The Screaming Truths of Slavery Essay Example for Free

The Screaming Truths of Slavery Essay In the 1700’s to the1800’s slavery is perceived to be a normal system of association existing among humans. Slavery is extensively practiced specially in the Southern part of the Americas. Slaves are being subjected to difficult and severe kinds of work. Negros is the primary race of men that is subjected in a master and slave relationship. Usually, slaves are employed to assist the plantation owners of the work in the agricultural land of the Southern America. Plantations in agricultural lands are mainly maintained because of the servitude of slaves to their white masters. In the era of rampant slavery, there is a great imbalance of the proportion of slaves with the white masters in the South of the Americas. White masters who possess slaves own a minimum of three slaves. There are white masters who own more than fifteen slaves. Slaves have essentially become part of the daily existence of white masters. Slavery is like an appendage of white masters in terms of accomplishments of tasks in the plantation and even in the routines and chores inside the house of the white masters. Slaves are indispensable assistants in doing the rough and course labor. Without the slaves, the white masters will be burdened with great pile of labor loads that are needed in the plantation and other enterprise existing in the agricultural land of the South. However in the advent of resistance regarding the ethical issues and implications on slavery, distressing and astonishing accounts of slaves’ experiences have been uncovered not only among white citizens of the South which lacks the capability of acquiring a slave, but also to the citizens in the North of the Americas. Morality and ethics have been given importance because of the distressing accounts narrated by the Negro slaves. In the course of the resistance in the practice of slavery, the normality and rampant existence of the cruel kind of relationship is greatly admonished. Some of the white inhabitants of the America have undergone through a feeling of abhorrence in the way that slaves are treated by their white masters. Many have loathed the unjust and unfair system of the South. Even citizens outside of the Americas have questioned the practice of the acquisition of slaves for labor purposes. In the present time, slavery is almost already annihilated. However, remnants of the unfair relationship between the dark-skinned race and fair-skinned race are still present and visible. Discrimination has replaced slavery. Discrimination is still always felt by Negros and black-colored skinned people. The agents of discrimination are still the â€Å"superior† race of the white men. In the initiation of the rise of resistance to slavery, there are tough defenders of the advantages and moral value of slavery. There are counter defenses on the accusations among the white men of battery of their slaves. One of the toughest defenders of slavery is George Fitzhugh. And in his â€Å"Sociology for the South or the Failure of Free Society† he has expounded arguments favoring the continuing and flourishing of slavery. He has cited hard facts, economic indicators, and even counter narrative accounts of Negro slaves in strengthening his claims in defending the practice of slavery. In the defense of slavery by Fitzhugh, slavery is seen as the realization of the laws of nature. Slavery is a normal course of the existence of humanity. Slavery is always in accordance with the natural law of survival. In the act employing slaves, the white masters are actually acting in favor of the slaves. In Fitzhugh’s position, slavery is a respectable and generous act. It is because in the act of slavery, white masters are enforced to give good custody to the slaves. Slavery as a decent act by Fitzhugh roots its origin in his perception about human nature. In his statements, human nature is individualistic. Selfishness is the goal of every human being in the world. This selfishness drives man in competing with other men for achieving their wants and goals. This is in coherence with the laws of nature because animals and plants also employ the notion of competition. Stronger and cannier animals overpower and even kill those weaker ones. In the case of plants, those who have the inherent capabilities to survive get more nutrition and minerals than those whose capabilities are menial in surviving the harshness of their natural environment. Thus, it is normal and adequate that in the course of competition, other human beings subjugate other humans. Their triumph over other human beings is a noble cause of their perseverance in struggling for survival. Consequently it is a natural process that men who have prevailed in the struggle for survival be compensated with more facilities of easier life such as larger profit in the course of industry when compared with other men who are incapable of offsetting other men. Therefore, slavery is a result of the white masters’ great capabilities of outweighing the Negros. And the white masters deserve the Negros as their slaves. Slavery is a compensation for the difficulty that white masters underwent. According to the defense of Fitzhugh’s slavery, the Negro must be very thankful of his being bound with the master. It is because the Negros will never need to worry on the means of his daily survival for his white master has given him all that he wanted and will never bereft him of his wants. Fitzhugh stressed that the slaves are actually lucky in the master-slave relationship. When the slave is born, all needs and wants will be provided by the master. The slave will not worry regarding his daily existence because the master will greatly need his assistance. The slave will never be bereft of support from the master. In this light, Fitzhugh declares that the South of the Americas has actually become the model of communism. Another advantage of slavery according to Fitzhugh is the lack of competition among slaves in terms of finding labor. There is also no dispute between the master and the slaves because each part is in the service of the advantage of each other. The slave need not fear the forthcoming of imminent difficulties for he is depending on the white master. Accordingly, this dependency results in the extensive progress of the sense of affection of masters and slaves because this dependency is based on the inherent laws of nature. This dependency also demonstrates the goodness of the white masters to the Negro slaves. Fitzhugh also pointed that in the states that practices slavery, the incidence of crimes, poverty, and dissent are minimal. As the in the South of America, people are happy and calm. Harmony thrives among the inhabitants of the South. The abovementioned are the reasons and arguments of Fitzhugh in his defense of slavery. Because of the preceding statements, Fitzhugh asserted that slavery is a necessary component of a society. Slavery can induce the development of a society for it is transpiring in the light of cooperation and in the symbiotic relationship of the masters and slaves. Further it is in precise agreement in the laws of nature. The arguments of Fitzhugh seem to be reasonable but on the other hand, the accounts of slavery in reality tell differently. Slaves are in total opposite of the accounts of Fitzhugh regarding the harmony of slaves’ lives. In an interview with a past slave named Nancy Boudry, the true story of the lives of Negros has been recounted (Rawrick pp. 113-117). Nancy said that the life as a slave is a life full of difficulty with lengthy periods of work, tough labor, and regular beating from white masters. She told the hardships that she has experience with the everyday life with his master. Another tormenting disproof on the assertions of Fitzhugh is the account of a slave mother who has killed her child (Bassett, pp. 215-216). The crime is committed by the slave mother on the reason of eradicating all the possibilities of her conceived child being subjected in the same existence as her. She is asked if he felt any form of tension when she is performing the act of killing. It is very astounding to know that the slave did not feel any form of tension or fear for herself. All she felt is the relief that her two children have been alleviated from the cruel fate of all colored-skin humans. She has decided to kill her children also because of the brutal treatment of her master towards her. She did not want her children to experience what she has experienced. Aside from accounts of mothers and elderly, there is also a distressing account of a young lady in the hands of his malevolent and evil white master (Jacobs, pp. 142-150). In her account, it will be discovered that slavery is a very painful situation in the eyes of young girl. The hard work and beatings are not the only problem that a growing lady can encounter in a relationship of masters to slaves. Also, sexual abuse is a threat to any growing lady that is possessed as a slave by the white master. The innocence of the growing lady has been replaced by contempt and loathing for her white master. Other narratives of slaves highlight the torment that slaves feel whenever they witnessed their Negro brothers and sisters being maltreated by the white masters. They tell that they can’t contain the sadness that they feel whenever they see such. Though they hardly want to show compassion for their brothers and sisters, it is prohibited by the cruelty of the circumstances where in they are situated. It is also worth noting that slaves are not only been subjected to the ruthlessness of slavery. Also, slaves have experienced the hardships of the civil war, particularly those who inhabit the Southern part of the Americas. In comparison of the South America with the North America, slavery is identified as one of the evils of the South. Failures in the South America are attributed to the practice of slavery contrary to what Fitzhugh is espousing in his assertions. These accounts are only a minute part of the whole accounts of Negros who have suffered from slavery. In reality, it is true that slaves must worry about their future for they are supported by their masters. However, this dependence has subjugated the Negros beyond the level of human beings, slavery made them into animals. And no virtue of humanity is at the side of an act which violates not only the freewill of a person but mostly his disposition as someone that is also human. Therefore, Fitzhugh’s arguments are resting on erroneous and disdainful bases.His position is really not in the side of the society but only in the side of those who benefits from the evils of slavery. References: 1. Rawrick, G. (1972). The American Slave: A Composite Autobiography Vol. 12. Westport: Greenwood. 2. Bassett, P. S. (1856, February 12). A Visit to the Slave Mother Who Killed Her Child. American Baptist Magazine, 215-216. 3. Jacobs, A. (1861). Incidents in the Life of a Slave Girl. \ 4. Douglass, F. (1845). Narrative of the Life of Frederick Douglass, An American Slave. 5. Furman, R. (1822). Exposition of the Views of the Baptists, Relative to the Coloured Population of the United States, in a Communication to the Governor of South Carolina. 6. Escott. (1999). Major Problems in the History of American South. Houghton: Mifflin. 7. Helper, R. (1857). The Impending Crisis of the South. 8. Longstreet, A. (1835). The Fight. Georgia Scenes: Characters, Incidents in the First Half Century of the Republic. 9. Rose. (1976). Documentary History of Slavery in North America. Oxford University Press.

Analysing Delegation In Transition To Professional Practice Nursing Essay

Analysing Delegation In Transition To Professional Practice Nursing Essay Newly registered nurses or nurses re-entering the workforce face many challenges. One of these issues is delegation. In this essay you are required to develop an in depth and detailed understanding of delegation and how it apply to you as a newly registered nurse. You will need to critically analyse the literature to: Define delegation and how it applies to the registered nurse in the clinical setting Analyse the role of the registered nurse in relation to the responsibility of delegation Analyse the relationship between accountability and delegation Discuss how delegation is different to patient allocation Analyse how professional competence impacts on delegation with specific reference to clinical effectiveness Discuss the interpersonal relationships of team members when delegating within a team Introduction Being a newly Registered Nurse entails a lot of challenges, how we deal with our clients and effectively communicating what their needs are in a multi-cultural setting gives us these difficult tasks of rendering proper and appropriate health care. RNs (Registered Nurses) are known to provide care from womb to tomb, without preference to age, gender, race, religion and status. RNs need to understand the importance for them to know by heart, what are the tasks they can delegate to their co-workers because problem could arise if tasks are delegated inappropriately and clients would be the one to suffer the consequences. Delegation of activities will be relied more heavily due to decreasing workforce and increasing workload thats why nurses should understand fully the different guidelines on how one can appropriately apply delegation in their professional practice. The role of RN in the delegation process takes unprecedented importance. The independent licensee of the RN imposes a legal accountability on the part of the nurse to the patient/recipient of care. This becomes a primary responsibility, with the accountability to other disciplines or the employer being secondary. Because the RN is responsible for the practice of other lesser skilled licensed or unlicensed nursing personnel (i.e., Enrolled Nurses and Unlicensed Health Care Worker), it is imperative that registered nurses understand the guidelines and parameters set for delegation and training. All RNs and midwives must be willing to accept accountability and responsibility when undertaking activities within their individual scope of practice after considering: legislation or restriction of practice, professional standards of practice, current evidence for practice, individual knowledge skill and competence and contextual/organizational support for practice [Nursing Board of Victoria ( NBV) 2007]. The responsibility of the RN prevails whatever the employment setting or status of employment and that legal accountability cannot be removed or assumed by another individual or by the employer. We can never work alone, thus we are always a part of a multidisciplinary healthcare team and this is where the issues of delegation come into place. I. Definition of delegation and application in clinical setting The Queensland Nursing Council (2005) defined delegation as conferring of authority on a person to a person to perform activities. In the same way, delegation is conferment of authority to an individual who is not authorized to perform a particular task autonomously but can do so under direct or indirect supervision (Nursing Midwifery Board of South Australia 2005). Direct supervision means that the RN is actually present during performance of the delegated task, observing and guiding the person who is being supervised while indirect supervision is provided when the RN does not directly observe the person performing the delegated task but should be easily contactable by phone or electronic devices when the need arises [Royal College of Nurses, Australia (RCNA) 2005]. Delegated task can either be new, meaning that the delegated task is not normally part of their role or established, which means that the task has already been done before and no change in context was made [Queensland Nursing Council (QNC) 2005d, sec. D 7.0; Nursing Board of Tasmania (NBT) 2006, pp.5-6]. As a Registered Nurse working as part of the healthcare team, we cannot do away of the process of delegating tasks to other health practitioners be it to another Registered Nurse (RN), Enrolled Nurse (EN), or an Unlicensed Health Care Worker (HCW). It is both beneficial to the health care team and the client because if properly and accurately done, it speeds up the process of rendering the care needed by the client without sacrificing the quality of care being given. Health professionals should always remember that delegation of tasks are made not just to ease ones workload but are made to meet the clients need and to ensure that the right person is available at the right time to pro vide the right care to the client [Australian Nursing Midwifery Council (ANMC) 2007]. There are tasks that an RN cannot delegate to Enrolled Nurses and Unregulated Health Workers. According to the QNC (2005d, p. 4), care planning and delegation of activities from a nursing care plan cannot be delegated, some aspects of drug administration by Enrolled Nurses which are restricted by the council as per the Health (Drugs and Poisons) Regulations 1996 and tasks as defined by the Nursing Act 1992 to be solely exclusive for RNs or midwives. Registered nurses have the right to clarify, validate and support their professional judgment when it disagrees with an employer or supervisors direction, facilitate resolution of disagreement with an employer or supervisor and help resolve disagreement whether it is appropriate to advance their practice through accepting a delegation (QNC 2005c). II. Role and Responsibilities of Nurses in Delegating Tasks Only RNs may delegate nursing acts, functions or tasks. A registered nurse that delegate nursing acts, functions, or tasks should first determine whether it is within the RNs scope of practice, that the individual is qualified, competent and has the necessary skills to perform the task safely, that the RN delegating the task is available to directly or indirectly supervise the individual and evaluate the result after the delegated task was performed and that the RN should always remember that only the task is delegated and not the ultimate responsibility and accountability that goes with it. As stated in the ANMC (2007), RNs should understand the requirements for delegation and supervision of practice an example of which is by accepting delegated tasks only if it is within ones scope of practice and by raising concerns about inappropriate delegation with relevant organizational or regulatory personnel. Activities delegated by a RN cannot be re-delegated to another professional or hea lthcare worker (QNC 2005a). Registered nurses should provide guidance, support, assistance and clinically focused supervision, ensure that the person to whom the delegation is being made understands their accountability and is willing to accept the delegation, they should reflect on ones own practice, provide competency assessment of the individual who will accept the delegated task and evaluate the outcome of the delegated task (ANMC 2007; QNC 2005a). Accountability goes hand in hand when delegating tasks to other health care personnel. RNs carries with them a very big responsibility when delegating tasks to another member of the team because the RN retains the accountability and must see to it that the person to whom the task is being delegated to is competent enough to perform such task so as not to compromise the quality and safety of the care provided. RNs who delegates health care tasks are accountable to the State where they are registered, to their employer, and to their clients for their own actions and decisions. The RN must see to it that only those that can be performed safely to the patient be delegated, and it is critical that there is a clear and effective communication between the two parties. Expectations and outcomes are to be set so as to have an exact basis of evaluation if the delegated tasks are successfully performed to that of the accepted level of standard. Responsibility can be delegated to others so that the person to whom a task is delegated to remains responsible of the action while the accountability remains with the one who delegated the task. The independent license of the RN imposes a legal accountability on the part of the nurse to the patient/recipient of care. This becomes a primary responsibility, with the accountability to other disciplines or the employer being secondary. Because the RN is responsible for the practice of other lesser skilled licensed or unlicensed nursing personnel (i.e., Enrolled Nurses, Unregulated Health Care Workers), it is imperative that registered nurses understand the guidelines and parameters set for delegation and training. Liability cannot be delegated a nurses registration is at risk if he or she delegates a task inappropriately. Appropriate delegation begins with knowing what skills can be delegated. There are published guidelines which helps nurses in delegating tasks in accordance with the RNs legal scope of practice, an example of these are the five rights of delegation (National Council of State Boards of Nursing, 1995) wherein the fundamental basis of public protection should be the basis of all decisions related to delegation of nursing activities can be used as a mental checklist to assist nurses clarify critical elements of the decision-making process. The RNs final responsibility is to evaluate whether assistants performed a task properly and whether desired outcomes where realized. RNs should use the principles of delegation to guide them in deciding whether a particular task can be delegated or not. III. Principles of Delegation According to the Australian Nursing Federation (2004, p. 1), each state and territory in Australia governs the practice of registered nurses and midwives through published nursing and midwifery acts and that the ANFs purpose of publishing the guideline is to clarify the role and obligation of the RNs and midwives when delegating aspects of nursing and midwifery care, guide RNs and midwives through the issues to be considered in delegating aspects of nursing and midwifery care and to clarify the role and obligations of employers in the delegation of aspects of nursing and midwifery care by nurses and midwives. The principle of delegation should be used when considering delegating an activity to another health care provider. The following are the principles of delegation as stated in the Nurses Board of Victoria (NBV), Guidelines: Delegation and Supervision for Registered Nurses and Midwives (2007, p. 4): RNs should always remember that the primary motivation in delegating tasks is to meet the health needs and improve health outcomes of clients, it must be consistent with the acceptable standards of nursing and the policy of the service providers, that the delegated task is based on appropriate planning and consultation, delegated tasks should only be accepted if the person to perform the ask is deemed competent after proper assessment by an authorized personnel, the RN should see to it that he/she is accountable not only for their decision to delegate but also in monitoring the delegated individuals standard of performance and that the activity delegated should presently be part of the RNs current role. Likewise, the delegating nurse has also the responsibility to apply the five rights of delegation, namely: (1) the right task; (2) the right circumstances; (3) the right person; (4) the right direction or communication; and (5) the right supervision (Crisp and Taylor 2005, p.366). If either one of these rights are missing, the task being delegated is considered to be unsafe and can result to negative outcomes. Delegation is different from allocation or assignment which involves asking another person to care for one or more consumers on the assumption that the required activities of consumer care are normally within that persons responsibility and scope of practice (ANMC 2007; NBV 2007, p.4). When a patient is admitted during your tour of duty, and you are the nurse on deck, this means that the patient will then be allocated to you on the assumption that the required activities for consumer care are normally within your responsibility and scope of practice and you must holistically take care of all the needs of the patient while in the case that the admitted patient was assigned to another RN which then delegates a task to you, like getting the patients initial vital signs, the accountability and overall responsibility remains with the admitting RN with you sharing the responsibility of the outcome of the task. Using reflective practice, the RN should then evaluate their individual contribution to the achievement of patient outcomes, if he or she was able to properly apply the scope of nursing practice decision-making framework in delegating tasks to other health care professionals and if patients are properly allocated based on individual skills, experience and competency of the receiving person. Reflective practice also helps nurses establish what they have learned from the experience of providing nursing care and responding to patient needs and is important for novice RNs as it helps them identify areas in their practice that they need to improve ensuring that they make better choices and decisions in the future (NBWA 2004). According to Usher Holmes (2005, p.110), self awareness is the foundation skill upon which reflective practice is based. Self awareness offers RNs an opportunity to see themselves in certain situations and how they affected the situation and the situation affected them (Atkins 2000 cited in Usher, K Holmes, C 2005). IV. Professional competence, delegation and clinical effectiveness Competence is an individuals ability to effectively apply knowledge, understanding, skills, and values within a designated scope of practice at a standard acceptable to the client and others who has the same experience and background (ANMC 2005, p. 8). Critical thinking, or the practice of questioning, is necessary so that practitioners integrate relevant information from various sources, examine assumptions, and identify relationships and patterns (Parker Clare 2000 cited in Usher, K Holmes, C 2005). Health care organizations have made dramatic advances and transformations during the last few decades, resulting in rapid growth of technology and theory. If nurses are to deal effectively with complex change, increased demands and greater accountability, they must become skilled in higher level thinking and reasoning abilities and this is where the use of critical thinking becomes vital in examining simple and complex situations in nurses day to day responsibilities. RNs who are critical thinkers practice sound clinical judgement by practicing critical thinking skills to investigate and reflect on all aspects of a clinical observation or problem in order to decide on an appropriate course of action based on factual evidence rather than conjecture and is able to arrive at a reasoned conclusion that can be justified. The process of critical thinking will enhance the ability of nurses to properly identify and assess the need of delegating tasks to other health care professionals and to determine if they carry with them the professional competence needed to efficiently perform the assigned task which would definitely result in clinical effectiveness by delivering the care plan and attending to the needs of the client faster rather than performing the care plan alone even if the task is legally delegable. (Simpson Courtney 2002). V. Interpersonal Relationships between team members during delegation of tasks Registered nurses work within the health care team to properly address the different complex health care needs of clients and each of the team members knowledge and contribution is valued and respected. Interpersonal relationship is the association or connection between unit managers staff nurses within a nursing unit interpersonal relationships within team members during delegation of tasks should be built on trust. Acceptance, care, feeling, integrity, respecting the values all revolved on trust, thus, trust building should be the focus of every activity within an organization. Interpersonal relationships are built through effective communication skills, listening to each member queries and actively participating during supervision of a delegated task builds confidence on their part. An interpersonal relationship is a dynamic system that changes continuously wherein social associations, connections, or affiliation between two or more people are present. Effective delegation forces you to spend time with your employee thus developing your interpersonal relationship. This holds true to RNs who personally see to it that each member of the team to whom different tasks are delegated will continually grow as their experiences and skills develop in time, building the confidence, competency a collaboratively harmonious interpersonal relationship needed to properly and effectively care for each patien t within their jurisdiction. Working in partnership and cooperation with other members of the health care team for the benefit of the clients receiving health service where delegation of a nursing intervention is not required means that a collaborative relationship exists between the health care team. It is then important to maintain enhance relationships among employees by creating a social environment in which the team can attain their goals. Conclusion In summary, delegation is a process wherein new RNs must be able to understand to avoid any professional legal dilemma that may arise due to ignorance. There are tasks that the RN cannot delegate (QNC 2005a), aspects of nursing care like assessment of the client, planning on how to provide care, evaluation of the expected outcome was met after implementation and these should be strictly followed. Allocation of accountability in QNC (2005d, p. 15), states that RNs and midwives are accountable for delegation decisions and for the standard of care provided but if the RN or midwife ensured that the delegation decisions and level of supervision were appropriate, they would not be held accountable for inappropriate or unauthorized actions by another care provider. It is the role responsibility of the RN to see to it that the person to whom the task is being delegated to have the necessary education, experience skill to perform competently. It is important that a harmonious interpersona l relationship between team members are present because this would be the basis of a therapeutic, collaborative approach in rendering the best care possible to clients assigned to them. 2846 words

Being Raised by Grandparents Essay -- Family Grandmother Grandfather

He is the lightkeeper he keeps the light for me extra beams safety deposited inside a microfold somewhere somewhere hidden somewhere inside those pretty hands --Finney, "The Lightkeeper" Is Nikky Finney's poem "The Lightkeeper" about her dad or someone else? Many people have different opinions on who her poem is about, but when I read it, I imagine the lightkeeper to be my grandfather, even though my family is your basic "Cleaver" family. My parents are still happily married after their twenty-fifth wedding anniversary. They both own their own successful businesses and have two children who are now in college. We also have the spoiled dog that everyone probably likes better than any other member of the family. Anyone observing my family would probably guess that my parents taught me everything that there is to know and that they shaped me into the person that I am today. They would be wrong. My parents had to work long hours when I was little to make our family and left me under my grandparents care every day of the week. My grandfather was actually the person that shaped me into who I am. I now believe that grandparents often have a much larger impact on a child's life than parents could ever have. Parents today are having to work more and harder to be able to provide for their families. Children are often left at day care centers—or with grandparents. Over the past twenty years, increased attention has been given to the importance of grandparenthood (Chalfie 32). "Higher divorce rates and an increase in both parents working full time has caused more grandparents, and other relatives, to take over the primary care of the child" (Newman 201). This new found emphasis is the result of longer life spans: adults are li... ...t I can still feel it now, even ten years after his death. All grandparents are not what my grandpa was, I know this. But, if they could be, or had the chance to be, what a wonderful thing that would be for every child to experience.All I hope is that one day my dad will be to my children what my grandpa was to me. Works Cited Chalfie, Denise. Going it Alone: A Closer Look at Grandparents Parenting Grandchildren Pamphlet. Washington, D.C.: American Association of Retired Persons, 1994. Doucette-Dudman, David. Raising Our Children's Children. Minneapolis, MN: Fairview Press, 1996. Finney, Nikky. Rice. Ontario, Canada: Sister Vision: Black Women and Women of Colour Press, 1995. Kornhaber, Ann. Contemporary Grandparenting. Newbury Park, CA: Sage, 1996. Newman, David. Exploring the Architecture of Everyday Life. Thousand Oaks, CA: Pine Forge Press, 1997.

Competitive Advantage Essay -- essays research papers fc

Corporate Strategy "Sources of competitive advantage rarely yield added value that can be sustained over time." The following essay is going to attempt to assess the above proposition and try to find if it is possible to add value continually over a period of time. I will first discuss what competitive advantage is and what it means to a firm. Then I will explain the sources of competitive advantage and how the distinctive capabilities of a firm allow it to sustain added value. The discussion is based on a number of viewpoints from different authors who will be clearly indicated and acknowledged. I begin with explaining what competitive advantage is. So, what is Competitive Advantage? In a number of industries, the average performance of the industry is usually no better than the average performance of industries' as a whole. However particular firms or groups of firms manage to do considerably better than average. In this case, the high performing firm or sub-group has something special and difficult to imitate to offer which allows it to outperform it's rivals. Porter (1985) refers to such special assets as the firm's competitive advantage. "A firm's competitive advantage are those characteristics that allow it to do well even in the face of mediocre industry wide performance and free entry into the industry as a whole." The firm has certain capabilities which allow it to be different from the other firms in the industry. It has certain distinctive capabilities which cannot be reproduced by competitors. However, it is not enough for that characteristic to be distinctive. It is also necessary for it to be sustainable over a period of time. As Oster (1994) points out, " The key success factors in an industry are those assets that allow a firm to outperform it's rivals for a sustained period of time." Competitive advantages are always relative. For example, Sainsbury's has a very slight competitive advantage over Tesco. These firms serve similar markets and they see themselves as members of the same industry and strategic group. Tesco has a competitive advantage over Argyll. In a paired comparison one firm will have a relative competitive advantage over another. The resource based theory of the firm indicates, " If all firms in a market have the same stock of resources and capabilities, no strategy for value creation is... ...ge a firm has in the market. Word Count: 1450 words Bibliography Combined Bibliography for essay an related case study. Firm Resources & Sustained Competitive Advantage, 1991 J. Barney Foundations Of Corporate Success, 1995 J. Kay Modern Competitive Analysis, 1994 S.M. Oster Competitive Advantage, 1985 Micheal Porter Other sources: Exploring Corporate Strategy, 1989 G. Johnson & K. Scholes IBM website on the Internet, http:/www.ibm.com Newspaper articles and CD ROM Combined Word Count: 2500 words

Genitourinary Disorder Alteration in Fluid Elimination UTI Essay

Genitourinary Disorder Alteration in Fluid Elimination UTI Introduction Urinary Tract Infection (UTI) is a bacterial infection that affects the various parts of the urinary system such as the urethra, bladder, ureters, and kidneys. In young children, this disease is common and potentially serious. Statistics show that approximately 1% of boys and 3-5% of girls are affected by UTI. While most cases of UTI in boys usually occur within the first year, the age at which the first case of UTI is diagnosed in girls varies greatly. There are many factors that predispose young children to UTI including vesicoureteral reflux (VUR), incomplete emptying of the bladder, sexual abuse, pinworms, and fecal incompetence (Berreman, 2002). Correct diagnosis of UTI is paramount in order to avoid prescribing the wrong medication. In addition, correct diagnosis is critical in developing effective management and care plans for the patient which would go a long way in improving patient outcomes. During diagnosis, various diagnostic methods are used and the patient’s medical history as well as signs and symptoms ought to be a central focus by the clinician. This is important because as opposed to the more clear symptoms in older children and adults, UTI symptoms tend to be less specific and thus hard to detect in young children and infants. In fact, fever may turn out to be the only sign pointing to the possible presence of UTI in infants. In this case study, a case of UTI in a four month old female is examined with a special focus on the medical history, signs and symptoms, diagnosis, etiology, treatment, and management and care of the patient. Medical history and physical assessment of the patient A female infant aged 4 months presents with chi... ...t should be taken. If they appear nontoxic, oral antibiotics and fluids can be used for treatment. However, for patients who appear toxic, parenteral antibiotics and intravenous fluids should be aggressively administered. Most patients with uncomplicated UTI respond well antibiotic treatments in outpatient care without further problems. However, patients with severe or chronic infections require close follow-up, imaging, and appropriate treatment to prevent further sequelae in the long term. If a patient’s condition responds well to therapy, repeated urinalysis and urine cultures are not necessary. Before choosing a particular empiric therapy, clinicians should be aware of antibiotic resistance due to previous exposure of some uropathogens to antibiotics such as in cases of otitis media (Fisher, Pediatric Urinary Tract Infection Treatment & Management, 2011).

Baroque Art Essay

It’s hard to make a distinction in which the beginning of the Baroque period is clearly distinguished from that of the late Renaissance. Nonetheless, Baroque art is emotional, decorative and a direct result of the Counter-Reformation movement in Europe. During the Baroque period, there was a dramatic religious split in the Church with the formation of Protestantism. Catholics reacted with the Counter-Reformation to revitalize Catholicism. They needed to attract viewers with religious art that more significantly impacted onlookers. Protestant areas (in the North) responded with a lack of religious art, concentrating, for example, on genre paintings that taught their viewers moral lessons. Compositions tended to have more open space. The Baroque style originated in Italy and spread north, profoundly affecting the rest of Europe as it spread. In his survey of art history text, Gardner’s Art Through the Ages: A Global History, Fred S. Kleiner asserts that the term Baroque is â€Å"problematic† because the era encompasses a broad range of genres and styles. At the same time, it is effective in describing the art of the 17th century, a style marked by dynamism and movement, drama and greatness. Since the masses could not read, there could be no better way to feed them religion-Catholicism’s particular view of it-than through grand pictures depicting Biblical lessons and the dominance of Catholicism, figured the Church. One of the most interesting examples of art as propaganda for the Catholic Church is Caravaggio’s Conversion of Saint Paul, painted ca. 1603. In 1600, Caravaggio was commissioned to paint two pictures. One is Crucifixion of Saint Peter, a dramatic and unconventional work. The other is Paul’s Conversion, which hangs across the chapel from Saint Peter in the church of Santa Maria del Popolo in Rome. Also known as Conversion on the Way to Damascus or The Road to Damascus, this depiction of Paul’s conversion is known as the most intriguing of the two paintings. In this grand picture Caravaggio portrays the moment described in the Bible, in the Book of Acts, when Paul (then Saul) falls to the ground in an epiphany from the Lord. The egocentric, Christian-hating Saul is on his way to Damascus, on a mission to witch-hunt Christians there. In Acts chapter 22, verses 6-7, Saul describes the moment: â€Å"About noon as I came near Damascus, suddenly a bright light from heaven flashed around me. I fell to the ground and heard a voice say to me, ‘Saul! Saul! Why do you persecute me? ‘† This information is important to consider when studying Caravaggio’s representation of the event. Caravaggio, who, in his personal life, was known to have an erratic disposition and not long after painting this scene, he fled Rome after killing a man (Encyclopedia Britannica) clearly was a revolutionary in his art. In this scene’s it perhaps showed the mystery in the man that represents Caravaggio’s sarcasm, his sardonic version of Jesus, who, after all, is the one who knocked Saul senseless. If so, what is it that Caravaggio is secretly saying about Jesus? We will never know, but the possibility is at least entertaining. Summary While Baroque art arose out of an effort to manipulate the masses through propaganda tactics, it changed and evolved as it spread throughout Europe. Today, the style can be appreciated for its many accomplishments, everything from its realistic renderings to its grand drama and its larger-than-life grandeur. Baroque art has an intensity and immediacy not seen prior. The exquisite attention to detail and the realism of the style are part of what defines this age. Many masters emerged from this era, masters whose styles are widely varied and whose intentions were just as varied, and much can be learned from them and the legacies they left behind in their art, music, literature and architecture. Combined, these characteristics make the Baroque style one of the most compelling periods in the history of Western art.

Child Development – Unit 1

Beginners Guide for New Parents â€Å"A taste of things to come† Awareness of child development From birth to adulthood children are all developing. They develop at different rates but all follow the same basic pattern. Physical development starts from the head, and works down the body to the arms and finally the legs. Communication develops from crying to recognizable words and then intelligent conversation. Emotionally children are reliant on their primary caregiver until they develop an awareness of themselves and are able to socialize and function independently. These various strands of development are not made in isolation or sequentially. Development is concurrent and holistic, therefore any deficiency in one area can affect the development in other areas. ————————————————- Pattern of child development Physical development | | 1. 1 a| Infant0 – 12 months| A newborn lies curled up in the fetal position, unable to raise head. Movements are instinctive such as reactions to sound or closing eyes in bright light. 3 months can turn head to look at objects. 6 months child begins to hold up head, keeping it steady for increased periods. Learns to grasp and hold objects, then moves them from one hand to the other at will. Next can pull body to a sitting position and stay upright when aided. 9 months is able to sit unaided. Releases toys by dropping. Uses pincer grip to pick up items. Holds feeding bottle. 12 months as the baby gains more body control it can roll and crawl. | | Early years1 – 3 years| The gross motor skills are developed as the child starts to stand with support. This progresses to standing alone for a couple of seconds. Can walk holding one hand for support. Can walk unaided, run and jump as she develops full control of her limbs. Finer motor skills are developed such as the pincer grip to pick up small objects. Is able to hold a spoon to feed themselves. Learns to hold a crayon to scribble and then draw shapes with. Talks well in sentences, clear enough to be understood. | | Childhood4 – 7 years| Learns to eat independently using a knife and fork. Motor skills are developed to the point where a child can walk backwards. They can now walk placing heel to toe and balance themselves on a narrow beam. Manual dexterity now allows them to catch a ball, build structures, and draw shapes. Dress and undress with assistance, then alone. Take turns in play with friends and plays cooperatively. Could be frightened of things like spiders and ghosts. Knows their left from right and how many fingers they have. | | Puberty8 – 12 years| Hormonal changes are responsible for a growth spurt at this time. Gain muscles, but can still appear to lack coordination. Develop large and fine motor skills for use in sports and hobbies. Activity increases and may want to spend more time with peers rather than parents. Noticeable body changes take place, girls develop breasts and boys’ voices change. The growth of underarm and pubic hair is normal at this time. Another indicator of this stage is the development of Acne. Pre teens begin to notice the opposite sex, but prefer to stick with their own gender. | | Adolescence13 – 16 years| Their own identity emerges in musical taste and clothes. Teenagers frequently have close friendships with their peers. Are often concerned about how they look and what others think of them. Physical changes continue as puberty is ongoing or completed. Children become more independent but still seek advice and guidance from parents. Teens are aware of the opposite sex and may be going out with them. Preoccupied by their own sexualityConflict and a lowered opinion of parents emerge as teenager tries to mature. | | Young Adult17 – 19 years| More stable emotionally. Not so concerned about body once puberty ends. Develops clear sexual identity. By the end of this stage both girls and boys will have reached physical maturity. | | Communication and intellectual development | | 1. 1 b| Infant0 – 12 months| A newborn baby cries as their only means of communication. As young babies have no concept of time, to them all needs are urgent, and should be responded to as such. Begins to formulate concepts and is aware of the physical sensation of hunger. Will cry in order to have the need for food met. Develops different cries for a variety of needs, changing, hurting, frightened or lonely. Once they find their voice they will make cooing noises and other sounds. Begins to take an interest in their surroundings, paying attention to toys. Uses voice to communicate feelings, with laughter when playing and screaming when annoyed. Can understand familiar objects and has an expectation of what they will do. Chatters away tunefully and uses voice to attract attention. Watches the actions of those around them with interest. | | Early years1 – 3 years| Will learn 2 or 3 words that will be repeated constantly. Able to make the appropriate response to simple instructions. Goes through a trial and error process to discover what an object does. Can verbally communicate what they need. Is developing an inquiring mind about things and surroundings. Uses own personal jargon with many words unintelligible to most people. Knows the names for different parts of their body. Often repeats the last word spoken by any adult in earshot. Has a growing vocabulary of over 200 words and talks to themselves continuously. Joins 2 or 3 words together to make a sentence. Can use their own name with reference to themselves. Constantly asking questions, with infantile substitution, and can relate past events to the present. | | Childhood4 – 7 years| Speech becomes more confident as the substitutions decrease and full fluent speech is achieved. Can count up to twenty using repetition. Ask for the meaning of unfamiliar words. Questioning generally is at its height. Can draw a recognizable house and detailed people. Has a sense of time and can relate to the past, present and future. Able to write their own nameCan match colours and has an understanding of numbers. Reading skills will be developing in this stage and the child might write independently. | | Puberty8 – 12 years| Speech has now developed fully. Reading and writing skills are now being refined. Able to express thoughts and discuss learning making use of language skills. Shares ideas and opinions with peer group. Speech style or jargon is important to fit in with their group. Have a fairly rigid concept of right and wrong. | | Adolescence13 – 16 years| Will confide more with their peers than their parents. Increased use of speech reduces the amount of acting out. Have a good idea of their favorite sport and subjects and are well motivated in these areas. Fluctuates between considerable maturity and babyness. Can appear secretive at home, talkative but not very communicative. Has a stubborn unwillingness to compromise. | | Young Adult17 – 19 years| Thinking about choices to be made regarding further education or career choice. Emerging ability to make independent decisions and able to compromise. Begins to become more self-reliant. Conversation skills are well developed and uses prior knowledge gained. | Social, emotional and behavioural development | | 1. 1 c| Infant0 – 12 months| Creates an attachment bond with mother. Smiles at mother and may squeal with delight. Familiar routines elicit a positive response. Responds to different tones from mother. May become shy in the company of strangers and cling to a familiar adult. Can imitate hand clapping. Understands simple com mands and can wave goodbye. Will cooperate with adult dressing them. | | Early years1 – 3 years| Can demonstrate signs of affection. Will participate in nursery rhymes. Now should be able to help adult with dressing. Indicates when pants are soiled or wet. Becomes emotionally dependent on a familiar adult. Drinks from a cup with both hands. At the end of this stage will gain control of bowels. May throw a tantrum when frustrated. Able to play co-operatively and may have imaginary friends. Tries visibly hard to please. | | Childhood4 – 7 years| Child enjoys co-operative and dramatic play, taking turns. Understands the links between co-operation and competition. Can respond rationally to reasoning. Enjoys a degree of independence but still needs reassurance. Can become totally engrossed in activities. Can be concerned about being disliked. Fears develop about things under the bed or ghosts. Now able to form firm friendships. Fairly independent and confident. | | Puberty8 – 12 years| They will develop a select group of friends. Friendships become firm and more settled. They seek more independence in order to solve problems themselves. Need continued praise and encouragement. Increasingly concerned about what others think about them. Will be unsure about changes in their setting. | | Adolescence13 – 16 years| Body changes can upset self-esteem of children and make them quite vulnerable. As their bodies take on adult characteristics they still feel childlike inside. Will feel pressure from growing up and changing expectations. Some become more assured by changes in their environment. Peer pressure is a significant influence on them. Children want to spend more time with their friends than family. | | Young Adult17 – 19 years| As children enter adulthood they are still relatively inexperienced. The peer group losses importance and is replaced by a few close friends. Mature young adults will start to listen to their parents again, asking for advice. As a sense of identity emerges they are no longer afraid to seek counseling. One on one dating becomes important. May embark on a more intimate relationship with someone. | | Different aspects of development can affect one another | | 1. 2| Football| A child needs to be physically developed in order to play this game. They will use gross motor skills to run around and kick the ball. Hand-eye (feet-eye) coordination is also essential as the player needs to be spatially aware of where they are in relation to other things. It is no good have strong legs and great aim if you could not see where the ball was and make a connection. | | | It is not much fun playing this game in isolation. As a team game players need to have the social skills to share the ball by taking it in turns. They have to understand the cooperation factor which is vital in a competitive game. No one person can win a game on their own. | | | This game consists of rules that are available off the pitch, these may be discussed orally or read by individuals. Professional teams are supported and lively banter between children will have them routing for their side. With little instructions or intervention children can communicate with each other to organise themselves into teams and have a very good game. | Language| It is important that babies are spoken to regularly and exposed to a variety of rich language. The more they are talked to the more responsive they will be. The more that they hear, allows them to develop a larger and more varied vocabulary. Research shows that there is a link between early language and literacy skills. Increased reading and writing skills can be the foundation for academ ic and social success in the future. | | | | | ————————————————- Influences that affect children’s development Background | | 2. 1 a| Members of your family are the most important people in your child’s life. This includes siblings, aunts and uncles, cousins or even neighbours and good friends. If all is well in their world the chances are that it will be the same for your child. However things do happen that can have an effect on your child’s development and you may not realize it. If a family member becomes ill or dies this can be an emotionally upsetting time not just for the adults involved, but also for the children who have formed an attachment to them. Some less obvious influences may be the ‘expected’ birth of a sibling; the introduction of a new partner or having to move home or school. You should pay attention to any change in your child’s behaviour and check if their learning is being affected. | | Is your culture the same as the environment you are raising you child in? If not you should consider how these differences will affect your child. When English is not your first language it is helpful to your child if you encourage your child to develop this along side their mother tongue. It is important that children are able to speak, write and understand English so that they can have full access to the curriculum and make progress at the same rate as their peers. | Children are known to be a very expensive to raise and educate. Not all parents have the necessary funds to feed and cloth them adequately, let alone provide for extras. Poverty may be recognized by other children if a child does not have the latest fashion or electronic gadget at home. This may lead to a child being excluded from certain playground groups. It has been reported that children from d eprived circumstances do not usually do well aat school as this impacts on most areas of their development. | | Health | | 2. 1 b| Ill health of a mother or baby immediately after birth can have a profound effect on a child. It is in this very early stage of life that infants need the care of a constant caregiver. Any interruption to this process stops the child’s normal attachment progression. This could then result in a child struggling to form close relationships later in life. A child may be unwell occasionally and need to stay off from school for a few days. There will be cause for concern if this becomes a regular pattern. Any child who misses out on school restricts their developmental opportunities. A child who has a physical impairment is understandably restricted in certain areas, such as ovement in the playground and the social interactions that come with play. Support from adults around them is essential to help ensure they are included wherever possible. | | Growth and weight are primary indicators that are used by professionals to monitor the progress and well being of children. Children of the same age are often different shapes and sizes and there are a number of indicators that ca n explain this. For example boys are often bigger than girl, genetics may be responsible for a boy having a short stature and slight frame, or a poor diet may be responsible for a child being overweight. In all these cases reference to a growth chart may provide answers or explanation for their current development position. A pattern emerges over time for each child and cause for alarm would be if there was a sudden or sharp deviation from the normal pattern. The route for a child who was born prematurely will initially be on a lower path than that of a full term baby however it would be expected to ‘catch up’ over time. Even if this was not the case as long as the child was meeting other development goals this would not be an issue in isolation. | | | | | Environment | | 2. 1 c| Where children live has a marked effect on their social and emotional development. Children that live in a nice, clean, graffiti free, residential area are likely to grow up stress free. They will probably live in a single family residence, in a natural setting, with room to run and exercise their gross motor skills. It is likely that they will know their neighbours giving them opportunities for extended social interactions. High rise dwellings; noise and traffic pollution; overcrowding and access to services, all contribute to levels of psychological distress for many children. This manifests itself indirectly as poor interactions with parents and teachers which culminate in poor language and learning development. | | Children are routinely exposed to noise from cars, airplanes, music and other people. It is essential for children to be able to hear properly in order to learn how to read. However, when they are constantly bombarded with acute noise levels they begin to ignore all auditory input. This defense mechanism has been documented by researchers who recorded significantly reduced reading and speech ability. Children’s cognitive development is also compromised by noise pollution as adults and teachers around them struggle to be heard. Teachers can become annoyed, fatigued and impatient in a loud environment. Their teaching style can become compromised as they lose valuable time dealing with distractions. This indirectly deals another blow to the child chances of developing | | Crowding is another factor that has been noted as having a marked effect on children’s development. This phenomenon can affect the only child as well as those from large families. It comes about when a child is placed in an overcrowded situation over which they feel they have no control. Children may withdraw into themselves as a coping strategy. This may occur in a children’s activity area and result in less constructive and interactive play. Language development can be affect as parents speak less to children in crowded situations. There is also a tendency to speak in simple terms, thereby depriving them of the opportunity to hear and learn more complicated words. | | Importance of recognising and responding to concerns | | 2. | As parents you are in the best position to observe and monitor how your child is developing. Conversely when you feel that there is something wrong you should trust your instincts and don’t be afraid to discuss them with your doctor or health care professional. You might notice that your child never makes eye contact with you; perhaps they fail to respond to your voice; or they display sudden and severe mood changes sev eral times throughout the day. Instead of speculating what might be the problem might be on your own, a proper diagnosis is best. Early intervention will identify any problem and work towards solutions can start straight away if necessary. | | If you recognise that there are external issues affecting your child you should respond to them appropriately. As a parent or carer you could share your concerns with your child’s teacher. This will allow them to be alert to the child’s behaviour and they may be able to monitor their progress more closely for a time. It is also important to disclose changes in the family environment, such as a family break up with changes to living arrangements. As I have already said these may well have an effect on the child that the teacher can be forewarned to deal with. | | In some schools you may have direct access to the Special Education Needs Coordinator or the child can be referred to them via the teacher. It is always a good idea to find out from the school who these people are and what is the procedure to get access to them. If you have this information available before you need it you will be able to act quickly and correctly when concerns arise. | | ————————————————- Transitional stages Experienced by most children| | 3. 1| Being bornMilk to solidsCrawling to walkingBeing fed to feeding themselvesNappies to potty trainedUnaware to aware of selfHome to nursery| Nursery to Primary SchoolPrimary School to Senior SchoolPubertySexual awarenessChanging friendshipsHandling financesGetting a job * | | * Puberty * * You will need to watch out for Puberty, or adolescence as it is sometimes called. This is the natural transition that your child will go through on the way to becoming an adult. Aside from the growth spurt that occurs at this time for both sexes, girls will have their first period, and boys experience their first ‘wet dream’ (nighttime emission) and voice breaking etc. Less physical changes are the physiological, behavioural and relationships. The enormity of these changes may be overwhelming for a child who feels that there is something actually wrong with them but they are too afraid to ask anyone. The stress adolescents feel during these times of change can lead them to try drink or drugs as a coping strategy. Others may experiment with substance abuse or engage in risky sexual behaviour. There are various consequences that can come about from this behaviour such as contracting sexually transmitted diseases; teenage pregnancy or even death from addiction overdose or suicide * | | * These scenarios have been well studied and documented, they are included here not to alarm but to make you aware and equip you with pointers that will help you recognise situations that can be emotionally tough for your child. Stay involved with your child during these transitions and encourage them to talk to you about anything and everything, listen to them without judgment. Does your child feel neglected? Set aside some special time with them to show your interest and this will give you an opportunity to pick up on problems or changes in their behaviour. Prompt your child to talk about their experience or knowledge of different substances and the abuse of them. You have every right to know who your child is friends with and keep track of their movements. Again research has shown that children whose activities are not monitored by their parents are 4 times more likely to use drugs. Any observation of changes or disturbing behaviour should alert you to seek the help of professionals at an early stage. | | Experienced by some children | | 3. 2| A new siblingDomestic violenceBullyingEmotional abuseParents separating/divorcingSerious illness (child/parent)Family member diesUnexpected change of schoolMoving house| Physical/sexual abuseSeparation from familyParent(s) in prisonLooked after by local authorityMarriage (consensual/forced)Learn to driveGoing to universityChange group of friendsCo ming out as gay or lesbian| | * Going to University * * You might think this is great for you and your child. You have encouraged and supported them for years. They have studied hard and beat off stiff competition for a place at the university of their choice. Nevertheless, their departure is a significant milestone for the family as it ushers in a new transition and time of separation that everyone will have to get used to. Unless the family is quite wealthy the stress of financing higher education can have a negative impact on all. The adjustment for students away from home for the first time can have an effect on their mental health. The ‘empty nest’ left behind may give you as parents a feeling of loss as you relinquish some of your parental control. * The impact of university on students gives them a newfound sense of freedom as they are off the radar in terms of parental restrictions and rules. However, they will be confronted by new and different pressures as they take control of their lives. They now have to learn to live with a new ‘family’ and learn how they are now to behave with this new group of people . The opportunity for study is obviously available but so is the list of other things to do and places to go. It can be a time of sensory overload as course work and parties vie for attention. As a parent you should encourage your child to explore new interests, meet new people and discover their new surroundings, with the proviso that getting an education should be the foremost concern. Encourage them to seek out professors or other adults who can keep them focused and grounded. Ensure they know where to turn for help if they do encounter problems whether they are academic or emotional. * * In the midst of students finding their independence and doing fine – you may be in receipt of a tearful phone call. You may try to advise from a distance but this is not always possible. Work out ways to stay connected and involved by doing little things to remind them they are in your thoughts. Sending cards or notes with pictures of events they have missed can help to let them know they are loved and it is not a case of ‘out of sight out of mind’. * | | Affect of transitions on children’s behaviour and development | | 3. 3| At some time children will have to leave the comfort of their home and move on to some form of semi formal or formal education. This might initially be at a playgroup, nursery or reception class. Whichever route they take it is a time of major change for them and the way they handle it should be monitored closely. Children who have been used to one on one attention may struggle with having to share the teacher with the rest of their classmates. However those who have had a secure and happy upbringing will be emotionally mature enough to cope with the change. Children of a more delicate nature may regress in their behaviour and need reassurance to participate. They may suck their thumb for comfort or cling to a favorite toy or object. Sensitive handling of these actions will help them through and build up confidence to a point where learning is not hindered. | | Children who are looked after have been prematurely separated from parents. If this takes place in the formative years it is likely that they will have attachment issues. When this happens a child can become emotionally stuck at the age they were when the separation took place. This can then have a detrimental affect on how they view making attachments with others who are tasked with looking after them. The defense mechanism is now set to I will act up and refuse to engage with you just in case you up and leave me too. Every effort must be made to engage these special children and help them overcome their disadvantaged circumstances. Universities are well aware of the problems faced by students, especially in the first year, and have systems in place to deal with these transitions. | | ———————————————— References If you wish to do some more research or reading on the subject here are some of the books and websites I found useful when writing this booklet. Supporting teaching and learning in schools: Louise Burnham & Brenda Baker, 2010 6 to 16 Child Development: Penny Tassoni, 2007 The effects of the Physical Environment on Children’s Develo pment: Dr Gary Evans http://www. parenting. cit. cornell. edu/documents/Physical-Environment-Evans. pdf www. nhs. co. uk www. pampers. co. uk