Diskobolos vs. Ramesses Ii

Diskobolos vs. Ramesses II There are many unique qualities in art that depict the different time periods. One can decipher specific eras based on the attributes of the painting or sculpture. Ancient Egypt sculptures are completely different from Ancient Greece sculptures by way of body position, facial expressions and materials used. Understanding backgrounds, time periods, and history of the sculptures are important when analyzing the works of art. Ramesses II is located at the University of Pennsylvania Museum of Archaeology. The statue was found at the Heracleopolis, Temple of Harsaphes, in Egypt â€Å"(Ramesses II). Archaeologists believe that the sculpture was made somewhere between 1897 and 1834 B. C during the time of the Middle Kingdom. The facial expression and body language illustrates his desire to be timeless. The sculpture is positioned in such a way that the body looks like it could stand the test of time. Made out of Quartzite stone, this sculpture is designed to pres erve the Pharaoh’s power and immortality. The Pharaoh is seated with both hands and feet placed purposely close to his body to signify success, reign and power. He sits upright in a tranquil manner reflecting power and kingship †(Ramesses II). Every inch of his body is made to perfection. His proportions are impeccable and is represents that of a god. The face of Ramesses is much, like all of the other Ancient Egyptian rulers during this tie period. The face has no personal qualities. â€Å"The same characteristics appear on almost all of his statues: a receding forehead with prominent brows; thoughtful, slightly downcast eyes; an aquiline nose with a broad bridge and rounded tip and a narrow mouth â€Å"(Ramasses II). The statue of Ramesses II is rather similar to the statue of Khafra. Ramesses II is seated in the exact same position as Khafra. Their hands and feet are close to the body while their faces have no personal attributes that give them their own identity. Both Statues were made to signify power and control. They wanted to be timeless and appear motionless. (See Figure 1) Figure 1. Statue of Ramesses II. The Ancient Greece era occurred after the Ancient Egyptian era and they had a very different design ascetic. In the classical period the Greeks created sculptures that were more life like. The sculptures actually looked like they were moving. Limbs were away from the body unlike that of Egyptian sculptures. The statues were asymmetrical and were positioned in a non-conventional way. A sculpture that has these characteristics is Diskobolos, It was originally created in bronze around 460-450 B. C. The statue is of a man about to throw a disk. He is bent at the waist with one arm out to the side. The potential energy expressed in this sculpture's tightly-wound pose, expressing the moment of stasis just before the release, is an example of the advancement of Classical sculpture from the Egyptian period†(Diskobolos). This position demonstrates harmony and balance because every inch of his body is working together to create a smooth movement and throw. Each movement is essential to establish the position. â€Å" The working left arm balances the engaged right leg in the forward position an d the relaxed right arm balances the free left leg†(Janson, 124). The facial features are much more realistic. In this sculpture his face looks like he is working hard and focusing on the game. Emotions were thought out at this time period when creating art. If someone was happy they looked like it and if some was in pain they had the look of extreme discomfort. Also the idea of movement is really predominant in this time period. All the statues look like they are going to take a step or throw something in order to create movement. (See figure 2) figure 2. Statue of Diskobolus Both Greek and Egypt Sculptures have considerable differences but they also have some similarities. Both cultures valued the idea of a perfect muscular body yet one valued movement over timelessness. Each culture is unique with the artwork and sculptures that they left behind for us to study. They each donated something special to us and each art style had a profound effect on how we look and judge art. Works Cited â€Å"Discobolus. † Sir Thomas Browne. Web. 17 Nov. 2009. . Janson, H. W. Janson's history of art the western tradition. Upper Saddle River, NJ: Pearson Education, 2007. Print. â€Å"Ramesses II. † Grove Art Onine. Oxford university press. Web. 10 Nov. 2009. .

PLato and Education Essay

Plato was the earliest most important Greek Philosopher and educational thinker. Plato thinks education as a key for a society and he stress on education, for this purpose he want to go to the extreme level even removing children from their mothers and rise them by the state, he want to identify the skills of the children and give them proper education for that particular skill which they have so they could be become a suitable member of the society and fulfil their duty in society. Plato want to a search for intelligent and gifted children in the whole society, Plato’s don’t belief that talent belong to a limited class therefore he stress on education for all so the talented children get the chance to shine. Plato contributed a lot in the form of ideas and it inspired his follower to find new ways for education and training of the children. In fact Plato himself did not contribute directly to science and mathematics but he stress on these subjects, his philosophy of education influenced the developments of these subjects in centuries to come. In the philosophy of Plato we can see some signs of the philosophy of Socrates; However Plato covered the major aspects of philosophy discussed today. Plato was born in an upper class family in Athens; he was interested in political career, but after the death of his teacher Socrates Plato pursues his teacher philosophy. For the purpose of education Plato travel to Egypt and Italy, there he learnt mathematics. After returning home he established an Academy, to teach moral values to the elite youth of Athens to make them better leaders of the society. Plato shows his ability of writing in different fields; ethics, music, drama, poetry, metaphysics, dance, architecture which are the ideal forms of Government. Contribution of Plato in scientific subject is little but his ideas on education inspired his followers to explore new dimension in education. Plato writes in his book â€Å"Let us describe the education of our men. What then is the education to be? Perhaps we could hardly find a better than that which the experience of the past has already discovered, which consists, I believe, in gymnastic, for the body, and music for the mind. † Plato not only consider better education for men but also believe on strong body and sound mind, for body he recommend sports and for sound mind music. Plato †No man should bring children into the world, who is unwilling to persevere to the end in their nature and education. † EDUCATIONAL THEORIES OF PLATO Education for All Plato want every boy and girl educated to it limit. State Education Education should be provided by the state not by parents. Organization and Curriculum. Plato curriculum was consist of gymnastic and music, where in gymnastic include physical training and music used in broad term for dram, history, oratory and music in real term, he define different stages for the organization and curriculum; 1. Elementary School Co-education at elementary level and teach them mathematics, poetry, music and literature till the age of eighteen years. 2. Military Training After elementary education two years of Physical education should be given to them and select best of them for higher education; to prepare for the future guardians of the state. 3. Higher Education Higher education should be given from twenty to thirty-five years of age, he well study the subjects at this stage mathematics, literature and philosophy. Later on he would be opponent at a minor administrative position to get experience for the future more important governing positions. â€Å"The object of education is to turn the eye which the soul already possesses to the light. The whole function of education is not to put knowledge into the soul, but to bring out the best things that are latent in the soul, and to do so by directing it to the right objects. The problem of education, then, is to give it the right surrounding. † -(Plato’s Republic, Book vii, 518) Nothing was more important to Plato in human life as education. He considers education the greatest thing in human life as he mention in his book â€Å"the one great thing†. Plato’s Theory of education was an indispensable necessity for mankind. It was a positive remedy for the problems and operation of justice in an ideal state. Women Education Plato also emphases on women education, he consider the same kind of education for women. Women should the same physical and educational training; they should know the art of war. The main aim of Plato was that each member of the society should undertake his work and responsibilities. Plato believed that women are equal to men and that, although some women are physically smaller or weak, some women are physically equal to men therefore those women who are physically strong should be allowed to learn the same skills that men do. In his book Republic Plato describes how male and female receive the same education and be given the same duties in society as given to the male member. These people are the ones who will be in charge his republic which would be an ideal society, where philosophers are kings. In other words, who know what is good for the people and for the mankind and take their decisions based on that knowledge. Teaching Methods Plato recommended play method at elementary level; student should learn by doing. And when he reached the higher level of education, his reason would be trained in the processes of thinking and abstracting. Plato wants motivation and interest in learning. He is against the use of force in education. â€Å"Knowledge which is acquired under compulsion obtains no hold on the mind. † In another place he writes â€Å"Do not then train youths by force and harshness, but direct them to it by what amuses their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each. † – Plato Plato writes in his Republic â€Å"Bodily exercise, when compulsory, does no harm to the body; but knowledge which is acquired under compulsion obtains no hold on the mind† Plato â€Å"The most effective kind of education is that a child should play amongst lovely things. † Plato wants a place where children love to go and stay there and they play with things which enhance their education by playing. Plato gives importance to nursery education, he thinks nursery education plays a vital role in the education of man, it help to build his moral character and state of mind â€Å"The most important part of education is proper training in the nursery. † –plato Plato think It will be hard to discover a better [method of education] than that which the experience of so many ages has already discovered, and this may be summed up as consisting in gymnastics for the body, and _music_ for the soul†¦ For this reason is a musical education so essential; since it causes Rhythm and Harmony to penetrate most intimately into the soul, taking the strongest hold upon it, filling it with _beauty_ and making the man _beautiful-minded_. The above quotation of Plato show, how he sees education, he wants the total development of a man, mind body and soul by using every possible mean. That why in another place Plato writes; â€Å"But then, if I am right, certain professors of education must be wrong when they say that they can put a knowledge into the soul which was not there before, like sight into blind eyes. They undoubtedly say this, he replied. Whereas, our argument shows that the power and capacity of learning exists in the soul already; and that just as the eye was unable to turn from darkness to light without the whole body, so too the instrument of knowledge can only by the movement of the whole soul be turned from the world of becoming into that of being, and learn by degrees to endure the sight of being, and of the brightest and best of being, or in other words, of the good. † -Plato’s Allegory of the Cave & Exploring Plato’s Plato Aims of Education* To develop leader among the future rulers. * To develop hard and competent workers. * To produce leaders with military skill among the warriors. * To produce future Civil Servants of the state. The highest goal of education, Plato believed, is the knowledge of Good; to nurture a man to a better human being it is not merely an awareness of particular benefits and pleasures, Stages of Education Plato describes different stages of education in his republic. According to Plato the education of child should be start at the age of seven year and before this stage the child should stay with their mother or elders and learn moral education from them. After the age of six years both girls and boys should be separated and boys should play with boys and girls with girls and they should be taught the use of different arms to both sexes. This stage goes up to the age of seventeen years. During these years they should teach them music and early education. After the age of seventeen years the youth should be brought to battle filed to learn real life experiences. The four stages start at the age of twenty five to thirty years and in this age they get the training of Mathematical calculation and last for another ten years, after the completion the selected one’s are admitted in the study of dialect. During fifth stage they study dialect for another five years and after that, at the sixth stage one is ready to become a ruler and philosopher and the one enter in practical life. Plato’s View on Moral Ethics Ethics is the most important branch of philosophy. Plato especially gives attention to the moral and ethical education of the men, later on Plato gradually widened the scope of his investigations by reflecting not only on the social and political conditions of morality, but also on the logical and metaphysical presuppositions of a successful moral theory. Plato presents his ideas for an ideal society in his Republic and he provided detail about the curriculum and system of education. According to Plato the ideal society who cares for their youth and the guardian would be responsible for the moral education of their children. Every person would know his duty and his responsibility. Bibliography Annas, J. (1993). The Morality of Happiness. Oxford: Oxford University Press. Franck, Matthew. (n. d). â€Å"Aldous Huxley’s City in Speech: Brave New World and the Republic of Plato† Paper presented at the annual meeting of the The Midwest Political Science Association, Palmer House Hilton, Chicago, Illinois, A Kahn, C. (1996). Plato and the Socratic Dialogue. Cambridge: Cambridge University Press. Numan, M. (2003). Foundation of education. Peshawar: Umair composing center. Posted by Sultan Muhammad at 9:39.

REGULATION, COMPLIANCE AND GOVERNANCE Essay Example | Topics and Well Written Essays - 2000 words

REGULATION, COMPLIANCE AND GOVERNANCE - Essay Example When the derivatives were distributed, it created an opportunity of basic training and helped in exploiting the difference in prices in future and spot markets. The gas trading of Enron had allowed it to be a market maker and acted as counterparty by trading on both sides and made profits as spreads between the offer and the bid price. Enron was under residual risk after it accessed both the markets and was able to overcome the same by entering into swaps and other such arrangements with dealers. As Enron owned physical plants and took charge of operating those, it had a comparative advantage over the competitors. The company was also able to protect itself from the market price movements for the same reason. Being an industry insider, it also had advantages of acquiring information needed for forecasting shocks related to particular region or sector. Therefore, besides being a market maker, Enron was also a creator of new products. The business strategy used by Enron, in 1990s, was asset light and vertical integration, after it became too leveraged due to the merger. The asset light approach indicates combination of the development of sophisticated risk management techniques with the least amount of ownership and operation of plants. Virtual integration system helps to maintain the reliability of a product with less capital investment. Enron took advantages of deregulation of the US energy markets, as later on, it can be noticed that they enjoyed the experience of steadily rising profit from merger of two utility based companies. Additionally, besides owning several gas pipelines, it also ran a natural gas as well as electricity transmission business. After 1985, Enron even started trading in gas and offered various types of derivates to interested customers, when the gas pipelines business met an end. When the derivatives

Argumentation Essay Example | Topics and Well Written Essays - 500 words

Argumentation - Essay Example But with the modernization of the college educational system, things began to change and eventually, misled the very students who were paying tuition fees in order to be trained for potential jobs. Louis Menand wrote about those differing schools of thoughts pertaining to college education in his article â€Å"Live and Learn† which was published in The New Yorker. He also mentioned that the college system was meant more as a filter for the workforce rather than the training ground. College education became a series of classes and tests that had nothing to do with the actual degree that the student was aiming for at the end of four years, and yet it was supposed to be the yardstick by which the employers were supposed to gauge a job applicant by. This mindset shows me that the college educational system is broken and is in dire need of reforms. We need to go back to that era when college meant actually training for a job that you hoped to have in the future. In my opinion, the theoretical part of the education of a student should have occurred and was completed during the grammar school and high school phase. By the time the student begins to attend college, he must already know what it is he wants to do with his life and be prepared to throw himself into four years of preparation for it. By definition, completing a college education means that a person is being taught ways of doing something or a better way of doing things in his life. It shows that he is highly trained and educated. It prepares him for the life that he has chosen to lead. That means that he has chosen an occupation, and is well prepared and looking forward to living his life along the lines allowed by his job. Yet most of our college students find themselves taking classes that do not have any direct effect on their line of work. Take for instance the case of an English student majoring in British Literature.

"An exploration of genes, inheritance and gene therapy for Essay

"An exploration of genes, inheritance and gene therapy for diabetes" - Essay Example Besides, if one’s exposure to the microorganism is delayed due to the better standards of the living, which hinders the development of the immune system causing to make the person vulnerable to this disease. Gene therapy is the method by which one foreign gene into any cell is introduced into the body of the patient in order to produce insulin. The introduced gene could be the insulin gene itself, but it must be controlled by specific tissue promoter which is encoded as a factor in order to activate the insulin gene (Kelly, 2007). Cell transplantation is more successful treatment for diabetes as compared to the method of using insulin injections. The transplantation of organs, tissues or cells between animal species usually provides a number of beta cells, which is known as xenotransplantation. The most suitable donor of organs or cells is the pig but the major problem in using the pig’s organs for transplantation is that it is difficult to obtain in the tissue culture and the islets of the adult pig because of their poor survival. One more serious problem in xenotransplantation is an infection, which occurs because of the endogenous porcine retroviruses, which has a potentiality to infect human cell in vitro and vivo (Allman, 2008). Expansion of the primary beta cells and beta cell precursors can also be helpful in gene therapy. Beta cells are normally present in small bodies deep rooted in the pancreas known as islets. Beta cells do not have enough capacity for replication. There are a number of gene transduction methods in practice in the world in order to treat different disease including diabetes. These include viral and non-viral methods (LeRoith et al., 2004). Non-viral methods such as calcium phosphate co-precipitation are a very simple and an affordable method for genetically modifying pancreatic cells. When calcium

Disaster Risk Reduction Research Proposal Example | Topics and Well Written Essays - 1500 words

Disaster Risk Reduction - Research Proposal Example Actually, disasters in informal settlements are not theoretical in nature. Probable disasters in informal settlements include an explosion of fuel storage units, the release of toxic chemical wastes from industrial processes, water pollution by heavy metals, a collapse of buildings, and earthquakes (MASKREY, 2013). Primarily, informal settlements, especially slums are heavily congested. For example, the Kibera slums in Kenya have a population of 8 times its official capacity. The Kenyan slum is built on top of a petroleum pipeline network. On September 12, 2011, one of the oil pipes ruptured, prompting the poor slum dwellers to salvage the spilling valuable commodity. Suddenly, the pipeline exploded, killing approximately 121 people in an instant, and injuring thousands of others (PELLING & WISNER, 2012). Similar accidents have occurred in other parts of the world, especially in the infamous slums of Guatemala. Allegedly, Guatemala slums lack clean water and sewage systems. Researche rs have termed some of the Guatemala slums as breeding grounds for infectious diseases, especially cholera and malaria. At this juncture, it is admissible that proper prediction and interpretation methods are necessary for the prevention and mitigation of such informal settlement disasters.This research will be conducted within the boundaries of a practical environmental impact assessment exercise, particularly the prediction and interpretation steps using data mining technique as a computer-aided method.

Critically assess Lyotard's 'incredulity towards metanarratives', Essay

Critically assess Lyotard's 'incredulity towards metanarratives', - Essay Example The definition that Lyotard gave toward the incredulity toward metanarratives was based first on the postmodernist philosophies and definitions. Lyotard believed that postmodernism was creating a culture that didn’t have value, definition or understanding that moved beyond the basic theories and into other practicalities. The approach which Lyotard gave was on the inability to create a relationship between the living conditions from the main aspects of culture, specifically because the perspectives were limited to the form and the historical ideologies of the metanarrative. The opposition that Lyotard had toward the structure was based on the inability to effectively look at the cultural problems and instead use the form and the historical knowledge as a way of giving information that wasn’t legitimate (Fraser, Nicholson, 1989: 83). Another concept which Lyotard believed created incredulity to the metanarrative was based on the perspective which was given with the viewp oints taken. The historical approach, use of form and the philosophies which were given were provided for a specific audience. From the perspective of Lyotard, this immediately created boundaries because of the sociocultural audience which was interested in the narrative. At the same time, the perspective limited meaning, scientific truth, philosophies and beliefs because of the approach which was taken. The opposition which Lyotard had was based on the limiting features and the inability for the descriptions to reach a sense of philosophical meaning which was pertinent and which was enlightening to those that were looking at the metanarrative. The concept of enlightenment philosophy, according to Lyotard, held consequences when using the metanarrative as the basis (Thompson, 1993: 325). The inability to believe the metanarrative because of boundaries which were created as well as the focus of the descriptions became a way of questioning the postmodernism movement and the new ideolo gies which were in society. The question which Lyotard raised was based on the incredulity of the metanarrative because it was easier to see the illegitimacy and the socio – cultural boundaries which were created. However, the question which Lyotard raised used this only as an example of what should be considered when describing a truth and how to explain it as a truth. The deeper philosophical meaning was more pertinent to what Lyotard was looking into. The approach which he took was based on creating universal truth, specifically which creates a sense of legitimacy, as opposed to only taking a limited perspective. When looking at this particular part of the debate, it can be seen that there isn’t a focus only on this philosophy, but also with the intellectual and theoretical implications that often were limited in meaning and in truth (Hutcheon, 1989: 40). The points which Lyotard can be considered as credible with were based on the descriptions of the metanarrative, the use of deep intellect to take away from the main points and the inability to show the entire point and perspective of history or a condition. The failure which he states, specifically with the demise created because of the lack of universal understanding of a given situation is one which can easily be seen with the metanarrative

Risks in Becoming Oneself in Society Essay Example | Topics and Well Written Essays - 750 words - 5

Risks in Becoming Oneself in Society - Essay Example The first risk that is related to becoming oneself is related to the culture and the surrounding pressures that are in each environment. This comes from the pressures that others place on you, specifically which can cause one to lose their true self. In my instance, I find that there is a lot of pressure that comes from different social groups. The first social group that tries to define my personal identity is the peer group that I am surrounded by. Going to college is one that automatically changes this peer identity and leads into a definition from the old group to the newer groups that are into different activities and concepts. However, neither of these groups can truly identify the personality and the true self. Understanding which parts of my identity fit into this group, as well as which I have to overcome, both create a different risk. Some of the risks is one that is established with my choices of identity and what will be accepted, while others relate to what doesn’ t fit into groups and how to approach this within different groups. The second concept that applies to my identity and the way that it is redefined by different social groups is with the family and surrounding friends in different age groups. Most of the relations that I have outside of school and from the college environment are older than I am. This is related to the identity that most expect me to have at the age of 17, as well as how this relates to the expectations of the age, culture, and understanding at this age. Family and older acquaintances often assume that I will act or be a specific way, which causes a loss of respect. This identity is one that continuously has to be battled and approached with changed attitudes so the idea of my age doesn’t interfere with the inner belief of who I am.

Key Success Factors for Supply Chain Management Excellence at the Essay

Key Success Factors for Supply Chain Management Excellence at the Textile sector (or similar) - Essay Example Efficient supply chain management holds great importance in the textile industry as excellence of the industry largely depends upon sourcing of quality raw materials and proper placement of the final goods in the shelves of retailers so that the products can be easily accessible to the targeted audience group (Yip and Hult, 2012). In this era of globalization, establishing strong supply chain has become inevitable for the global as well as national players in order to manage complexities in global sourcing of raw materials and supplying the apparels and other finished goods to the customers all over the world (Lysons and Farrington, 2012). In fact, ensuring effective supply chain management helps the market players in the industry to achieve competitive advantages over other players. The objective of the research paper is to identify the key success factors in supply chain management that leads to create excellence in the textile sectors. For the purpose of analysis, the textile indu stry of the United Kingdom will be examined. The concept of supply chain management has gained considerable attention mainly after globalization and massive trade liberalization. According to Basu and Wright (2010), as a result of rapid expansion of cross border trade, the global industries subsequently understand the importance of supply chain management as it is becoming necessary for them to procure information, capital and raw material and present their manufactured products all over the world. Such global acquisition of materials and distribution of products would not have been possible if very strong supply chain has not been incorporated. Koprulu and Albayrakoglu (2007) have defined supply chain management as the integrated process that facilitates the associated organizations to break all the barriers of resource procurement and obtain the best possible resources for the business. According to them,

Continuing Personal Development Essay Example for Free

Continuing Personal Development Essay For years, the only way to format HTML in a visually appealing way was to use tables. As the web evolved, designers wanted to do more than just display text, they wanted to emulate printed documents. This was done through CSS or cascading style sheets. With this, designers are able to separate content from presentation, and gain more precise control over layout. Cascading Style Sheets, or CSS, allow you to modify properties of existing HTML elements. With style sheets you have increased flexibility and the capability to add several attributes that are not available with normal HTML. The word cascading applies to a hierarchy of importance in that the user has the highest level of control. By applying a user-selected style sheet, the user has complete control over the styles of the web page. This is an accessibility benefit. People can view web pages in any browser that they choose, and they can manipulate it as much as they like. Using CSS to your advantage One of the primary benefits of CSS is that it allows authors to separate content from its presentation. The content can be presented with any combination of styles, but the content itself will remain unchanged. With style sheets, you have greater control over layout than you do with tables. You can change the linear layout of a page without altering its visual layout. Linear layout refers to the order of elements in a web page when all styles and formatting are removed. One of the nice things about style sheets is that you dont have to alter the visual formatting of a web page when you alter the linearized reading order. This can be useful when you want to make sure that screen reader users access the page content in a certain order. CSS Pitfalls It is sometimes tempting to take advantage of the wide-ranging capabilities of CSS to convey meaning. This is one of the most dangerous pitfalls of CSS-based design. For example, different colors of text could be used to separate certain words into different categories. In a sense, this sort of visual categorization technique provides visual cues that are helpful to readers. Not everyone has full visual capabilities though. Individuals with low vision, blindness, or color blindness or those that use old browsers and monochrome devices may or may not be able to make sense of the information if it is presented this way. This is the same with the use of meaningful background images. Since background images cannot have alternative text explicitly associated with them, there is potential for abuse, or at least negligence, in terms of ensuring accessibility. Some of the strengths of style sheets are also weaknesses. For example, the ability to change the linearized reading order of your content without changing the visual layout can lead to some wonderful accessibility solutions, but it can also create a huge mess. Even though it is possible to present the content to screen reader users in any conceivable order, most of the times, the more experimental design, the more likely it will confuse users. It is interesting to note that when you use CSS, you have to accept the fact that your content will not look right in some browsers. Some may not even support CSS at all. (Creating accessible CSS. Web Accessibility in Mind. ) Reaction The article from WebAIM is a good head start to learn more about CSS. It presents an overview of Cascading Style Sheets to help the readers get a grasp of how it was created and how it evolved as an answer to a changing need to have more flexibility in HTML. It provides a detailed yet highly comprehensible approach to CSS; the basics of it and the certain issues it entails. CSS is indeed a creative way to enhance our ability to manipulate web pages and relay information over the internet. WebAIM also presents the advantages and disadvantages of CSS in a concise manner. CSS has gained popularity because of its many advantages. The article emphasizes the value of how you can separate the content from presentation. In a time when both content and presentation are important in order to effectively communicate the message to the viewers, it is especially important that a demarcation between the two be made. Being able to change one while not sacrificing the other, is a good attribute that CSS has brought to HTML. CSS improves the ease of changing tags and styles while also being efficient with its process. However, useful as it is, CSS has also some disadvantages. The rather lenient way of manipulating styles may also be subject to abuse. More confusion can be made if improper and abusive use of style variation is done. Careful thought must be ensured when creating web pages so as to convey messages clearly and effectively. Like in any other fallible structures, it is important to be cautious of any mistakes that might be done, paying closer attention to detail and the efficiency of the method or style used. Moreover, one must understand that although browser support issues are inevitable, there are some strategies to manage this. Bibliography â€Å"Creating accessible CSS. † Web Accessibility in Mind. http://www. webaim. org/techniques/css/

Metastatic Cancer: Types and Causes

Metastatic Cancer: Types and Causes Introduction Cancer is something that many people face or is affected by in some way. Cancer is a problem that is global and always growing affecting more people as the world’s population increases. The 2012 statistics show that were about 3.45 million new cases of cancer and 1.75 million deaths as a result of cancer worldwide in the year 2012. The main cancer site being breast contributing 464,000 cases [Ferlay, Foucher, Tieulent, Et.al, 2013]. Thanks to a better understanding and better treatment of cancer like chemotherapy and cancer based drugs, there has been a decrease in death from cancer and so better survival rates for both males and females affect by cancer [Jemal, Simard, Dorell, Et.al, 2012]. The fact cancer is so prevalent worldwide is due to the many features and ways that cancer affects people. One of these features is that some cancer cells are not static. The cancer cells are able to alter and change in order to form into another cancer that is in another part of the body therefore affecting a different organ site. This ability for cancer cells to move or migrate to different parts of the body is known as Metastasis [Yachida, Jones, Bozic, Et.al, 2010] [Fokas, Cabillic, Et.al, 2007]. The fact that cancer cells are able to migrate to other sites of the body is not just random. Where the cells migrate to, is dependent on where the cancer cells was originally was before the migration. What dictates where the cancer cells go, are specific stimuli or environment within the body so that the cells are able to grow into tumours. The stimuli or environment may consist of specific receptors or chemokines that are shared or common between the two sites [Baruch, 2009]. When cancer has metastasised to a different area the site that the cancer had originated in is known as the primary cancer and the site at which the cancer cells moved to is known as metastatic cancer. A common type of metastasis is from breast to brain, with breast being the primary cancer and br ain being the metastatic cancer. Breast cancer is often found to metastase to the brain, the chances of this occurring are increased when patients have HER2 over expression [Gupta, Adkins, Et.al, 2013]. HER2 comes from the human epidermal growth factor receptor family that controls response such as cell growth and cell differentiation, therefore it can be easily predicted that over expression of HER2 leads to uncontrollable cell growth a feature that is in all cancers [Rubin Yarden, 2001]. The metastasises of cancer within patients does not affect them straight away, as it often takes years for the metastatic cancer to be detected and to affect the person. When the primary tumour has grown, only then will the tumour cells migrate and invade to another part of the body and grow at the site. When the tumour cells are at the new site then they the process of cell growth occurs at the site. But it has been shown that the tumour cells at the new site have been dormant which accounts for the time between the detection of the primary cancer and the metastatic cancer [Rà ¶cken, 2010]. The way the metastatic cancer cells move from their primary site to their metastatic site can be many ways depending on ultimately were the tumour formation will be formed in. Examples of the movement or migration are 1) local tissue invasion which is movement of the tumour cells through the tissue, 2) hematogenous spread which is the movement through the blood; 3) lymphatic spread which similar to the blood by uses the lymph nodes and finally 4) spreading through surfaces and cavities [Pepper, 2001]. There are many sites of metastatasis, below is a summary table of the sites and where they originated from [Nguyen, Bos, Massaguà ©, 2009]. Table 1: A brief summary list that shows the sites of metastasis from primary tumours [Nguyen, Bos, Massaguà ©, 2009]. A metastatic cancer that is particularly important and of interest is metastatic cancer that is able to migrate to the brain. From the table above it can be seen that sites of metastasis for the brain is only in 3 types of tumours, these being breast, lung adenocarcinoma and skin melanoma. Out of these three types’ lung and breast tumours usually metastases to the brain making up 60% of brain metastasises [Nguyen, DeAngelis, 2004]. The reason why brain metastasis is of particular interest is because of how the metastatic cancer is able to pass through the blood brain barrier (BBB). In order to understand the movement of the blood brain barrier it structure must first be looked at. The blood brain barrier is made up of 4 main sections or parts that are of important to it function. These 4 parts are 1) tight junctions, 2) adherens junctions, 3) astrocytes, and 4) pericytes, each section has its own function as well. The tight junctions are made up of claudin, occludin, and junct ion adhesion molecules these are transmembrane proteins which are involved in cell-to-cell adhesion. Adheren junctions are responsible for paracellular permeability. Astrocytes are for structural supports and also for guiding of neurons and finally the pericytes are for mechanical support for cell attachment. [Lawther, Kumar, Krovvidi, 2011] [Hawkins, OKane, Simpson, Et.al 2006]. Figure 1: Image showing the main parts of the BBB and the overall structure of the BBB. Image was extracted from [Lawther, Kumar, Krovvidi, 2011]. Now that the structure of the blood brain barrier can be seen more clearly, a better understanding of how metastatic brain tumours form and how the cells pass through the blood brain barrier. More specifically primary breast cancer that produces metastatic brain tumour can be looked at. The tumour cells that are being metastasised are able to express vascular endothelial growth factor (VGEF). The expression of the vascular endothelial growth factor by the tumour cells is able to disrupt the blood brain barriers permeability which allows the cells to pass through and into the brain [Gerstner, Fine, 2007]. Another way to metastasise to the brain is by the tumour breast cells attaching or invading the brain microvascular endothelial cells and then passes through the blood brain barrier [Arshad, Wang, Sy. Et.al, 2011]. The survival rates of patients that have a metastatic brain tumour in unfortunately not very high. Those patients that have had primary breast cancer and then later gaine d a metastatic brain tumour have between 30-40% chance of death due to the metastatic brain tumour [Wadasadawala, Gupta, Bagul, 2007] [Jaboin, Ferraro, DeWees, Et.al, 2013]. There are treatments available that help fight against metastatic brain tumours the main one and most effective being radiotherapy. However the effectiveness of radiotherapy is dependent of where the tumour cells had originated from i.e. which primary cancer the patient had first. Those that had primary lung or breast cancer are more sensitive to the radiotherapy treatment. Other types of treatments include Craniotomy, Postoperative radiotherapy, and Stereotactic radiosurgery. The treatment that is craniotomy is not used often as it is stressful for the patients. Postoperative radiotherapy is also an effective treatment that improves the life of the person, however there are side effects or conditions that can occur as well like disorder of the nervous system or dementia. The final treatment stated is Stereotact ic radiosurgery which involves using gamma radiation on the site of the tumour [Shibui, 1999]. With the use of radiation is the fear of persevering the nearby cells and tissues. With the advancement of science and technology the treatment of using radiotherapy has become better. The use of radiotherapy is still the main treatment but with better radiotherapy processes and technique the preservation of the cells and tissue from radiation has greatly improved [Owonikoko, Arbiser, Zelnak, Et.al, 2014]. Epithelial–mesenchymal transition (EMT) Epithelial–mesenchymal transition (EMT) is defined as a biological process that occurs within polarised epithelial cells which interact with the basement membrane. The polarised epithelial cells undergo many biological changes that brings about a mesenchymal cell phenotype, these changes include an increased ability of migration, invasion and develop a resistance to the process of apoptosis [Kalluri Weinberg, 2009]. There are keys differences between the epithelial cells and the mesenchymal cells. Epithelial cells are cells that form layers, which are tightly packed by membrane structure such as tight junctions, gap junctions’ adherens junctions and desosomes. These cells do possess an ability of motility, however under normal condition they remain they do not move. In comparison the mesenchymal cells are not organised into layers like epithelial cells. The main difference between the two is that mesenchymal cells are very motile whereas epithelial are not normally [Th iery Sleeman, 2006].The whole process of epithelial–mesenchymal transition plays a role in normal development. These normal developments include gastrulation which is an early phase in embryonic development and heart morphogenesis which need and take advantage of the transition between the epithelial cells into mesenchymal cells. Another key role of the EMT is that it is for the down regulation of E-cadherin [Larue Bellacosa, 2005]. E-cadherin is a tumour suppressor that is encoded by the Cadherin-1 (CDH1) gene that is key for the suppression of carcinoma progression. It has been found and seen that the loss of the Cadherin-1 at EMT sites are linked to the formation, development of cancer. The reason for this is due to the fact that the loss of the E-cadherin increases the ability of invasion in cells [Wang Shang, 2013]. As with any biological process there are transcription factors that cause and regulate the transition. The transcription factors that mediate the processes are SNAI1 which down regulates E-cadherin, Zinc finger E-box (ZEB) and also basic helix–loop–helix transcription factors [Lamouille, Xu, Derynck, 2014]. There are features and properties of the mesenchymal cells that can be linked to cancer if not regulated properly. The mesenchymal cells are able to produce and secrete chemokines and growth factors that stimulate cell growth and angiogenesis. Another key feature of the mesenchymal cells is that they have anti apoptotic properties that can stop or save cells from undergoing apoptosis [Murphy, Moncivais, Caplan, 2013]. Just from seeing the features of the mesenchymal cells it can easily be seen that if the regulation of the process, mutation or changes in expression occur the consequences can be predicted and linked to the formation of cancer. The final aspect of epit helial–mesenchymal transition is how it is linked to the formation of cancer and more specifically metastatic cancers. As stated epithelial–mesenchymal transition is regulated by many growth factors and proteins such as Epidermal growth factor, Hepatocyte growth factor and Transforming growth factor beta, all of which if changed by mutation or expression can ultimately contribute to the hallmarks of metastatic cancer like uncontrollable cell growth and invasion into other tissues and organs in the body which is the main feature of metastatic cancer [Gos, MiÅ‚oszewska, Przybyszewska, 2009]. Below is a diagram that summarises and shows the process of how epithelial–mesenchymal transition can promote the formation of metastatic cancer [Kongemail, Liemail, Wangemail, Et.al, 2011]. Figure 2: A summary of how epithelial–mesenchymal transition can be linked to metastatic cancer. EMT is the process of epithelial–mesenchymal transition and MET is the process of Mesenchymal–Epithelial Transition. Image taken from [Kongemail, Liemail, Wangemail, Et.al, 2011]. The image above shows the transition of a primary tumour into a metastatic tumour and reason for this to happen. Red arrows show aspects that may be gone wrong due mutation or change in expression through methylation. Epigenetics Epigenetics is the genetic control by using factors that does not include a person’s DNA sequence [Simmons, 2008]. Epigenetic control or regulation is the process whereby genes are activated or deactivated within a cell [Mitsuyoshi Nakao, 2001]. Essentially the concept of epigenetics is the change in gene expression that can be caused by certain mechanisms such as DNA Methylation or Histone modification. These changes in gene expression whereby expression of a gene is switched on or off can be inherited and passed on. The idea of epigenetics and its mechanism is needed for maintenance of genes that are specific to tissues. Changes in the process of epigenetics, like DNA Methylation or Histone modification causes disruptions in a genes function, which alters its expression and is one of the hallmarks of how cancer begins [Sharma, Kelly, Jones, 2010]. As stated there two ways that can causes changes, histone modification and DNA methylation which will be the main focus of this p aper. The process of histone modification to a certan extent is reversible depending on the type of modification. The process of DNA methylation is more long term creating long-term repression [Cedar Bergman, 2009]. DNA methylation is the common mechanism in which genes are activated or deactivated by the addition of a methyl group to cytosine or adenine bases, making it an epigenetic signal tool. Changes in the process of DNA methylation can result in a gene being constantly activated or deactivated which can lead to brain tumours or other tumours in the body [Phillips, 2008]. The process of DNA methylation is catalysed by the family of enzymes known as DNA methyltransferases. DNA methyltransferases is an important enzyme in epigenetic silencing of transcription. As this is a family of enzyme there are many types of DNA methyltransferases which are DNMT 1, DNMT 2, and DNMT 3 each one having their own function [Simmons, 2008] [Fakhr, Hagh, 2013]. There are two types of DNA methylat ion these are 1) Hypermethylation and 2) Hypomethylation. Hypermethylation stops transcription in the promoter region of suppressor genes which ultimately lead to gene silencing [Das Singal, 2004]. The location at which hypermethylation occurs at are known as CpG sites, these are sites were cytosine is next to guanine. It is the cytosine in these CpG sites that are usually methylated and therefore switched off [Esteller, 2002]. Hypomethylation is the loss of methylation at regions or sites that are normally heavily methylated, for example satellites like SAT 2. The loss of the methylation at SAT 2 can lead to instability and oncogene activation (Jin, Li Robertson, 2011). Oncogenes when activated increases protein expression which in turn leads to increase in cell division, decreases in cell differentiation and the inhibition of cell death [Chial, 2008]. It is the mutation of a proto-oncogene by hypomethylation that makes an oncogene which is the cause of increase in cell division and therefore the cause of an abnormal growth of cells that leads to tumours and cancer. A proto-oncogene is the normal, non-mutated gene that regulates cell division making it controllable by balancing cell growth and death. There many types of proto-oncogenes these include WNT, RAS and ERK [Chial, 2008] [Torry, Cooper, 1991]. To summarise the idea of Epigenetics is the control of gene expression using DNA methylation or Histone modification. If any of these two processes are damaged or mutated this then means the control of gene expression can no long be controlled and so this leads to increase in cell growth and therefore tumours and cancer. Methylation of Promoter Region The DNA methylation of the promoter region within genes is as stated an epigenetic event that is linked to transcriptional silencing in cancer. This means that DNA methylation in this region is for the control of gene expression [Yang Park, 2012]. The promoter region of gene is a region that starts or causes the initiation of transcription [Gordon, Chervonenkis, Gammerman, 2003]. The process of methylation in the promoter region causes the expression of genes to reduce or in the in case of cancers cause the silencing of the gene altogether. There are two ways that this happens in the promoter region. One of the ways it can occur is the inhibition of sequence-specific transcription factors which contain CpG sites. The second way is by the use of methyl-CpG binding proteins which can compete for binding sites of methylated DNA [Robertson Jones, 2000]. E-cadherin was introduced to have a key role in epithelial–mesenchymal transition. If there is methylation more specifically hy permethylation in the promoter region of the E-cadherin then this can cause the silencing of the gene which has been linked to many types of gastric cancer also known as stomach cancer [Tamura, Yin, Wang, 2000]. Another gene that is important and methylation of it has been shown and linked to astrocytic brain tumour is the Methylguanine-DNA methyltransferase (MGMT). Methylguanine-DNA methyltransferase’s function is as a repair protein that can remove promutagenic alkyl groups’ guanine in DNA. DNA methylation in the CpG Island of the Methylguanine-DNA methyltransferase means that its function in order to remove promutagenic alkyl groups is decreased [Nakamura, Watanabe, Yonekawa, Et.al, 2001].

Roman Woman Profile Essay -- Sculpture Art Roman Essays

Roman Woman Profile The sculpture that we have observed has been dated to the first half of the first century C.E. This places the portrait during the Julio-Claudian period in Roman history. From the information we have gathered about the time period, the woman's style of dress and of the types of sculpture prevelant during the period, we have formed a possible profile of the daily life of the subject. It was determined that the women in the portrait was most likely a freeborn, upper-middle class citizen of Rome. The portrait seems to have been a part of a funerary monument, a conclusion which was drawn due to the pattern of cleavage observed at the back of her head and the sides of her face. It was also observed that there was a piece of metal in the back of the head which could have been used to clasp the head to the monument. Comparisons with other known funerary monuments corroberate with this explanation. Since this is the likely case, several determinations can be made. Not many funerary monuments were made for the lower class, but for the upper class, parents often prepared funerary monuments for their daughters after having married them off (Pomeroy 149-189). Using this rationale, it can be concluded that she remained in the upper class after marriage, as upper class women were often married to upper class men (Pomeroy 149-189). The veristic form of sculpturing used led us to believe that she was not a part of the elite court class, for during the Julio-Claudian period, most portraits of upper class women were of the idealistic, eternal youth imagery, exhibiting smooth, beautiful features (Kleiner 139). The portrait of our Julio-Claudian matron, however, exhibited many realistic features that would not exemplify be... ...ed only women and some at which both men and women were present. She had leadership over her household, including her children and slaves, though she was subservient to her husband. Works Cited Cormack, S. (1996). The Domestic Realm. In D. E. Kleiner and S. B. Matheson (Eds.) I Claudia: Women in Ancient Rome (pp. 167). University of Texas Press. Austin, TX. Johansen, F. (1994). Catalogue. In A. M Neilson (Ed). Roman Portraits I. (pp. 246-7). Bianco Luno Copenhagen. Kleiner, Diana E. (1992). Art under the Julio-Claudians. Roman Sculpture. (pp. 139). New Haven, Bt: Yale University Press. Peradotto, J. (1984). Women in the Ancient World. (pp. 241) New York, NY: State University of New York Press. Pomeroy, S. (1976). The Roman matron of the late republic and early empire. Goddesses, Whores, Wives and Slaves. (pp. 149-189). New York, NY: Schocken Books.

Essay --

Affirmative Action Affirmative action in the United States is loosely defined as a policy that redresses the disadvantages of certain minority groups as a result of past discrimination, such as African Americans and Latinos, by giving them preferential treatment with respect to employment and university admissions. In particular, affirmative action has generated a great deal of controversy in university admissions, which has resulted in several Supreme Court cases. Proponents of the policy claim that affirmative action is permissible because a) certain racial groups have suffered from a long past of discrimination and b) there is evidence showing the educational benefits that result from a racially diverse student body reflective of the racial makeup of the United States. Although affirmative action may be a well-intentioned policy whose supporting arguments are based upon true historic facts, the policy as a whole is morally impermissible and only serves to perpetuate the issues it claims to address. In addition, the arguments in favor of affirmative action have several key issues, which include: a) not all groups that have suffered from discrimination benefit from the policy, b) using the two wrongs make a right fallacy to justify discrimination against nonminority groups, c) vague terms such as â€Å"critical mass,† d) assuming that an applicant is disadvantaged solely on the basis of race, e) stereotyping minority groups, and f) the contested definition of race in general. For centuries, African Americans and Native Americans have suffered from blatant discrimination, unjustified theft of land, grueling enslavement, death marches, cruel medical experiments, systematic lynchings, and genocide. Although most Hispanics never had to co... ... believe blacks can achieve in every avenue of American life without the meddling of university administrators.† Therefore, the solution to this issue of academic performance is bettering the education system in poverty stricken areas. If all racial and economic groups had access to equal educational opportunities, then they would all have the same capability to succeed in university admissions, given they are determined to do so. In the words of Dr. Martin Luther King Jr.: â€Å"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character.† Unfortunately, Dr. King’s dream has not yet come true, since African Americans are still judged (whether it be positively or negatively is beside the point) on the basis of their skin color when it comes to college admissions.

JetBlue Airways Corporation Essay

JetBlue Airways Corporation has been a rapidly growing discount airline and biggest success story in the industry by using its strong customer service considerations and low fares to build a solid, growing customer base. Synopsis JetBlue Airways Corporation has established itself as a low-fare passenger airline with a differentiated product and a high-quality customer service. They focus on serving underserved markets and large metropolitan areas that have high average fares. They offer both short-haul and long-haul routes that are point-to-point rather than the ‘hub and spoke† route system that has been adopted by most major U. S. airlines. JetBlue was incorporated in Delaware in August 1998 and started operations in February 2000. On April 11, 2002 they announced their initial public offering of its common stock. Their base of operations is at New York John F. Kennedy International Airport (JFK). On February 14, 2003, JetBlue began their West Coast base of operations at Long Beach Municipal Airport, which serves the Los Angeles area. JetBlue currently operates 180 flights per day. Profile and Mission JetBlue’s goal is to be the leading low-fare passenger airline by offering customers a differentiated product and high-quality customer service. JetBlue can offer low-fares due to its low operating costs. Cost per available seat mile was 6. 2 cents as compared to the reported average cost per available seat mile of 9. 58 cents offered by other major U. S. airlines. JetBlue attributes the low unit costs to the high productivity of its assets and employees. Some of the factors that lead to the low unit costs are the efficient utilization of the aircraft, the operation of only one type of aircraft, which is the Airbus A320, with a single class of service, a productive workforce, and low distribution costs. JetBlue has acquired an all-new fleet of aircraft, the Airbus A320. They currently operate 45 (53 by the end of 2003), with plans to order 100 more. These planes are expected to start arriving in mid-2005 with scheduled completion set for 2011. Each Airplane has a single class layout with a wider cabin space than the competitor’s airplanes. In addition, each airplane is equipped with 162 leather seats with free 24-channel satellite T. V. at each seat. The aircraft is fuel-efficient, very reliable, and versatile. JetBlue has established a strong brand that differentiates itself from its competitors as a safe, reliable, low-fare airline. It does not sacrifice its customer service or an enjoyable flying experience to achieve those features. JetBlue has a strong company culture. It achieves this by hiring friendly, helpful, team-oriented, and customer-focused people. JetBlue has positioned itself in New York, the nation’s largest travel market. JetBlue flies out of lighter congested JFK airport, which has allowed it to provide reliable service. JetBlue has 75 exemption slots that would allow them to fly during the congested period; however two-thirds of the flights are scheduled outside of the peak period. The management team at JetBlue has considerable experience in the airline industry. For example, the experience comes from successful-low-cost leaders such as Southwest Airlines and the extensive experience of managing airline operations in the New York area. Finally, JetBlue has a competitive edge with their advanced technology. The use of laptop computers in the cockpit allows the pilot to calculate weight & balance and takeoff performance. Pilots also use the laptops to access manuals in electronic format. JetBlue features ticketless travel and 4 cabin security cameras on each plane. And for further protection, each airplane has a bulletproof cockpit.

Engineering Challenges: Provide Access to Clean Water

From the beginning of life, human beings have always faced challenges and difficulties in their lives. However, what is unique about humans is their ability to adapt and find solutions to these challenges. Engineering has always been the key and the most influential element to the survival of humanity in the face of the unending challenges.A committee of scientists and engineers from around the world have proposed the major 14th challenges in the 21 st century in a document entitled â€Å"Grand Challenges for Engineering.† They stated that it is very important to address these challenges to ensure a healthy and enjoyable lifestyle of the world's civilizations.One of the challenges addressed is the challenge of providing access to clean drinking water. In fact, with the world's rapid population growth, the demand of clean water is increasingly becoming one of the most prominent issues in the world. I was astonished to know that thousands of people die because of the lack of cle an water. According to the document proposed, about 1 out of every 6 people living today is currently unable to gain access to fresh drinking water, resulting in nearly 5,000 deaths from diseases due to poor water sources, i.e.; diarrhea.Water current situationWater is life. It is the crucial ingredient to the sustainability of civilizations and their prosperity. It is vital for domestic, agriculture and industrial purposes. We know that water on Earth should be sufficient to all its creations. Water is about 70% of Earth's surface. However, water is becoming one of the greatest challenges that may cause wars in the near future. Water is enough in some regions while in others there is a drought. The Earth's two poles have mountains of snow, oceans, rivers and inner water in the ground which is sufficient if it is used and divided equally. Many efforts to use this water has been made to develop technologies and to desalinate sea water.Most countries around the world suffer because of the lack of water sources or the lack of water quality which causes health diseases and consequently deaths. Moreover, this challenge is prominent in the developing world and is a rising problem in some modern countries. The old infrastructure in the developing world is one of the key reasons of water shortage. It has been designed since hundreds of years and much of it is of a poor quality which causes continuous leakage of water.This leakage may sometimes mix with polluted water and becomes a source of contaminated drinking  water. Thus, more improvements and efforts need to take place to face this tremendous challenge. Corporation between the countries and with the successes of engineering in using these waters around the world will definitely lead to various solutions to this challenge.From my readings about this topic, I found that solutions to provide clean water are everywhere. Some are simple, while others are complicated. For instance, desalination, using sand or bicycle s to clean and generate water, recycling and many others. Actually we need all these solutions to be applied to solve this problem. In this essay I will focus on some suggested solutions that have already taken place and that should be done to start helping all people in our world to access clean, healthy water and prevent its severe consequences.DesalinationAs I stated earlier, oceans contain tremendous amounts of water. Over 97 percent of the earth's water contains salt. One of the current solutions to extract salt from seawater is desalination. This technology is already taking place in some countries like Saudi Arabia. This is a good solution to provide water for domestic and agricultural uses. It can provide clean water and enable such countries to depend on themselves and solve water shortage.However, this technology needs a big budget and qualified people to achieve it and not all countries have these two conditions. Improvements must be made to make it accessible to all coun tries. This technology can be one way  to solve the problem of water shortage but still not a sufficient solution to this problem.Wendy Dewolf, in an article entitled â€Å"Engineering Clean Water†, 2011, writes about a new technology based in Boston for desalinating water by osmosis commercialized as Oasys Watera. This technology is cheaper and sustainable because, as she states, it requires â€Å"70 to 85 percent less electrical energy than other seawater desalination systems.† Thus, efforts of scientists and engineers are encouraging to have a clean and sustainable worldwide water supply.People's awareness and usage of waterAccording to a report published in 2004 by Nicole Abrashinsky, global consumption of water has increased twice as much as the population during the past 20 years. The United Nations has also warned that the demands for access for fresh water are unattainable to more than one billion people.One solution that I think will greatly help in solving this problem is encouraging people to realize the reality of how serious is the problem of water shortage and cleanness. Unfortunately, lots of people are still not realizing that this is a problem that causes thousands of people to die because they don't have access to clean water. And the other portion of people who know are still careless in using water, thinking that it is not their problem since it doesn't cause them any harm.Here comes the role of media and especially social media means which has become so influential in the  current time. We should educate people and make them aware of the reality of this problem and provide them with the facts and equipment necessary to help them consume water in a modest way. We hear of campaigns in social media to save water here and there, but I think they should be programmed and organized to make them effective.Some governments offer people with less water consumption a discount on the bell. Other governments finance farmers to dig we lls and water canals.  However, if everyone of us believes that it is our responsibility to save water, then we will observe ourselves when we use water and think that every drop of water counts.â€Å"Smart Tunnel†Nature has the solution for most of our problems, even though we harmed it greatly. Every year we hear of floods and cities got drowned due to hurricanes or storms in almost every region around the world. If we develop technologies to utilize this lost water, these countries will have enough water that will solve part of the problem. One solution that I found amazing in using this lost water is â€Å"smart tunnel†, i.e., the â€Å"Stormwater Management And Road Tunnel†. It is a storm drainage and road structure in Kuala Lumpur, Malaysia, and a major national project in the country.This tunnel received the UN Habitat Scroll of Honour Award for its innovative and unique management of storm water and peak hour traffic. It is the longest multi-purpose tu nnel in the world. It reduces the problem of traffic as well as the problem of flash floods. In case of floods, the motorway will be closed to all traffic and the tunnel's gates will open to allow water to pass through. This is excellent way to use the lost water in such conditions and use it for later needs.Perhaps this solution is difficult to apply because the infrastructure of most cities are difficult to be rebuild. However, in the developing countries the chance to use floods water is more applicable since most of them lack appropriate infrastructure and thus can be financed to store water.The solutions, as we see, are everywhere to face the challenge of providing access to clean water. For instance, the committee of the NAE has mentioned many other solutions like recycling, small decentralized distillation units, and strategies for reducing water use. However, the solutions should be sustainable and environmental. Professor Menachem Elimelech at Yale University explains that â€Å"to address the global water problem for all regions in the world, we need sustainable technologies that consume less energy and chemicals and have lower impact on the environment.†Some of these solutions may not end this problem, but creativity and determination will always enable people to solve problems. It is our nature to invent and challenge difficulties. Engineering has always empowered us with successes that no one could have imagined they will become a reality. It is our world; it is our life. I invite  everyone reads this essay to save water and think of solutions to offer millions of people who lack it a healthy and clean water in their lives.

Childcare Level 4 Keeping Children Safe

Unit 4 – Keeping children safe E1/D1 Five main laws that underpin the provision of health, safe and secure environments for young children are: Health and Safety at Work Act 1974Under the act 1974, both employers and employees have duties. Employers must produce a written policy explaining how they will ensure the health, safety and welfare of all people who use the premises. Employees must cooperate with these arrangements and take reasonable care of themselves and others. Employers have a duty to display a health and safety law poster.The Reporting of Injuries, Diseases and Dangerous Occurrence Regulation (RIDDOR) 1995This regulation requires accidents, diseases and dangerous occurrence to be recorded. An accident book must be kept in order for staff to record an incidents occurred in the setting. It is very important to record any incidents that have happened in the setting. The purpose of doing this is to attend the child welfare and safeguarding. The records could be used by doctors if the child was to develop any further injury. Settings require parents to inform staff of any illness or allergies their child may have. This protects the child and staff.The Control of Substances Hazardous to Health (COSHH) Regulations 2002This regulation states that substances which can make people ill or injure them must be stored and used appropriately. In a setting substances hazard to health are locked away and out of the reach for children. Only a few members of staff have the key and only they can open the cupboard unless given permission by someone else to. If someone new comes to work in the setting it is the supervisor’s duty to tell them where these substances are kept. Substances accessible to children are generally chemical and toxic free and safe to use.All objects safe to use either have a kite mare, lion mark or CE mark. The marks reassure that the product is safe for the child. Personal Protective Equipment at Work (PPE) Regulations 1992The reg ulation states employers must make sure there is suitable protective equipment available for employers who are exposed to a risk to their health and safety at work. Staff in a childcare setting should be provided with equipment if they are doing any activities that are a risk to there health. It is important that staff wear the protective clothing/equipment to prevent injuries.Equipment such as gloves, goggles, science jackets etc are there to prevent us from haring that part of our body. Gloves are used when handling bodily fluids to protect the hand from burns or reaction to the substance. Food Handling Regulation 1995This regulation states if you are preparing or handling food you must; Wash hands, Make sure the surface is clean and hygienic, Make sure food is stored at the correct temperature, Dispose of waist hygienicallyIn a setting cooks are requires to tie their hair back and wear hair nets and apron. There are different c olour chopping boards for dealing with different kin ds of foods, e. . meat and vegetables. Surfaces are cleaned thoroughly with bacterial sprays to ensure the food is prepared in the cleanest way. Food inspector’s regularly come in to settings to ensure cooks are storing food correctly and at the right temperature. If everything is done to satisfaction the setting is often awarded with a certificate. In the setting there are labels and signs to show what goes where and how they should be used. Children are encouraged to abide by this regulation as well, when they do cooking activities. Children are told to wash their hands when handling and consuming food.Staff will plan activates that will teach children how to safely prepare food. Staff ma organise with the cook to have the children watch how they prepare their food in the kitchen. E2 Bump on head –a bump on the head is a common injury in young children. If it happens in the setting it should be noted down in the accident book which every childcare setting must have. Then the injury should be treated with an ice pack. The child should be closely supervised as the injury could cause them to become drowsy. Parents should be given a copy of the accident form or a letter must be sent home.It depends on the procedure of the setting. The parent should always be informed of the accident when they come to collect their child. Asthma attack –a child having an asthma attack needs to be comforted and taken to a quiet place away from the other children. The child is then given an inhaler. Staff must call the parent/career straight away informing them about what has happened to their child. Staff should reassure the child by telling them every thing is going to be ok and try to steady the child breathing by breathing with them slowly which will allow air to get to their lungs. The child should never be left alone.Sickness and Diarrhoea – if a child has diarrhoea the parent/ career must be informed and ask to pick up the child immediately. If th e child has vomited then children should be moved away from the area and staff must clean it up, wearing protective clothing such as gloves which must be disposed after as it will protect them from infection or catching the illness. Personal Protective Equipment at Work (PPE) Regulations 1992. A child with diarrhoea should be given plenty of fluid; if the child cannot keep the fluid down then the child should be taken to the hospital as soon as possible.It is best the child stays of school for at least two days before returning. This is normally a health and safety procedure in a setting. E3 11 year old 9:00am The children are dropped of and say goodbye to parent. 9:15am A register is taken. This is done so that staffs are aware of all children who are in the setting on that day. 9:30am Children have social time. They play with each other and with activities set out for them in the baby room. 10:15am Children have their nappy change, their hands get washed and prepare them for snack time. 0:30am put the children in their baby chairs and give them milk, water, fruit or a snack to eat and drink. assist any child who needs help with feeding. 11:00am The children are taken out side for some fresh air. put the children in their buggies or if the weather is good they can crawl around and play in the sand pit. It is important staff check the outside area every day. 11:30am The children return back to the baby room. Change of nappies and clothing is done if needed and wash the face and hands of the child. 11:45am: Children are put in their baby chairs and are told what they are going to have for lunch.Staff in the kitchen should follow the Food Handling Regulation 1995, to make sure food is prepared safely. It is very important to check that the food prepared will not affect children with allergies. 12:00pm Lunch Time – Children eat their lunch and when they are finished they are put back in the baby room to play with resources around them. 1:00pm: nap time 2:3 0pm: The children have their nappies changed and their face cleaned. Staff must were protective clothing such as disposable aprons and gloves. 2:45pm Staff and children bonding time.Sing songs play with instruments, read books, plays with toys and communicate with them. 3:15pm: We prepare the children for home time. It is important staffs are aware of who is collecting the children. Parents who normally collect their child should inform the setting that someone else will be collecting their child. The setting should never give the child to anyone else if not permitted by the parent. E4 – Routine for a child age 39:00am Children arrives at nursery and is greeted by the teacher. 9:15am Children sit down on the carpet and the morning register is taken. Then issue each group their activity. :30am Children go off in their groups and do there activity each group has 30 minutes to do their activity before having to move on to do another activity. 10:00am Groups change to do a new ac tivity 10:30am Children tidy up there activity 10:45am Children put on their coats if needed collect fruit, snacks and drinks and go outside to play11:00am Children return back to the classroom and groups are change so their doing a different activity. 11:30am Groups change for the last time12:00pm Children are sent off to wash their hands and line up for lunch. Posters are placed in toilets on how to wash hands to promote hygiene.Washing hands prevents the children from infection and disease. 12:15pm Children eat their lunch. Staff are supervising the children at their table Meals are nutritional and should follow the health eating regulations. Once they have finished they go outside to play. 1:00pm Children return back to the classroom and an afternoon register is taken. 1:15pm Depending on which day of the week it is children will either have a music lesson or a P. E lesson or art lesson. A P. E lesson will allow the children to take risk and do challenging activities. It is impo rtant staff do risk assessment of any activities they have planned. :00pm Children go out to play to get fresh air and exercise. Children can explore the setting. There must be at least two members of staff supervising the children. 2:15pm Children return back to the classroom and either have golden time or free play. 3:00pm story or song time 3:30pm Children collect their jackets. Staff should only give the child to the parent or anyone given permission by the parent to collect the child. E5 In a setting staff try to offer an exciting range of experiences to the children which will stimulate and extend their skills in all areas of development.Child Care and Education. Tina Bruce. Pg 273in a setting staff should supervise the children; there must be enough staff to look after the children. All care in the setting should avoid danger in order to maintain the safety and security of the child. Children need challenging play in order to develop, risk taking will occur in these types of activities so staff must supervise these areas for the health and safety of the child. â€Å"Close supervision is the most effective way of ensuring children’s safety†. Care and Education. Tina Bruce.Pg 273Staff should always remember it is their responsibility to keep children safe in the childcare setting. Children are individuals and develop at different stages so we must have in mind all children may not be able to do the same thing at the same time. Children with special needs may need special equipment and playing resources in order to participate safely in activities in any setting. It is important we make all children feel included when panning activities in challenging environments at no time should a child feel different due to their needs or abilities.The weather can be an issue for planning. Before outdoor play, the area must be checked. Icy or slippery surfaces are dangerous for all activities planned for the children. If staffs do decide to let children p lay outside despite any weather children should be suitably clothed and equipped for it. Children should always be dressed according to the weather. A challenging environment will always involve risk and this is why staff should risk assess. Risk assessment is important however we need to create and enabling environment whilst thinking about the child’s safety.Before planning we need to think and asses the possible outcomes. An activity can be well planned but if a child get injured from it then the activity is worthless. There should always be a record of safety issues that occur E6/C1 Forest SchoolsChildren seem to thrive and their minds and bodies develop best when they accessible to stimulating outdoor environments for learning through play. A forest school is a unique educational experience. The purpose of it is to adapt an education curriculum to a participants learning style.The philosophy is to inspire individuals through achievable goals and make them independent. Th e benefit of a forest school are:   * that its child led and initiated    * it helps to work towards goals in the Early Years Foundation stage (EYFs)   * beneficial to children with emotional and behavioural difficulties   * encourages creativity and self awareness   * uses the child centred approach   * child need an interested is always catered toâ€Å"It is important that children’s basic needs are met before higher learning can take place†. Maslow Hierarchy of Needs.Forest schools are a unique way of building independence and self-esteem in young children. They originated in Sweden in the 1950s as a way of teaching children about the natural world. Children with challenging behaviour or identified as having additional or specific needs tend to develop control over behaviour, improved concentration and independence and develop their social and emotional skills. Children who are shy and timid and lack in confidence in a normal nursery environment become c onfident in their own abilities within the forest and lessen to rely on adults.Being in a forest school allows children to freedom, oxygen and space. Children can explore wildlife and the growth of things in the outside world. Children should learn and develop on first hand experience. Children are more social as they interact with the other children more. They become more confident in what they do and may speak to other children. The can explore together and discuss things they find. This can not necessarily be done in a classroom. Children respond to the sense of freedom given to them in the forest school.Children are encouraged to move away from adult interaction and become more responsible for themselves and others. Children take manageable risk in a forest school they use full size adult tools, light fires, and build dens and plenty more other challenging activities. The child knowledge and understanding of the world, language, mathematics, creative, physical, personal and soci al development underpins the whole forest school philosophy. Learning Outside the Classroom (LOtC)In November 2006 the government launched the Learning Outside the Classroom Manifesto.It was made so that children have a variety of high quality learning experiences outside the classroom. Learning outside the classroom thrives to:   * develop children learning in the environment   * nurture creativity    * provide opportunities for informal learning through play   * reduce behaviour problems an improve attendance   * stimulate, inspire and improve motivation   * provide challenging the opportunity to take acceptable levels of risk   * improves young children attitude to learning    * improves academic levels achievements   * develops skills and independence in a widening range of environment ( Tasoni, 2007. The government believes children should learn and experiment the world beyond the classroom. Children construct their own learning in the world around them. Learn ing is more engaging and relevant to the children. E7 Risk taking benefits the development of children as it influences their perception of themselves and self –esteem, it provides excitement and pleasure for the child. A child needs to take risk in order to develop risk competence.Children seem to have fewer accidents when they are more risk taking as they are more knowledgeable and skilled in assessing risk and can takes risks more safely. Panic ZoneLearning ZoneComfort ZoneOnce the appropriate risk assessments have been carried out in the setting, activities can be planned to enable children to learn from their environment while taking managed risks. Children must have the opportunity to explore their physical environment. By making children take risk we are playing an important role in developing their independence.It helps children to develop their physical development and social development as they can help other children to keep themselves safe. If we do not allow chil dren to take risk then they will not develop to the next stage of development. A child who is not allowed to take risk will not enjoy the thrill of achieving or try new challenges. The opportunity to play in and experience different environments is important in allowing children to experience challenges. If children are helped to take risk then they will develop their skill and confidence in what they do.Many settings thrive to manage risk and challenges and allow children to take risk by providing them with challenging play, experience and activities. Children learn through play. Climbing, building dens and tree housed, gardening, cooking, science experiment, bonfires etc allows the child to develop their control and coordination of their bodies. When you implement all these health and safety restrictions children will stop learning. Some parents may not allow their child to take risk as they are far too protective or scared of their child’s safety.This can prevent the child from having no independence and they will not be aware of their own danger when unsupervised and the risk they can actually manage, which may result to the child seriously hurting themselves. Children should have some awareness of the risk and challenges they can take. Being oblivious to risk is worse than a child taking risk, they can put themselves in serious danger as they don’t know the different levels of risk they can and cannot take. Parents should be the once to reinforce this. Children need to be supported by the adults to take risk.Children need to be told about any accidents that could happen so that when they are playing they are responsive of this. We as the adult in the setting should think about:   * talking to children about the potential risk in the environment   * encouraging children to think of ways to manage the risk the may come across. This can be done by making the child take upon some responsibility and indentifying and reporting hazards. * encou raging older children to take acre of younger ones where there are potential risks    * agreeing appropriate behaviour.Child Care and Education 4th edition, Penny Tasoni, 2007. Pg 195Children should always be reassured by the adult that they are here to help as this boost the child confident in what ever they do. If a child is scared to do something the adult should provide support and encourage the child to do it. The child then know they can do it and that the adult is their to help if something goes wrong. E8 D2 Each setting should have a Health and Safety policy. It should contain the overall guideline for employers, employees and any other staff.It should state the values of the setting regarding health and safety. It should state the procedures that are regarded to be followed in the setting. All procedures should be names in the Health and Safety policy. They should be regularly revised and all staff should be advised of the procedure of the setting before starting work. Ev ery childcare setting is required by law to have an accident book in a safe place in the setting and to maintain a record of accidents init.This makes the parents and staff aware of about any accidents that have happed. The book requires the following informationName of person injured: Date and time of injury:Where the accident took place:What exactly happened:What injury occurred:What treatment was given: Name and signature of person dealing with accident:Signature of witness to the report:Signature of parent:If an accident happens to the child you should call or send for first aide. He or she will provide the best care for the injury. If needed call for the supervisor as well.If the accident is serious parent/career must be informed immediately or if less serious inform them at the end of the day when they come to pick up their child. Record the accident in the accident book and ensure the parent signs it. The accident book should be kept in safe place where it is easy to access. Children contacts numbers should assessable in alphabetical order so any member of staff can find who the want quickly. In a setting there should normally be pictures of staff who are first aiders.The setting should be kept tidy so visitors and parents know there child is being left in a safe environment and staff should encourage children to tidy up after themselves as well. If a child is ill whilst in the setting the child should be removed from the classroom and taken to the first aider where the parents should be informed immediately and told to come and collect their child. If needed the child should be cleaned and changed and a member of staff should comfort him or her, until the parent comes for them. First aider should advice the parent to take the child to the family doctor if necessary.Signs of serious illness includes:   * High temperature   * Continual vomiting    * Unexplained pain   * Unusual crying in a babyChild Care and Education 4th edition, 2007, Pg 182Thi s is when a child should be taken to see a doctor. If a child has a contagious illness, e. g. swine flu, parents and local authorities must be notified that the illness is in there setting. Children who have on going illness e. g. have allergic reactions, should be kept a record of. Staff must have a have a note of all medication the child needs including how much the child needs to intake and how frequently the child needs it.All setting should have a policy of parents informing them of all the illnesses and medical attentions their child needs. Posters of the child should be made including information of what the child is allergic to, and should put up in staff rooms and places visible for all staff to see and be aware of. Children in the setting should be encouraged to keep hygienic therefore washing hands before meals and after play. The must know about germs and bacteria and how they spread and cause infections and illnesses if they don’t hygienically maintain there body as child like to but the hands in their mouth and dig their noises.If an emergency happens, e. g. a fire in kitchen, the fire alarm must be raised and everyone must evacuate the building immediately. Keeping the environment safe to support the procedure means keeping corridors clear and fire exits, ensuring everyone in the setting is aware of the assembly point children’s contact details are up t date and that it is always kept the same. It important that in the setting all staff know what to do in an emergency, practices need to be held regularly and signs and notices must be kept in visible places.Drills and practices should be taken seriously, as if it is really happening and should be recorded as the Early Years Foundation stage (EYF) states†¦http://www. eriding. net/resources/fndtn/management/101125_sclark_eyfs_safeguarding. pdf B1 There are many ways to maintain the safety and privacy of children. â€Å"Supervision is the most effective way of ensuring childrenâ €™s safety. † Child Care and Education, 2007, Pg 273Children should be treated as individuals as they have their own individual needs.Babies have no awareness of their danger and are totally dependant on their parent/carer for protection and safety. In a setting children are to be changed in a separate section in the setting and the practitioners should also be accompanied by another person just to protect themselves. When changing a child it should never be done in a place where the child is not exposed to other people and children, or where the other children are playing. Doing this is respecting the privacy of children, as the UN Convention states that all children have the right to privacy.All settings will have information about each child stating where they live and parent/career phone number etc this information should be kept in a secure place, insured to protect it from being disclosed to anyone other that member of staff in that setting. Doing this is respecting their confidential needs. Parents will inform staff about illnesses or personal information about their child and family this should not be shared with friends or other member of staff unnecessarily. Children have rights as the Children Act clearly states and it is important that we value and respect them and put them into practice in the setting.Practitioners must be aware of the policies and procedures in their setting as it inform staff how to keep the children safe. Abraham Maslow developed the Hierarchy of Needs theory. Safety needs is one on the five stages a human needs in order to for fill their full potential (self-actualisation) therefore; if a child does not feel safe they will not reach their full potential (self-actualisation) where personal growth and fulfilment takes place. The setting should always provide a safe and secure environment for the children meaning, ensuring the environment and equipment is checked and safe to use.Staff should check the outside area every day before the children arrive as needles, sharp objects and other harmful object can fall into the setting. Equipment in the setting should be tested if needed to make sure it work properly and in no way may harm the child using it. Toys in the setting should have a water mark on it clearly indicating that the toy has been tested and is safe to use. Special needed children may need special equipment and play resources in the setting, in order to participate safely in the daily activities or just need to have changes made to the environments to suit their need.However they should never be made to feel they can’t do things by themselves and they don’t always need assistance. We have to be careful not to scaffold the child to much as they can make choices for themselves. Staff in the setting or on duty can only deal with and watch over a certain amount of children at a time. It would be a good idea for staff to encourage children to be aware of their own safety and the s afety of others. So lessons on why and how to keep your self safe would be beneficial for the staff and more importantly the children. As they can use their own initiative and indentify what is and what is not safe to do.They become more self aware. There should be a time where staffs have one to one time with children in the setting. This time could be where children tell you how thy feel or about something that may be bothering them. What ever has been said in that conversation should only stay between you and that child as they choice to tell you because they knew that they can confide and trust you. If the child has told you something that is putting them in danger then that is the only time matter must be taken into someone else’s hands and it would be best to tell the child before doing so, just so that they are aware. A When working with children, a practitioner can have both negative and positive effect. Negatively the demands of a childcare job can seem extremely cha llenging. Tiredness, stressed, boredom, all factors that can’t be avoided in this type of job. Working hours are generally from 8:00am to 3:30pm and staff’s are always on their feet as children need consistent supervision. Children need routine and staff must stick to it†¦doing the same thing everyday becomes very boring. â€Å"Boredom is the deadliest poison. † William F. Buckley, JR.Stress can be caused by this type of work as practitioners have to maintain and work at high standards. â€Å"Stressed caused by work is the second biggest occupational health problem in the UK,† Child Care and Education, 2007, Pg 329. This is because staffs are unable to cope. The work load may interfere with private, social or family life, too much to do or simply believing childcare isn’t the right job for them. As well as the above, practitioners can be physically affected. Back problem is the biggest occupational health problem in the UK. Childcare involves picking up children.Continuously bending over and stooping to the child’s level. Children at a young age are not yet independently hygienic and are vulnerable to colds becoming ill and picking up infections. These things can easily be passed on to practitioners. Parents/careers put their child’s safety in the practitioner’s hands as they are mostly with the child during the settings hours. So a lot of pressure is on the practitioner, if any thing happens to the child accidentally or not they feel as if they where the one to blame and some parents are not very reasonable or understanding.Practitioners could become too attached to the child involving themselves in things that do not really concern them. This could be difficult for some. Some children in the setting may tell practitioners moving information. That their being abused, have difficulties, etc and they could then become emotionally attached to the child, showing love to the chid, love they may not recei ve at home or from their parents. Positively there are joys and happiness to the job. When children achieve and do well in things it makes the practitioner feel happy as they helped the child to achieve that goal.Learning new things from the children and putting it into practice. Bonding with the child finding out what they like and dislike show the practitioner that the child can confide in them and feels safe around them. Set routines will eventually develop the child to know what is coming next and they will independently get ready for it putting least pressure on the practitioner to have to run after them. Practitioner’s in the setting do all they can to support and care for the child that is why routines and doing things at certain time are in place.However some people may agree with the way the setting does things due to their own views and beliefs. Comparatively, all children need similar care but when working with different children who come from different background whose parents have different religious requirements or do not want their child eating certain foods; it can be difficult for the practitioner. Practitioners will have parents that will not agree with everything they have to say or made to feel uncomfortable with what is happening in a setting. If this happens the supervisor or tutors are there to support and discuss how you will need to deal with the ituation. The practitioner should keep themselves up to date with any changes in practices and legislations. Practitioners should not put themselves in risky situation e. g. being left alone with a child. Just to avoid accusations being made as â€Å"The number of children contacting a sexual abuse helpline service has increased by almost 50% in three years†. http://news. bbc. co. uk/1/hi/scotland/7877823. stm. There are websites and books available to practitioners that can support them and give information about how to deal with problems they have.In all setting there are polic ies and guidelines to help them meet the care needs of children such as health and safety, confidentiality and protection polices. It is vital that procedures are followed to protect themselves. This in itself causes fewer problems. E9 Books  * Bruce, T ,( 2007) Child Care and Education, * Pound L, (2005) How children learn, Step Forward Publishing Ltd (United Kingdom) * Tasoni P , (2007) Child Care and Education 4th edition, Websites http://news. bbc. co. uk/1/hi/scotland/7877823. stmhttp://www. eriding. net/resources/fndtn/management/101125_sclark_eyfs_safeguarding. pdf