated by puppets and enjoy adults taking active part in their play, which again allows for an opportunity to develop language and communication in a fun way. 023 Task E Complete table Complete the table on the next page, showing how the different types of transitions can affect children and young people’s development and evaluate how having positive relationships during this period of transition would be of benefit. Additional Guidance Different types are: a. Emotional, affected by personal experience, e. g. bereavement, entering/leaving care. b. Physical, e. g. moving to a new educational establishment, a new home/locality, from one activity to another. c. Physiological e. g. puberty, long-term medical conditions. d. Intellectual, e. g. moving from pre-school to primary, to post-primary. (Ref 5. 1, 5. 2) Give ONE specific example of a transition Give ONE possible effect on children and young people’s development Evaluate the benefit of a positive relationship during this period of transition ~ provide ONE example Emotional: Bereavement Depression which may affect sleep pattern, children may become lethargic and less interested in engaging in any activities which may affect they social, emotional and cognitive development Positive relationship with open communication and listening skills allows for a child to ask difficult questions and share their worries and sadness, to talk over difficult memories and anxieties about the future. This may help with overcoming the past and the sadness. Physical: Moving home Moving home may effect the children social development as they may lose previous friends and find themselves unable to fit in new friendship groups. Some children might start having food issues, such as overeating to deal with anxieties. This can affect their emotional, social and physical development. Positive relation can provide a helping hand with dealing with the new situation while supporting the self-esteem and encouraging the confidence in a young person. Positive relationship can also act as model of skills of how to establish a new relationship. Physiological: Gaining a physical disability – e. g. lost limb Withdrawal – children may become very solitary, unable and unwilling to join in with their peers, which can affect their physical, emotional, social as well as cognitive development. Positive relationship will communicate acceptance and healthy support in dealing with a life-changing situation; this should help in dealing with difficulties as they come Intellectual: Moving from pre-school to primary school Lack of concentration and motivation as the child might feel overwhelmed by new routines and new demands which they might find very difficult – this may affect their natural cognitive development and they might regress into safer younger stage of development. Positive relationship will allow for a child to feel safe, valued and as achieving (in their own pace) by identifying the appropriate approach of working with the child with the sensitivity to their specific needs and pace of development.

Of Mice And Men :: essays research papers

Of mice and men is a novel about two men, George Milton and Lennie Small, who go to work on a ranch in California together. Lennie is a massive man with incredible strength but has a child's mind. George is a fairly sized man who is not incredibly brilliant but has good common sense. The two men travel from town to town and job to job to just get by and survive. But they dream of saving up enough money to someday get a place of their own where they "won't have to answer to no one" and "live off the fatta the land" Lennie dreams of having rabbits of his own that he can take care of all by himself. The ranch they go to work at is in Soledad, California. When they arrive, they go to their bunk house, where they meet Candy. Candy is an old, weathered man who has been working on the ranch for years. He befriends George and Lennie and they confide to him their dreams of having their own place. Candy tells them that he has saved up a descent sum of money and asks if he can tag along in the adventure if he pays his share. Another man on the ranch, Slim, gives Lennie a puppy to play with but Lennie, feebleminded and sweet attempts to love even the gentlest of creatures, but, as he only has a childlike understanding of his enormous strength, the results are often tragic. Curly is the boss's son, and sensing Lennie's simple mind, he attempts to intimidate and antagonize him not anticipating his strength. He hits Lennie because he thinks Lennie is teasing him. Lennie tries to resist fighting as long as he can but after suffering many blows to the face from Curly, he grabs Curly's hand and squeezes it so hard it breaks every bone in it. Curly's wife is a beautiful woman who is always lonely and attempts to receive "love" through the attention of other men. In Curly's seductive wife, Lennie sees a beautiful and innocent creature, like the small animals he attempts to love. Though she seeks to take advantage of his innocence, she cannot know that his strength coupled with his naivete is, for her, a dangerous combination. She comes into the barn one day when Lennie has just killed the puppy given to him by Slim because he played too hard with it.

Childhood Essay

Explain the sequence and rate of each aspect of development from birth- 19 years. Children develop at different rates and their progress can be measured and tracked in a variety of ways. Although every child develops at different rates the sequence will follow a pattern. This is because children will often acquire one skill before being able to move on to the next. In early years children’s sequential development can be measured against the Early Years Foundation Stage. The different aspects of development they are measured on are Physical, Communication, Intellectual/cognitive, moral, social, emotional and behavioural. Children’s Physical abilities usually develop very rapidly in the early days as they grow from a baby to a toddler. By six months of age a baby’s muscles will have developed enough to reach out and hold objects and begin exploring the world around them. They will enjoy responding to adult facial expressions and may still be shy with strangers. By the age of one a child will begin crawling and using furniture and adults for support in standing. They will be able to sit independently and become more co-ordinated with their hands. A child may have developed their first teeth and solid food will be introduced to their diet. They will begin to understand more words and respond to their name when called and may become anxious when separated from parents or carers. Jealousy of others may become apparent and they enjoy imitating actions they are shown. Between the age of one and two a child will begin walking and mark making will be explored. A child may shake their head to mean ‘no’ and they will begin to understand more words that are spoken to them. Between the ages of two and three scribbles will evolve as children start to experiment more with pencils and pens. A child will be able to throw and kick balls and build towers with blocks. Speech will have developed into longer sentences and questions will be constantly asked as they become more inquisitive. From three to four years of age children will begin to use pitch and tone in singing and their vocabulary will continue to increase. They will enjoy sorting objects into shape, colour and size and will be able to follow simple instructions. Children’s independence will continue to increase as they enjoy running, jumping, skipping and hopping. Children will now assist in dressing and undressing. From four to five years of age children’s questions become more inquisitive and their grammar more accurate. They will be able to hold pencils and pens more correctly and copy shapes and letters and draw people. Routine is very important and they will enjoy being given increasing responsibility. At six and seven years children will be able to dress unassisted and they will be ever more confident in their abilities to run, skip and hop. They may be able to do up buttons and remember events. A child will be able to hold a conversation as well as recognise sounds, words and letters. Beyond these years and heading into adolescence children will develop physically at varying rates. Children will go through puberty at very different rates. Children’s and Young People’s language and vocabulary through adolescence are greatly aided by the adults around them. From the age of seven and onwards children may begin to read aloud confidently and have an increasing knowledge of grammar and tenses. During teenage years vocabulary skills and humour will be developing in a more complex way. The use of sarcasm may be introduced. The skills to argue and debate will also progress. Teenagers will become increasingly confident in their own thoughts and ideas, however may still need reassurance as they become an adult. They will develop strong friendships and discover the opposite sex. Although Children may reach these aspects at different times and stages in their life, the same sequence will be followed. This means that a pattern of development is followed. For example, a child must learn to walk before they can develop the ability to run. 1. 2- Explain the difference between sequence of development and rate of development and why the difference is important The difference in the sequence and rate of development is important as they are used to measure a child’s development. It enables Early Years providers to monitor and track a child’s development and identify any concerns. It also allows the provider to plan at the right time for specific children. The sequence of development is the order in which a child develops. This can be different in each child. One child may begin to do things before another and skip a step in the sequence while another child may follow each step in the sequence exactly. Rate of develop is the speed in which a child develops. This can also vary from child to child as one child as one child may start doing things earlier than others. It is vital to know the difference between sequence of development and the rate of development as it helps professionals in identifying the individual needs of a child. It helps practitioners recognise where there may be special education needs and additional support required. Outcome 2Understand the factors that influence children and young people’s development and how these affect practice 2. 1- Explain how children and young people’s development is influenced by a range of personal factors. Various factors contribute to a child or young person’s development. Personal factors can include Health Problems. A child’s development begins in the Mother’s womb and can be hindered by a Mother’s drug taking or excessive alcohol consumption. It can result in premature birth and a low birth weight which consequently has an ongoing effect on the Child’s development. If a child is born with impairment such as hearing loss then this will affect their social skills and their ability to communicate. Socialising is a very important contributing factor to a child and young person’s development as children learn from each other. Learning difficulties can affect a child’s development of social skills. Children with learning difficulties will need extra support in certain areas of learning as they may become frustrated and lose confidence. A disability develops through genes. Therefore this can be a personal factor in a child and young person’s development. Physical impairments because of a disability can present social issues and different aspects of the disability can physically restrict and impair a person. 2. 2-Explain how children and young people’s development is influenced by a range of external factors. As well as personal factors, there are a number of external factors which contribute to a child and young person’s development. Poverty and deprivation can mean that a child’s life chances can often be reduced. This is especially true in other, less affluent countries where children may not have access to an education or healthcare. Family environment and background can strongly influence a child’s development. Children may not receive much support from their parents or carers and the Family may have different priorities than education for example. Personal choices can go on to affect a child and young person’s development throughout their life. If a child chooses to leave school early then this will affect their career prospects and life chances. If a young person chooses to do drugs then this will go on to affect them socially and in regards to their health. If an individual has been a ‘looked after’ Child or in care then this may be a factor in their development. Many ‘looked after’ children are moved around frequently and this can have a negative effect on their education and may cause attachment issues in childhood and throughout life. Education itself can be an external influence in an individual’s development. If a child has not attended Nursery in their Early Years then they may be held back once they begin school. The child may have learning difficulties which have not yet been identified. Explain how theories of development and frameworks to support development influence current practice. Theories of development and frameworks to support development influence current practice in various ways. Cognitive development, a theory developed by Jean Piagent, suggests that children prior to seven years of age judge their good and bad actions on the consequences of them. Children after the age of seven then begin to judge their actions on their intentions. Piagent’s theory also suggests that children’s development is sequential and that a child cannot run before they can walk, so to speak. This theory heavily influences current practice as the development of children less than five years is measured against the Early Years Foundation Stage, which recognises that the milestones which children reach may be at different times in their life but will follow the familiar pattern. Psychoanalytical Development is a theory formulated by Sigmund Freud. The theory proposes that unconscious thoughts, feelings, emotions and experiences can influence a person’s actions and that past experiences can influence and shape an individual’s future. This underlines a child’s impulses and actions. This theory influences every day practice and is demonstrated by having patience and encouraging children to share and take turns. A child must be supported in reasonable risk taking and motivation. A child must learn the skills to negotiate. This can be achieved through conflict resolution and by challenging the child’s behaviour. Abraham Maslow explained through his Humanist theory of development that individuals choices are influenced by their own perception of their experiences and that a person is able to choose their behaviour, it is not an instinctual reaction to your environment. Self-esteem, self-fulfilment and an individual’s needs are of primary importance and a person’s basic needs must be met in order to attain these. Maslow developed the ‘Hierarchy of Need’ which is utilised in current practice to measure a child’s personal development. Maslow put forward that a person’s basic needs must be met before they can achieve self-actualisation and realise their own personal potential. Albert Bandura’s theory of Social Learning advocates that children learn from others through observation and imitation. There are three aspects to this theory and these are that children learn through observation, that a child’s internal mental state is a factor and that even if a child learns something it does not mean that a child will use that learned behaviour. Bandura’s theory has had an influence on current practice as it put forward the idea that learning does not change behaviour and in order to do so both Families and Professionals need to be part of the process. It is widely understood that Parents and Teachers should be positive role models in a child and young person’s life. Burrhus Frederic Skinner’s theory of Operant Conditioning supports the concept of ‘the mind’ and that it is more productive to learn from observed behaviour than to develop from your own internal mental experience. Skinner believed that the best way to understand an individual’s behaviour is to consider the cause and effect. B. F. Skinner’s theory of Operant Conditioning was largely based on Edward Lee Thorndike’s ‘Law of Effect’ theory. Thorndike’s theory was founded through studying learned behaviour in animals. Skinner believed that reinforcement was the key to repeated behaviour and that behaviour that is encouraged will be replicated as opposed to behaviour which is not reinforced being extinguished. Operant conditioning is a theory which supports the fact that behaviour may be changed through reinforcement. This theory is demonstrated in current practice by the use of reward charts. By negatively reinforcing behaviour a child may not repeat the action so as to remove the unpleasant experience. Behaviourist theory was formulated by John B. Watson who believed that children have three main motives being fear, rage and love and the theory deals only with observable behaviour. Development is considered a reaction to given rewards and punishments. Behaviourist theory is set apart from other theories in the fact that it does not deal with internal thoughts or theories. Because of this many critics argue that Behaviourism is one dimensional and does not account for other types of learning. However, it is an effective tool in measuring a child’s behaviour and tracking their development. Although Behaviourism is widely criticised it is still a widely used notion in teaching and encouraging positive behaviour and discouraging negative behaviour. Social Pedagogy is a framework in place to support development and enforce humanistic behaviour such as respect for others, trust and equality. It promotes the development of children in areas such as emotions and feelings, intellect, and physical capability. It encourages sustained wellbeing and health, self-empowerment, to take responsibility for one’s own actions and to promote human welfare and ease social problems. This Framework supports development of children and is increasingly associated with Community and Social Work. It upholds Equality, Diversity and Inclusive practice and is enforced by looking at the child as a whole and supporting their overall development. Outcome 3Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern 3. 1- Explain how to monitor children and young people’s development using different methods. There are various methods and ways of monitoring and tracking children and young people’s development. A key system is session planning and evaluation which enables practitioners to reflect on a session and introduce scaffolded learning to meet a child’s developmental needs. Assessment Frameworks within education are in the form of SATS and GCSE exams. These exams measure a child’s ability to retain information. If a child is believed to have additional needs then a Common Assessment Framework can be completed to identify a child or young person’s educational, emotional and developmental needs. In their Early Years, children undergo regular health checks to ensure their physical development is progressing at the expected rate. The Early Years Foundation Stage is used to measure children’s milestones. Through observation it can be discerned if a child is not meeting the expected pattern of development. This should be relayed to the parent or carer and discussed to ascertain if there are any concerns at home. It is best practice to share information with other professionals, colleagues and parents and carers to ensure that all information and facts are collated and everyone is concerned with the overall development of a child or young person. 3. Explain the reasons why children and young people’s development may not follow the expected pattern There are a range of reasons why children and young people’s development may not follow the expected pattern. Factors such as disability can affect various areas of development but early intervention and support can aid in a child’s development. Positive emotional development occurs when a child receives routine and structure and feels settled. Attachment issues can cause low self-esteem and motivation in children and young people and so this may hinder them in trying new things and risk taking. Physical development can be effected due to genetics. A child may be a slow learner or have problems with physical growth. This can also affect social development. Socially a child or young person’s development may not follow an expected pattern if parents and carers do not make time or prioritise interactive play with their children. An environment can result in a child’s development being affected. If a person is born into poverty then they may not have access to opportunities and education and so life chances are reduced. Culture can also play a part as the ways in which a child is brought up differs around the world. Other cultures may have different expectations or restrictions on a child. Learning difficulties may shape a person’s development pattern as they may not be identified early on in a child’s life. This may therefore hold them back. Children who have speech problems or find it difficult to read and write will find it arduous and frustrating to communicate with others. 3. 3-Explain how disability may affect development Disability can affect development in a number of ways. Learning and social development can be affected by a number of disabilities and a child may be faced with prejudice and discrimination. Learning disabilities which can affect development can include Autism, which affects an individual’s communication and interaction with others and the world around them. Autism can lead a person to feel isolated and alone and an individual may find it hard to read facial expressions and tone of voice. Dyslexia can create development issues in relation to reading and writing. If Dyslexia is undetected in childhood then this can affect a child’s self fulfilment. Children may become angry and detached and may have difficulty attending school. This in turn will affect their education and learning development. Physical disabilities such as Cerebral Palsy affect movement and posture and co-ordination. Some individuals who suffer from this particular disability can suffer from seizures and difficulty in reading and writing. 3. 4-Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. Different types of intervention can promote positive outcomes for children and young people where development is not following the expected pattern. Social Workers are in place to help and safeguard vulnerable children and their families through Child In Need and Child Protection Plans. Speech and Language Therapists can assess and work with children and young people who have speech difficulties. The earlier the difficulty is identified the less the impact on the child’s life. Children who have behaviour and learning difficulties may be supported by a Psychologist. Once the child’s needs have been ascertained support plans can be put in place at home and within education. Psychiatrists is specialised in treating people with Mental Health issues and works alongside other professionals in supporting individuals with such issues. Youth Justice and Youth Workers work alongside Social Care in supporting young people with behavioural problems. Physiotherapists aid children in their physical development where they have restricted or little movement capability. They facilitate them in gaining the maximum movement possible. Specialist Nurses provide support to families of children with disabilities and in need of specialist medical care. Additional learning support is available to children who have specialist educational needs. Assistive technology can further aid those with learning and physical development issues. This technology can play to a child or young person’s strengths and can encourage and motivate them within their capabilities. Health Visitors are often the earliest intervention in a child’s life and the first to ascertain if development is not following the expected pattern. Regular visits from Health will ensure that the child’s development is monitored closely and any concerns are raised early on. Outcome 4Understand the importance of early intervention to support the speech, language and communication needs of children and young people. 4. 1- Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. Our speech, language and communication capabilities relate to how we interact and relate to others. It allows us to socialise and educate ourselves. If a child is identified as having speech, language and communication needs then it is often referred to as SLCN in short. If a child’s SLCN’s are not identified during their early years it may affect their early education and relationships in school. A child may be bullied or their own confidence issues may hold them back from interacting with others. If a child has a hearing or speech impediment then other forms of communication must be evolved and access to the appropriate support must be provided. There are many risks of late recognition regarding speech, language and communication needs. If they are not recognised early on then it can continue to result in problems with self-esteem, learning difficulties, a person feeling isolated and becoming withdrawn, anti social behaviour and an inability to express themselves effectively and a child or young person not fulfilling their full potential. 4. 2-Explain how multi agency teams work together to support speech, language and communication. Practitioners have an obligation to identify children’s needs and refer them into the right support to aid in their development. Multi agency teams work together to support SLCNs by meeting and discussing available support for the child. By multi agencies meeting together it allows all channels of support to be identified at once and discuss what each agency can provide. Minutes are taken at these meetings which allow all agencies to have up to date information and work together to achieve a common goal. 4. 3-Explain how play and activities are used to support the development of speech, language and communication. Children learn through play and different activities can support the development of speech, language and communication. This allows different language to be used within a context the child can enjoy. The activity should be themed on something a child enjoys doing to encourage interest and engagement. Instruments and shapes can lead into describing words and sensory experiences. Puppets can encourage children to talk and interact in dramatic play which allows children to express emotions and develop language. Outcome 5Understand the potential effects of transitions on children and young people’s development 5. Explain how different types of transitions can affect children and young people’s development. A child and young person may go through several types of transition during their development. Emotional transitions occur when a person’s emotional state is altered for some reason. It can occur when a child experiences bereavement, misses a parent/carer or begins or leaves care. A child experiencing an emotional transition may have angry outbursts if they are too young or incapable of expressing themselves in words. A child may experience physical transition when beginning or leaving a school or moving home and perhaps when shifting from one activity to another. It may result in a child becoming anxious and unable to interact with others. Physiological transition takes place when a child goes through puberty or develops a long-term medical condition. A young person may lose confidence and feel uncomfortable meeting new people or experiencing new situations as they develop physically and become an adult. Intellectual transition is when a child progresses from pre-school to primary school, for example. New faces and environments can impact on a child’s ability to feel comfortable and may make the child feel anxious and lose confidence. 5. 2-Evaluate the effect on children and young people of having positive relationships during periods of transition. Positive relationships are highly important to a person’s development and wellbeing. Positive relationships promote consistency and resilience in a child and young person. Good support can come from Parents, Carers, Siblings and extended family, Social Workers, Health Professionals, teachers and tutors. These affiliations will mean that a child or young person is more likely to achieve academic targets and build strong social links. A child will feel more loved and valued and be more prepared for future transitions. Positive relationships also mean that a child or young person’s needs and requirements are more liable to be identified and provided for. A child’s welfare can be monitored more effectively and plans for children’s development and education can be more effective in their outcomes.

Moral Order in “King Lear” Essay

Tragedy is an essential aspect of many of Shakespeare’s most critically acclaimed plays. A.C. Bradley, one of the foremost thinkers of Shakespeare’s works, created a theory that explored these tragic dramas. The concept of Good and Evil become essential to humanity, and as a result, figure prominently in a balance of what he refers to as a moral order. A. C. Bradley found a common link or thread that remains to this day consistent with all theories regarding tragedy – that the ultimate power in the tragic world is a moral order. According to A. C. Bradley, the main source of calamity and death in the tragic play is never good. In Shakespeare’s drama, evil is the force responsible for the phenomenon of tragedy. This force is â€Å"not mere imperfection but plain moral evil† (A. C. Bradley 689). In King Lear, evil takes its core power from greediness and ingratitude of king’s two daughters, Goneril and Regan. Their intentions and deliberate actions are pure evil, â€Å"Beneath is all the fiend’s. There’s hell, there’s darkness, there is the sulphurous pit†¦Ã¢â‚¬  (4.6. 143-144). The reason why the two sisters praise their father in the beginning of the play is justified by their desire to inherit Lear’s kingdom and supremacy. Goneril’s and Regan’s declarations of their great love for King Lear are insincere, because their actions contradict with what they proclaim, â€Å"His [Lear’s] daughters seek his [Lear’s] death†¦Ã¢â ‚¬  (3.4. 163). Because of Goneril’s utter ungratefulness and lack of love or compassion, she mistreats her father and insults his dignity, â€Å"She [Goneril] has abated me [Lear] of half my train; Looked black upon me; struck me with her tongue, Most serpent-like, upon the very heart† (2.4. 175-178). Her sister, Regan, due to her alike vile nature, shows her entire support and endorsement to such a behavior. Edmund’s character comes from the same evil ground as the one of the two vicious sisters. He is, too, engrossed by the desire to own his father’s land, and thus, commits treachery and deceit, â€Å"†¦thou [Edmund] art a traitor, False to thy gods, thy brother, and thy father†¦Ã¢â‚¬  (5.3. 159-160). The wicked qualities and the intentional wrong doings of these evil characters are the main cause of grief and suffering in the King Lear tragic play, â€Å"How sharper than a serpent’s it is to have a thankless child† (1.4. 291-291). Therefore, in Shakespearean drama the commotion of tragedy proceeds primarily from the  actions of the ominous characters in the play. If the evil purpose disturbs the peace and order in the world, then, this ultimate order must be inimical to this power and be akin to good. Next, A. C. Bradley diverts his attention to the main character in Shakespearean play, the tragic hero. To be thought of as an honorable and highly admirable individual, the tragic hero still shows some evident imperfection or dreadful flaw. This tragic trait of the hero is vile in its nature, and therefore, contributes to the tragic effect of the play. King Lear’s fatal decision to banish his youngest daughter, Cordelia, and his most trusted servant, Kent, is incited by king’s excessive vanity and hastiness, â€Å"†¦he [Lear] hath ever but slenderly known himself†¦ Such unconstant stars are we like to have from him [Lear] as this of Kent’s banishment† (1.1. 322-330). Lear is not happy with Cordelia’s simple, though true, declaration of love for him, â€Å"†¦I [Cordelia] love your Majesty According to my bond, no more no less (1.1. 97-98). The king is not satisfied with such a mere and unaffected answer due to his arrogance and strong sense of superiority. Thus, he makes a grave decision to exile Cordelia from his kingdom, and gives all of his land to Goneril and Regan, which leads to his tragic disappointment, emotional breakdown, and death, â€Å"Your old kind father, whose frank heart gave all! O, that way madness lies†¦Ã¢â‚¬  (3.4. 25-26). The ultimate power in the tragic world is distressed by the evil acts and decisions of the dramatic character. Then, this ultimate moral power must have an opposing reaction to the wickedness in order to repair the essential order of the universe. Another aspect of the evil power that A. C. Bradley conveys in his article, The Shakespearean Tragic Hero, is that evil reveals itself everywhere as a negative, weakening, destructive effect. â€Å"It isolates, disunites, and tends to annihilate not only its opposite but itself† (A. C. Bradley 690). The evil effect in King Lear spreads and poisons lives of all soul characters, causing death and destruction in the play. Goneril and Regan are also affected by their own wickedness, â€Å"Each jealous of the other†¦Ã¢â‚¬  (5.1. 67). Due to their selfishness and sinister nature, the two sisters try to raze one another in their competition for power and control. In conclusion,  Goneril poisons her sister in the sake of winning Edmund’s favour. Nevertheless, Edmund is retributed by his brother, Edgar, who slays him in a fair fight. Goneril, who is not able to abide her disgraceful downfall, commits suicide. Although, these characters die, the reader does feel pity for them because their death is necessary factor of retribution in a tragic play, â€Å"This judgment of the heavens, that makes us tremble, Touches us not with pity† (5.3. 275-276). If there was no punishment for evil performance and immoral behavior, then evil power would predominate the world, and there would be no means for the moral order to exist among the humanity,If that the heavens do not their visible spiritsSend quickly down to tame these vile offenses,It will come,Humanity must perforce prey on itself,Like monsters of the deep (Act IV, Scene 2, 52-56). Hence, the existence of the ultimate moral order in the tragic world fundamentally depends on the goodness of humanity. Since the tenor of evil is belligerent and destructive to such an existence, then, people of the universe must yield to good. In essence, the power of the moral order presents the revenge and the concept of justice in the tragic world. Therefore, it suggests the idea of fate. Still, although the retribution is served, there is no indication of â€Å"poetic justice†. Moral order functions according to its righteous nature. It reacts to the attack of the evil force in order to sustain and balance itself. During this equilibration, evil is isolated and goodness triumphs over the tragic world. WORK CITED PAGEAndrew Cecil Bradley. The Shakespearean Tragic Hero. 1904William Shakespeare. King Lear. Canada, ON.: Academic Press Canada, 1964.

Left Ventricular Failure Causing Hypoxemia and Low Blood Pressure †Nursing Management Essay

Left Ventricular Failure Causing Hypoxemia and Low Blood Pressure – Nursing Management Essay Free Online Research Papers Left Ventricular Failure Causing Hypoxemia and Low Blood Pressure Nursing Management Essay In this essay the author will analyse the normal and pathologic physiology of left ventricular failure (LVF) and how this is related to hypoxemia and low blood pressure (BP). The nursing management will be discussed as well. John had two myocardial infarctions (MI) during the last five years and was waiting for coronary artery bypass graft (CABG) surgery. The angiogram showed severe triple vessels coronary artery disease with poor left ventricular (LV) function. John was admitted to critical care presenting low peripheral saturations, symptoms of respiratory distress and low blood pressure. Ten litres of oxygen were administered by nasal mask; a central venous catheter and an arterial line were inserted in order to continuously monitor John’s BP and central venous pressure (CVP), and to obtain arterial blood gases (ABG’s). John’s mean arterial pressure (MAP) was 55 mmHg and the ABG showed a Partial pressure of arterial oxygen (PaO2) of 7.8 kPa, a partial pressure of arterial carbon dioxide (PaCO2) of 5.5 kPa and an arterial oxygen saturation of haemoglobin (SaO2) of 86%. A urinary catheter was inserted and a chest X-ray was performed. Pulmonary oedema was diagnosed. The oxygen supplied was changed to humidified oxygen at 50% of inspired fraction of O2 (FiO2) and afterwards increased to 60% according to the ABG results; 40 milligrams (mg) of furosemide IV were given as a bolus and continuous intravenous infusion of dopamine was started at 3 micrograms/ kilogram/minute ( µg/kg/min). After 3 hours of treatment, an Intra-aortic Balloon Pump (IABP) was inserted and a furosemide infusion was started at 10 mg/h. PHYSIOLOGY OF BLOOD PRESSURE AND MYOCARDIUM. BP is defined as the force per unit area exerted on a vessel wall by the contained blood, and is expressed in millimetres of mercury (mmHg) (Marieb 2004). The mechanisms that are involved to regulate BP are: neural control of vasoconstriction and contractility, capillary fluid shift mechanism altering blood volume and renal excretory and hormonal mechanisms which alter blood volume and vasoconstriction (Adam Osborne 1997). Marieb (2004) and Thibodeau Patton (1993) state that the neural controls of peripheral resistance act by redistributing blood in respond to specific demands of the body and maintaining adequate MAP by altering blood vessels diameter. These changes are controlled by baroreceptors (located in the carotid sinusis, the aortic arch and in the large arteries of the neck and thorax) and chemoreceptors (activated by an increase in CO2 or decrease in O2 or pH). The renal regulation of BP acts altering blood volume by a direct mechanism, filtrating more or less water in the kidney tubules; or by an indirect mechanism called renin-angiotensin. If the BP drops, the kidneys release an enzyme called renin which triggers a series of reactions that produce angiotensin II (potent vasoconstrictor). It also stimulates the secretion of aldosterone by the adrenal cortex which enhances renal reabsorption of sodium, and stimulates the posterior pituitaria to release anti-diuretic hormone (ADH) which promotes more reabsorption (Marieb 2004, p725-729). During normal homeostasis, the above described physiology maintains normal BP. However, as a consequence of the myocardial infarction, John developed left ventricular failure (LVF) that resulted in low blood pressure. The normal physiology of the myocardium, left ventricular function and the terms related to it are stated below. The bulk of the heart wall is the thick, contractile, middle layer of specially constructed and arranged cardiac muscle cells called myocardium (Thibodeau Patton 1993). Although equal volumes of blood are pumped by the two ventricles, the workloads are totally different. The walls of the left ventricle are three times as thick as those of the right, and its cavity is more circular, this is because the left ventricle has to pump the blood through the systemic circuit and there is five times more resistance than in the pulmonary system. Myocardial function is determined by three factors: Preload: Refers to the amount of blood in the heart before contraction begins and it is the amount of stretch placed on a cardiac muscle fiber just before systole; is related to Starling’s law of the heart, which states that â€Å"the force of myocardial contraction is determined by the length of the muscle cell fibers† (Hudak, Gallo Morton 1998). Afterload: Is the pressure that must be overcome by the ventricles to eject blood (Marieb 2004). The most critical factor determining afterload is the resistance imposed by the vascular bed on blood flow. There are three sources of resistance: blood viscosity, vessel length and vessel diameter. Contractility: Is defined as an increase in contractile strength that is independent of muscle stretch and end diastolic volume (EDV) (Marieb 2004). The more vigorous contractions are a direct consequence of a greater calcium influx into the cytoplasm from the extracellular (EC) fluid and the sarcoplasmic reticulum (SR). PATHOPHYSIOLOGY OF LOW BLOOD PRESSURE John suffered two MI during the past 5 years, the changes that occur in the myocardium after a MI are very important to understand the mechanisms that lead to LVF, and consequently, to low BP. According to Gheorghiade Bonow (1998) recurrent episodes of myocardial ischemia, producing repetitive myocardial stunning, may contribute to the overall magnitude of LV dysfunction and heart failure symptoms. It has been shown (Woods et al, 1995) that changes in LV contractility and compliance precipitate sympathetic compensation by increasing the heart rate in order to maintain cardiac output and elevating the systemic vascular resistance (SVR) to sustain BP. Immediately after an infarction, blood flow ceases in the coronary vessels beyond the occlusion except for small amounts of collateral flow. Guyton Hall (2000) maintain that when the area of ischemia is large, some of the muscle fibers in the middle of the area die rapidly. Immediately around it is a non-functional area because there is nor contraction or is diminished. Extending circumferentially around the non-functional area is an area that is still contracting but that weakly. During the next days after the infarction, the borders of the non-functional area either become functional again or die, depending on the enlargement of the collateral arterial channels. In the meantime, fibrous tissue begins to develop among the dead fibers because the ischemia stimulates growth of fibroblasts; therefore, the dead muscle tissue is replaced by fibrous tissue. Finally, the heart gradually hypertrophies to compensate the loss of cardiac muscle. After a large myocardial infarction, the heart’s capability of pumping is permanently decreased below that of a healthy heart. LV failure due to inadequate contractility results in a decreased cardiac output leading to a poor tissue perfusion as well as to an increase in the volume remaining in the ventricle at the end of systole. That results in a low BP and high pressures in the left atrium that could cause pulmonary oedema (Hansen1998, p379). PHYSIOLOGY OF HYPOXEMIA RELATED TO PULMONARY OEDEMA Adam Osborne (1997) defined hypoxemia as a low concentration of oxygen in the blood (10 µg/kg/min) ? adrenergic receptors are stimulated increasing peripheral resistance, and therefore, increasing the BP (Kenry Salerno, 2003). The author recognizes the controversy of renal-dose dopamine, and on analyzing the literature, there is no conclusive evidence to support either one point of view or another. Vovan Brenner (2000) and Ichai et al (2000) defend the use of renal-dose dopamine and Friedrich (2001) and Bracco Parlow (2002) criticize its use. Both groups concur that further studies should be undertaken in order to clarify the true effect of renal-dose dopamine. Low blood pressure: When an arterial line was inserted, John’s MAP was 55 mmHg and the CVP was 14 mmHg. Initially, 250 ml of gelofusine was administered over 30 min. John’s BP increased to 62 mmHg. It is important to note that the CVP increased to 17 mmHg following the 250 ml of gelofusine. Because John was already in pulmonary oedema, doctors were cautious to not compromise his condition by administering further fluids and decided to wait, considering that John’s urine output was adequate despite his BP. At this point, it is relevant to emphasize the discussion that exists in the literature comparing crystalloids and colloids in fluid therapy. After a systematic review of 105 articles, Choi et al (1999) concluded that there are no apparent differences in pulmonary oedema, mortality or length of stay when using either crystalloid or colloid. Nonetheless, Cook (2003) argues that crystalloids increase hydrostatic pressure but decrease colloidal pressure and could enhance pulmonary oedema. After 3 hours, John’s BP decreased to 50 mmHg and his urine output diminished to 60 ml/h. How it has been mentioned in the pathophysiology chapter, John’s low BP was due to poor LV function, thus decreasing cardiac output (CO). Therefore, to resolve the hypotension it needs to be improved CO. Aggressive inotropic therapy would be unsuitable because the cause of John’s low BP could be masked behind the inotropes. Considering it, IABP therapy commenced, triggering the balloon 1:1 and on maximum augmentation. The IABP consists of a 25cm balloon that is inserted, via the femoral artery, in the descending aorta with its tip at the distal aortic arch. Inflation and deflation is synchronized to John’s cardiac cycle (Overwalder 1999). The IABP is set to inflate at the beginning of diastole displacing blood above the balloon (forcing the blood up and into the coronary arteries, improving myocardial perfusion and oxygen supply) and below the balloon (the blood is forced into the systemic circulation). When the balloon deflates, it creates a relative space to accommodate the blood before systole, resulting in a full load ejection. With less resistance to pump against, the heart requires less oxygen to function (Metules 2003). Summing up, when IABP therapy is started an increase in MAP, CO, and ejection fraction, along with a decrease in heart rate, pulmonary artery diastolic and capillary wedge pressure should be observed (Metules 2003). Upon IABP therapy, John’s BP increased to 65 mmHg during the first 30 min, and to 75 after 90 min of treatment. In addition, renal perfusion was improved and the urine output was observed to increase, as well as a decrease in John’s heart rate (from 100 beats per minute (bpm) to 85 bpm). John didn’t have a pulmonary artery catheter in situ, it is therefore inaccurate to comment on any suspected change in CO, SVR or pulmonary artery wedge pressure (PAWP). Overwalder (1999) states that IABP therapy is not exempt from complications such as artery injury perforation, aortic perforation, femoral artery thrombosis, peripheral embolization and limb ischemia. Nursing care involved the evaluation of John’s skin colour and temperature on the legs, and the presence of infection, pain or bleeding. Pedal pulses were recorded every two hours in order to avoid limb ischemia, which can occur because of a reduced blood flow to the leg, thrombosis formed around the catheter or arterial spasm (Metules 2003). CONCLUSION The author has analysed how John’s LVF caused hypoxemia and low BP. The therapy and treatment provided (although not always supported by the literature) was effective in resolving John’s low PaO2 and low BP. It may have been beneficial to provide John with a higher concentration of FiO2 (80%) humidified oxygen via facial mask or using non-invasive mechanical ventilation on admission, instead of 40% humidified oxygen that was administered, in order to correct as quickly as possible John’s hypoxemia. IABP seems a very aggressive therapy to correct John’s low BP, taking into account the risks and complications inherent to this therapy; perhaps increasing the dopamine to a cardiac dose could have been an option in order to increase John’s BP. However, the insertion of a pulmonary artery catheter would have been useful to monitor the haemodynamic status (CO, SVR, PAWP), guiding the treatment. The author has achieved a better understanding of both physiology and pathophysiology whilst analysing in detail the treatment administered and other possible interventions that could improve John’s care. REFERENCE LIST Adam S Osborne S (1997) Critical care nursing science practice. Bath: Oxford. Badcott S. (1998) Inotropes- choosing the right agent for the right job. MKCPA Critical Care Group study day. September 29th. Bracco D Parlow JL (2002) Prevention: dopamine does not prevent death, acute renal failure, or need for dialysis. Canadian journal of anesthesia 49:417-419. Chadda K .et al (2002) Cardiac and respiratory effects of continuous positive airway pressure and non-invasive ventilation in acute cardiac pulmonary edema. Critical Care Medicine. Nov; 30(11):2457-61. Choi P et al (1999) Crystalloids vs. colloids in fluid resuscitation: A systematic review. Critical care medicine January 1999 27(1):200-210. Cook L (2003) IV fluid resuscitation. Journal of infusion nursing Sept/Oct 2003 26(5):296-303. Cotter et al (2001). Pulmonary edema: new insight on pathogenesis and treatment. Current opinion in cardiology May 16(3): 159-163. Friedrich A (2001) The controversy of â€Å"renal-dose dopamine†. International anaesthesiology clinic Winter 2001 39(1):127-139. Gheorghiade M Bonow RO (1998) Chronic heart failure in the United States: a manifestation of coronary artery disease. Circulation 97: 282-289 Grahame-Smith DG Aronson JK (2002) Clinical pharmacology and drug therapy. 3rded. New York: Oxford University. Guyton A. Hall J (2000) Textbook of medical physiology. 10th ed. Philadelphia, Pennsylvania: W.B. Saunders. Hansen M (1998) Pathophysiology: foundations of disease and clinical intervention. Philadelphia, Pennsylvania: W.B. Saunders Company Ichai C et al (2000) Comparison of the renal effects of low to high doses of dopamine and dobutamine in critically ill patients: A single-blind randomized study. Critical care medicine April 2000 28(4):921-928. Kenry LM Salerno E (2003) Mosby’s pharmacology in nursing. St. Louis, Missouri: Mosby. L’Her E. (2003). Non-invasive mechanical ventilation in acute cardiogenic pulmonary edema. Current opinion critical care 9(1):67-71. Marieb E (2004) Human anatomy physiology. 6th ed. San Francisco: Pearson Education Mc. Mervyn Singer (2003) Decompensated heart failure. European Society of Anaesthesiologists (refresher course) May 31 Euroanaesthesia 2003 – Glasgow. Metules T, BSN. IABP therapy: getting patients treatment fast. RN May 66(5):56-62, 64. Overwalder PJ (1999) Intra aortic balloon pump (IABP) counterpulsation. The internet journal of thoracic and cardiovascular surgery. Volume 2 number 2. Silverthorn U (2001) Human physiology: an integrated approach. 2nd ed. San Francisco: Pearson. Thibodeau G Patton K (1993) Anatomy physiology. 2nd ed. St. Louis: Mosby Vovan T Brenner M (2000) Controversy: Is there a â€Å"renal dose† dopamine? Critical care medicine April 28(4):1220. Webb A, Shapiro M, Singer M and Sutter P (1999). Oxford textbook of critical care. Oxford: Oxford. Woods S. L. et al (1995) Cardiac nursing. 3rd ed. Pennsylvania: J.B. Lippincott. BIBLIOGRAPHY Hobsley M Imms FJ (1992) Physiology in surgical practice. 1st ed. London: Edward Arnold. Mattera C (2000) Heart failure and pulmonary edema. Jems May 25(5): 36-47. Schierhoud G Roberts I (1998) Fluid resuscitation with colloid or crystalloid solutions in critically ill patients: a systematic review of randomised trials. BMJ March 316: 961-964. Stevenson LW (2003) Clinical use of inotropic therapy for heart failure: looking backward or forward? Part I: Inotropic infusions during hospitalization. Circulation July 22: 367-372. Kellum JA Bellomo R (2000) Low-dose dopamine: What benefit? Critical care medicine March 28(3): 907-908. Research Papers on Left Ventricular Failure Causing Hypoxemia and Low Blood Pressure - Nursing Management EssayDefinition of Export QuotasThe Relationship Between Delinquency and Drug Use19 Century Society: A Deeply Divided EraAnalysis Of A Cosmetics AdvertisementThe Project Managment Office SystemGenetic EngineeringBionic Assembly System: A New Concept of SelfOpen Architechture a white paperEffects of Television Violence on ChildrenPersonal Experience with Teen Pregnancy