Body Image & the Media Essay Example | Topics and Well Written Essays - 750 words

Body Image & the Media - Essay Example The perception by the media resulted to mental disorder, which are expressed by the way individuals behave, express and respect themselves. Media, therefore, have the tendency of creating new cultural beliefs and behavior in the society. Appearance is sometimes deceptive. The author demonstrates bluntly the major factor that influences the perception of individual appearance and the acceptable and modest body size. Since 1950s, advertisement and television programs have created a dramatic impact on the American society in terms of mode of dressing and insight regarding the humanity. In this perceptive, the influence of the media destroyed various cultures in the society and eschewing a new culture with its own perception, social constructed roles and behavior of individuals based on their gender or sex. The article identified that for decades, the American society has been bombarded with media driven depictions. The major concept that drives the depiction is what constitutes as the acceptable female behavior and characteristic as well as male desired traits and behaviors. Media have great influence on the mental image of females as a thin body image as depicted by the fashion models. There is accentuation on the mer its and attractiveness of large breast. In males, media altered the accepted image of a male to a tall, slender and masculine body. The impacts of media on the American society have generated an intriguing argument by various scholars and authorities. Parents, cultural critics and medical authority for decades have criticized the marketing ability of media on the perception of human being and mental health of the American society. In this perspective, the socio-cultural standards of feminine beauty have been presented in all manners of media demonstrating women with image that is considered as being the ideal body. Media creates a flaw mental image assimilated by media-driven culture. The images used for

Bill Gates Research Paper Example | Topics and Well Written Essays - 1000 words - 2

Bill Gates - Research Paper Example After he stepped down as the CEO in Microsoft in 2000, he and his wife, Mrs. Melinda Gates established Bill and Melinda Gates Foundation, which is one of the biggest charitable trusts in the world (Microsoft, â€Å"Bill Gate†). Global surveys have ranked Gates among the world’s richest persons at several instances, as on May 2013 (Cuadros & Crayton Harrison, â€Å"Bill Gates Retakes World’s Richest Title from Carlos Slim†). Bill Gates was the son of William H. Gates, Sr. and Mary Maxwell Gates born in Seattle, Washington on October 28, 1955. Bill’s father was a well-established and respected American attorney as well as a philanthropist of his time. His father was also a member of a Boy Scout troop, who also had won the ‘Eagle Scout Award’ in 1941. Bill’s mother, Mrs. Mary Maxwell Gates also belonged from Seattle, Washington. She held the designation of being the first female president of King County’s United Way. She also held the  directorial position of First Interstate Bank of Washington. She even worked as a board member of the University of Washington until the end of her career. Bill’s wife, Melinda Gates belonged from Dallas Texas. She is a bachelor in Computer Science and Economics from Duke University on 1986. She is also an MBA from the same university batch for 1987.She worked at Microsoft Corporation as a product development officer prior to her m arriage with Bill Gates. Bill Gates has two daughters and a son, Jennifer Katharine Gates, Rory John Gates and Phoebe Adele Gates (Encyclopedia of World Biography, â€Å"Bill Gates Biography†). Bill Gates, until date has been a living inspiration and icon for many young entrepreneurs around the world. In his early life, Bill Gates was very much fascinated towards computers and software. He and his friend Paul Allen used to practice their skills in their school’s minicomputers when studying together in Lakeside School in Seattle. Besides, working in the computer lab of their

Evidence-Based Practice & Applied Nursing Research Essay Example for Free

Evidence-Based Practice Applied Nursing Research Essay Type of Sources / Appropriateness of Sources / Classification of Sources American Academy of Pediatrics and American Academy of Family Physicians article regarding acute otitis media is a filtered resource. It is an appropriate source for nursing practice because; it establishes clinical guidelines to diagnose and manage AOM. It also establishes guidelines when to treat the signs and symptoms of AOM, watchful waiting, or to treat with an antibiotic. This article is classified as an evidence based guideline because, it reviews multiple research literatures in a systemic manner and provides recommendations of practice. Block’s Causative Pathogens article is an unfiltered resource. It is an appropriate source for nursing practice because it provides the clinician with the most recent and up to date research on the topic. The article is primary research evidence because; its researchers acquired the data first hand. Kelly’s article regarding Current pediatric diagnosis and treatment is a general information resource. This article is not appropriate for clinician use because it only provides basic general background. It does not guide the clinician in diagnosing and treatment. McCracken’s article in the Pediatric Infectious Disease Journal is an unfiltered resource. It is an appropriate for nursing practice because it supports established guidelines and shows what will happen with continued antibiotic use. This is an evidence summary article because it lists all of the important information and the evidence supporting it. The last source of evidence is interviews with parents. This type of source is considered a general information resource. It is appropriate because, the interviews give firsthand experience of onset and signs and symptoms of AOM. This source of classifications is none of the listed. â€Å"Acute otitis media (AOM) is the most common infection for which antibacterial agents are prescribed for children in the United States. As such, the diagnosis and management of AOM has a significant impact on the health of children, cost of providing care, and overall use of antibacterial agents (AAFP, 2004).  Watchful waiting can have many benefits for the children and the provider if used properly. Diagnosing AOM can be tricky. The signs and symptoms can also be related to other illnesses such as an upper respiratory virus. Throwing antibiotics at any illness use to be the course of action. However, now that there is evidence that bacteria have become resistant to some antibiotics, clinicians are testing out other means of treating illnesses. If the child presenting with symptoms of AOM has no underlying conditions and has means to follow up with the doctor if the symptoms progress, watchful waiting is an appropriate app roach for treating the child. According to the research, placebo controlled trials have shown that children have responded well without antibacterial intervention. Giving the opportunity for the illness to resolve without antibacterial intervention not only benefits the child but, the caregivers and the clinician. It benefits the child by not being exposed to antibiotics that are not needed, therefore creating a potential resistance to that antibiotic. It benefits the caregiver by not spending money on a medication their child does not need. Last, it benefits the clinician by preventing resistance to an antibiotic that may be useful in the near future. Watchful waiting is only appropriate if the patient meets the guidelines of uncomplicated AOM, assurance of a follow up if necessary, and access to antibiotics if symptoms progress or worsen. The findings in the AAFP article can be applied in many ways to improve nursing practice in a healthcare setting. The article provides evidence based guidelines on how to properly diagnose AOM and the typical signs and symptoms. It establishes the three criteria the patient must exhibit for a certain diagnosis of AOM. If the patient does not meet the certain criteria, it guides the clinician to continue to assess the patient for another illness, such as an upper respiratory virus. Proper diagnosis will improve clinician treatment and care of the patient. The article also includes a descriptive chart on how to assess and manage pain associated with AOM. It lists for the clinician the recommended medications, remedies, and agents for the clinician to utilize to manage pain. It also lists the effectiveness and the side effects. This will help improve nursing care by implementing the proper medication and or remedies to the patient with the highest effectiveness and the least amount of side effects. The article also very clearly identifies when watchful waiting is  not appropriate and what antibiotics should be prescribed and the usual dosage. This information is helpful to nursing practice by helping the clinician distinguish what patient is suitable for watchful waiting or antibiotic therapy. Another way the article improves nursing practice is, that the article provides information on how to prevent AOM and reoccurrence. This information can be used to help educate patient’s caregivers on ways to prevent AOM and reoccurrence. Ethical issues always arise when it comes to healthcare, especially when it comes to children. When conducting an evidence based research, there is a high likelihood of exposing the child to potential danger, illness, and adverse reactions. The first ethical issue is; is it even right to subject a child to research if there is a high likelihood of helping other children. That is something for the children’s parents to decide. However, it is the responsibility of the researchers to fully explain the process, potential side effects, potential danger, and any other concerns to the parents. It also the responsibility of researchers to determine if the parents have the capability to comprehend the information and the risk of the research. Not doing so would be unethical and could tarnish the results of the research. Another major ethical dilemma that comes with involving children in research is that the children do not have the capability of making that decision themselves. Research should be a voluntary thing and not left up to someone else to decide. However, when it comes to children that is not an option. The ethical problem is should the child be subjected to potential harm because of the parents’ willingness to allow it. The needs to be guidelines established prior to the start of the research that regulate the risks that the child might be subjected to. The risk should be very minimal with a very high benefit. Involving children in any type of evidence based research can be very tricky and has the potential of bringing up multiple ethical issues. It is the researcher’s responsibility to ensure the child is protected, not exposed to unneeded harm, and the caregivers are knowledgeable of the risk factors and are competent enough to make an informed decision. Besides ethical issues, there are other issues that need to be taken into consideration when research involves children. Vulnerable populations, such as low income families, families with different cultural backgrounds, and families with insufficient education can be at risk when it  comes to research involving children. For an example, low income families may not have the opportunity to participate in evidence based research because they might not fit certain criteria. In the AAFP research, in order for the child to be a candidate of the watchful waiting, they had to have means of a follow up appointment. For low income families, coming to the doctor multiple time may not be option. Financially they may not be able to afford, parents may not be able to get time off from work, or have means of transportation for a follow up appointment. These circumstances may subject the child to unneeded antibiotic treatment simply because the patient is unable to follow up with the doctor. Also, families with a cultural difference may not fully understand the benefits or risks of allowing their child to participate in this research. Without informed consent, the results of the research are tarnished and run the risk of jeopardizing the study. Informed consent when it comes to research involving children is extremely important for validity of a project and prevents any ethical problems. Any research involving children can be extremely tricky and should be held to the highest ethical standards and involve minimal risk to children. References American Academy of Pediatrics and American Academy of Family Physicians. (2004.) Clinical practice guideline: Diagnosis and management of acute otitis media. Retrieved from http://aappolicy.aappublications.org/cgi/content/full/pediatrics;113/5/1451 Block, S. L. (1997). Causative pathogens, antibiotic resistance and therapeutic considerations in acute otitis media. Pediatric Infectious Disease Journal, 16, 449–456. Kelley, P. E., Friedman, N., Johnson, C. (2007). Ear, nose, and throat. In W. W. Hay, M. J. Levin, J. M. Sondheimer, R. R. Deterding (Eds.), Current pediatric diagnosis and treatment (18th ed., pp. 459–492). New York: Lange Medical Books/McGraw-Hill. McCracken, G. H. (1998). Treatment of acute otitis media in an era of increasing microbial resistance. Pediatric Infectious Disease Journal, 17, 576–579.

Aspirin: History, Effects and Synthesis

Aspirin: History, Effects and Synthesis Introduction Aspirin is a drug which is widely used today to deal with the symptoms of many minor illnesses ranging from general relief from aches and pain; muscle, tooth, headaches, and arthritis; to prevent blood clotting and reduce the risk of stroke and heart attack; lower fever and potentially prevent certain cancers. History of Discovery Aspirin has a great history of development which could be considered to have begun in the 3000BC where it was recorded that remedies from the willow tree were the most useful for the treatment of many ailments. Though it was not for another 1500 years that it was more specifically noted in the Elbers papyrus for its usage for pain relief and inflammation. For the next few thousands of year the willow tree bark was used for in much the same way, although it would not be until 1828, 4800 years after the discovery of its usefulness, that the active ingredient of willow bark was isolated by the German chemist Joseph Buchner who managed to obtain salicin, from the latin Salix, crystals. At the time the crystals were considered fairly pure but Henri Leroux, of France, managed to obtain them in purer forms a year later. Several other chemists/pharmacists made discoveries in the years following, all of which we now know contained Salicylic Acid. It was the Italian Chemist Raffaele Piria who managed to devise a method of containing a more concentrated acid form of salicin from the willow extract, which he named Salicylic Acid (SA). After these discoveries the usage of Salicylates, esters and salts of salicylic acid, became more widespread by doctors for treating pain, fever and inflammation but with limited success due to adverse side effects such as gastric irritation to the lining of the mouth and stomach. It was not until around 1897 that Felix Hoffmann of Bayer Pharmaceuticals developed a method of synthesising acetyl salicylic acid after he had be tasked to find a substitute to SA, that did not cause gastric irritation, 4 years earlier; by Eichengrunalong with Dreser(the pharmacist who developed heroin). Early clinical trials found aspirin to be a potent treatment and today it is the best known and most widely use medicine in the world where it is estimated that over 100 billion tablets or 40,000 tonnes are consumed each year. Unsurprisingly shortly after clinical trials finished acetyl salicylic acid (ASA) became the over the counter drug under the name of Aspirin, though in some countries Aspirin is no-longer holds trademark and has become a generic term for ASA. Synthesis The method of synthesis today involves the reaction of salicylic acid and acetic anhydride in the presence of an acid catalyst such as sulphuric acid or phosphoric acid to give the products ASA and acetic acid. The process is a form of esterification reaction and thus is reversible. (Columbia.edu, n.d.) Method Salicylic acid is placed into a conical flask along with acetic anhydride while inside a fume hood wearing goggles and gloves as acetic anhydride is an irritant and the vapour is harmful is inhaled or reaches the eyes. The acid should then be added in a small quantity and the flask should be swirled to mix thoroughly. The mixture should then be warmed in a beaker of water for around 10 minutes to increase the rate of reaction. Alternatively the mixture could be refluxed over heat. The mixture can then be left to cool, and dried leaving an impure sample of ASA which can be purified. (Continue to Purification) Reaction Mechanism The oxygen atom of the phenol group initiates a nucleophilic attack on a carbon in a carbonyl bond of the acetic anhydride. As a result the oxygen of the phenol group becomes positively charged and the electrons forming the carbonyl bond in the acetic anhydride are pushed onto the oxygen of the bond and thus becomes negative. The bond between the hydrogen and oxygen in the phenol group breaks where the oxygen takes both electrons and becomes stable. The proton is ejected from the structure and the carbonyl bond then reforms as the oxygen delocalises the electrons it gained previously and becomes stable. (Carman, 2008) Purification The process of purification is relatively simple and is done by the process of hot and cold filtering. Distilled water should be added to the impure ASA crystals. Using the properties of ASA and the fact that it is soluble in hot water but virtually insoluble in cold water, any insoluble impurities can be removed by heating the mixture of water and ASA crystals to the point that the ASA crystals are just dissolved in the solution. This hot solution should then be filtered into a clean beaker. Any impurities which are insoluble are caught by the filter paper but the ASA which is soluble passes though. The hot filtered mixture should then be put into an ice bath to recrystallize it. When cold, using a Hirsch funnel, filter paper, a side arm flash, and a vacuum pump the mixture can be filtered once again. As the ASA will be crystalline it will be stopped by the filter paper and thus any soluble impurities are removed. What is left in the filter paper can be washed with distilled water and then dried. Providing the synthesising reaction was done to completion, the dried crystals should be a pure form of ASA or Aspirin. Method of Action of ASA As with many drugs which were developed early in the 20 century, the actual method that the drugs worked inside the body was not known. In the 1970’s a British Scientist Professor John Vane discovered that it blocked the enzyme Cyclooxygenase which is needed for the production of hormones related to the body’s natural inflammatory and pain responses. Vane won the Nobel Prize for Medicine for this work. (Aspirin-foundation.com, n.d.) One enzyme involved in inflammation is cyclooxygenase (COX). COX is responsible for the formation of a group of inflammatory mediators known as prostaglandins. COX activates a chemical known as thromboxane A2 that causes platelets to stick together to form a plug over the damaged area. The aggregation of platelets (plug), in concert with the clotting process, results in a fibrin clot which stops bleeding and aids repair of the blood vessel. Aspirin inhibits COX, in turn stopping the formation of prostaglandins; hence aspirin acts as an anti-inflammatory agent in this process. [In regards to thromboxane A2] thereby reducing the ability of platelets to aggregate. This is why aspirin is known as a ‘blood thinner’ or anti-platelet agent. (Aspree.org, n.d.) Side Effects As previously stated Aspirin inhibits COX which inhibits prostaglandins. Prostaglandins are produced by cells in the lining of the stomach and form majority of the barrier that protect the stomach wall from the concentrated Hydrochloric acid it contains. As a result ASA can result in stomach ulcers. Other side effects would likely to be irritation of the gut, indigestion and nausea. References Arias, J. (2014).Aspirin Synthesis. 1st ed. [eBook] pp.2-4. Available at: http://www.lahc.edu/classes/chemistry/arias/Exp 5 AspirinF11.pdf [Accessed 5 Jul. 2014]. Aspirin-foundation.com, (n.d.).Aspirin Foundation What is Aspirin 100 Years of Aspirin. [Online] Available at: http://www.aspirin-foundation.com/what/100.html [Accessed 5 Jul. 2014]. Aspree.org, (n.d.).How aspirin works. [Online] Available at: http://www.aspree.org/AUS/aspree-content/aspirin/how-aspirin-works.aspx [Accessed 5 Jul. 2014]. Awtry, E. and Loscalzo, J. (2000). Aspirin.Circulation, [Online] 101(10), pp.1206-1218. Available at: http://circ.ahajournals.org/content/101/10/1206.full [Accessed 5 Jul. 2014]. Badd, C. and Perona, M. (1999).Synthesis of Aspirin. [Online] Wwwchem.csustan.edu. Available at: http://wwwchem.csustan.edu/consumer/aspirincons/aspirincons.htm [Accessed 5 Jul. 2014]. Carman, S. (2008).Esterification: The Synthesis of Aspirin (ASA). 1st ed. [eBook] Available at: http://www.drcarman.info/kem220lb/01lab220.pdf [Accessed 5 Jul. 2014]. Columbia.edu, (n.d.).Synthesis of Aspirin. [Online] Available at: http://www.columbia.edu/itc/chemistry/chem-c2507/navbar/Aspirin.ppt [Accessed 5 Jul. 2014]. Nordqvist, C. (2009).What Is Aspirin? What Is Aspirin For? [Online] Medical News Today. Available at: http://www.medicalnewstoday.com/articles/161255.php [Accessed 5 Jul. 2014]. Scribd.com, (2009).Aspirin Synthesis and Analysis. [Online] Available at: http://www.scribd.com/doc/13771504/Aspirin-Synthesis-and-Analysis [Accessed 5 Jul. 2014]. Telow, S. (n.d.).Acetylsalicylic Acid (Aspirin) Synthesis. [Online] Academia.edu. Available at: http://www.academia.edu/4728996/Acetylsalicylic_Acid_Aspirin_Synthesis [Accessed 5 Jul. 2014]. Theuplbcollegestudent.blogspot.co.uk, (2011).College: Full Report: Synthesis of Aspirin. [Online] Available at: http://theuplbcollegestudent.blogspot.co.uk/2011/05/full-report-synthesis-of-aspirin.html [Accessed 5 Jul. 2014].

Three Stages of Thunderstorm Formation Essay -- Exploratory Essays Res

Three Stages of Thunderstorm Formation The kind of thunderstorms that produce our summer rains are called ordinary thunderstorms, or air mass thunderstorms. They form when warm, humid air rises in an unstable atmosphere. Warm air cools down as it rises, and once it becomes colder than the air around it, it will begin to fall back down. In an unstable atmosphere, the temperature of the surrounding air decreases faster with height than the temperature of the rising warm air. This causes the warm, moist air to continually be warmer than the atmosphere, and continue rising to large heights. When this happens, we have the basis for a thunderstorm. Thunderstorm formation occurs in three stages - the cumulus stage, the mature stage, and the dissipating stage. The updraft of humid, warm air into the atmosphere starts the cumulus stage. The air cools as it rises and condenses into one cumulus (small puffy) cloud, or cluster of cumulus clouds. At first, these clouds cannot get very tall because the air surrounding the cloud is very dry, and causes the water droplets to evaporate quick...

Bullying & Statement of the Problem

Bullying is an issue that has been affecting many in the world today. It takes place in many forms some of which are direct and include physical harm on the victim. Verbal bullying involves name calling and insults or threats being directed at the victim and may also involve emotional bullying where the victim’s emotions are targeted by the bully. Other forms of bullying may be indirect where the harm is not caused on the person directly but it still ends up affecting the person. Bullying is termed as a form of abuse that uses power and dominance to those that are weaker and less powerful.Bullying has been taking place in various areas but it is mostly common in schools and workplaces. It exists in various social groups, social classes and is found all over the world. The behavior is usually repetitive and aggressive and it is based on the sole intention of hurting the victim. Bullies carry out the behavior to harm the other person as a way of gaining power over the other pers on. It is normally a behavior that is planned and purposeful. Bullying in schools has become very common and it has led to some very serious consequences.It has led to physical violence in forms of fight and in some extreme cases deaths by suicides. Cases have emerged of some forms of bullying in the schools that have led to some of these severe consequences. Children who are victims have had to live with short term and long term consequences of the behavior. Some of the other effects include poor performance in their studies, depression, bedwetting, being withdrawn, changing schools regularly and is some cases suicides among others (Norfolk, n. d). Over 7% of children especially in the 8th grade tend to stay at home once a month since they are bullied in schools (Banks, 1997).Reports have also shown that about 15% of students are bullied on a regular basis with some being initiated into the bullying practice. Direct bullying is more common among boys than with the girls. However ph ysical abuse in boys tends to reduce as they progress in age. The victims of bullying sometimes carry these effects such as depression and low self esteem into their adulthood. b) Historical Overview Bullying in schools has been on going for a long time now and is experienced in very many areas of the school.It occurs in some specific areas in the school compound and environment which include the School Bus Park, hallways and bathrooms and even during recess (Banks, 1997). It normally consists of a group of bullies who like isolating a student and bullying them by teasing and taunting the student. Some of them pressure the student to perform various tasks that humiliate the student. Teachers and school administrators have also been known to perpetrate bullying in the schools. They target a particular student and humiliate or abuse the student aggressively. The causes of bullying arise from the social setting of the bullies.The bullies usually get the trait from the family setting or from experiences from home. Studies have shown that most bullies emerge from families that experience physical forms of punishment and where the families are undergoing some form of abuse. School bullies tend to lack warmth from their parents and they then strike back through bulling other children in order to handle their problems. They may also acquire the behavior by learning it from friends and peers (Banks, 1997). There are several characteristics that bullies have in common especially in the schools.Most of the students who feel the need to bully others are usually looking to gain control since they normally feel more powerful than their intended victims. They tend to get satisfied once they see their victims suffering and they do not feel empathetic at all towards the victims (Stanffordshire, n. d). When defending themselves they sometimes use the reasons that the victim provoked them to bully them. Most bullies usually have high self esteem and they rarely perform the bully ing act since they feel bad for themselves. They are however antisocial, defiant and badly behaved.They tend to break rules and display a lot of arrogance and opposition in schools. Victims of bullies on the other hand are usually very insecure, cautious and they suffer from low self esteem (Olweus, n. d). They rarely confront the bullies to defend themselves. They are insecure and anxious and may lack social skills needed to make friends. They tend to come from families where their parents are overprotective. The major characteristic that is found with victims of bullying is that they are weaker than the bullies and this makes it difficult for them to fight the bullies back.The purpose of this paper is to advocate for laws to be passed across the U. S to ban bullying in schools and teachers and administrators being given more authority and responsibility to intercept and deal with bullying. This paper discusses bullying as a problem in schools n regard to how it has evolved in the past, its effects on the victims and how it can be stopped. The role of teachers and school administrators in the prevention of bullying is also highlighted together with their views and those of parents and legal sources.The various laws that have been passed by the U. S states are discussed and how important they are in relation to the increase in suicides cases among children and long term psychological impacts on victims. Finally the state of Massachusetts’ stand on bullying laws is discussed. 2. 0 Methodology This research paper is an insight into an in-depth analysis of a review of literature with respect to bullying and why laws should be passed across the United States on the same in an effort to curb this vice.Moreover, studies related to the giving of teachers and administrators more authority and responsibility to intercept and deal with bullying rather than ignoring it has been adequately studied. It bears noting that the focal point of the study is mainly on book s and other scholarly materials which tackle bullying from all aspects. This is particularly bent on the fact that much as many students go through this, some of the experiences they pass through in the process affect them adversely later in life. All the scholarly materials that were selected are either published books, certified websites and prestige journals.Moreover, these cover a wide range in terms of years because bullying is not an issue that began recently but has been there for quite some good time. It equally bears noting that all the articles analyzed were specifically from credible websites. Additionally, the research was limited to substantial secondary sources in order to employ studies already carried out by others on the same topic, primary sources were unavailable. To better analyze the whole idea, the paper was divided into categories based on the approach used to handle the whole research. 3.0 Literature Review Several studies have been done with regard to bullyi ng but the main points highlighted include the effects that come with bullying. Norfolk (n. d) puts it that children who are victims end up performing poorly in school, being depressed and some may even commit suicide. To back up this argument Banks (1997) points out that more than 7% of children in the 8th grade tend to stay at home once a month due to being bullied in school. On the same note, Stanffordshire (n. d) depicts that it is more satisfiying for the bullies to see their victims suffer.Further research indicates that victims of bullies are usually very insecure (Olweus, n. d), similarly Wright adds to the bargain by pointing out that th victims tend to have very low self esteem (2003). Moreover, Digizen (n. d) brings in a new perspective to the issues by incorporating the environment in the technological world creating anxiety among the children where children use the same for purposes of bullying. The legal view of the whole issue as pointed out by Antibullying ( n. d) is that the legal system should be efficient in weighing the matter and any cases brought forward.Likewise, authors such as Rota (2010), GLAD (2010) and O'Dowd ( 2010) have given specific suicide cases which are worth considering. Another noteworthy matter depicted in the studies of Dombeck (n. d) is that the primary outcome of the whole ordeal to the victims is to do with be loneliness being part of their life through to adulthood. It comes with relief that â€Å"Chapter 92 of the Acts of 2010,†(2010) is a law which has made it vital for anti bully policies to be posted on school websites and be made available to any student or parent if need arises. 4. 0 BullyingBullying is a serious problem that is affecting the academic and social lives of the school going children. In order to understand the problem and develop an intervention plan that can be used to stop it, it is important to identify the various forms of bullying that are going on within the schools and the trends they are taking. It is also important to understand how they are carried out and the effects that arise from the practice. This will help develop a plan that will be able to establish a safe and secure environment in the schools for all children. i) Evolution of BullyingBullying behavior has been continuously changing over the years. Different forms of bullying have emerged and they continue to develop and be used in the schools. Technology has played a very big role in the evolution of the behavior. The first forms of bullying that have existed over the years included both direct and indirect methods that were used in the practice. The methods continue to be in use till today but have been evolved by the use of technology. Name calling was one of the types of bullying that were used by the bullies on the victims (Stanffordshire, n.d). The victims were given certain names that were intended to humiliate them and lower their self esteem. The method has since evolved and is in use in more places rather than just in schools. Physical bullying has also evolved from the physical injuries that were inflicted on the victims and it has included theft as a method that is used to involve threats and lead to the violence. Social isolation that was once used to make the victims stay alone without friends and was experienced by children of all age groups has evolved to also include homophobic isolation.Homophobic isolation is the type of isolation that is practiced by the bullies on the children who are termed as gay or they are seen to be gay (Stanffordshire, n. d). It also includes those seen to be bisexual or they portray characteristics that make them seem to be associated with the opposite sex. It is being practiced in the secondary schools and higher levels of education. The method is normally spread through the social websites through gossip and in other websites. One form of bullying that has emerged in schools involves the abuse that is directed on children who are of different races and cultures.This form of bullying has been growing over the years with cases being reported that show the increase. The cases also show that the bullying is also changing according to the different age groups. 25% of children of age 8 were seen to be bullied more compared to the children who were 5 years who only made 20% of the overall cases in that age group (Stanffordshire, n. d). Cyber bullying is the latest and most commonly used form of bullying in the schools today. It continues to evolve with the changes in technology. It uses text messages, emails and various posts on websites as a way of bullying.Studies show that over 20% of young people in schools who are between the ages of 11 and 19 have been bullied through this form of bullying (Stanffordshire, n. d). The children in the schools today are growing up in a different technological world that is very different from that of the adults. They have experienced information and technological developments that they are now using to evolve the bullying practice. The environment in the technological world is becoming threatening and is creating anxiety among the children. They are misusing the technology especially the mobile and internet to bully others.Over 22% of young people have been reported to carry out cyber bulling (Digizen, n. d). They are able to carry out the whole practice remaining anonymous to the victim. This form of bullying has made it possible for the bullies to carry out the practice at any time or place (Digizen, n. d). ii) Effects of Bullying There are various consequences that are seen to arise from the practice of bullying. Students who are seen to bully others tend to carry the practice out of school and they tend to get involved in criminal activities and they experience a lot of legal trouble in their adulthood.They maintain this behavior even in the workplaces negatively affecting their ability to develop relationships that are positive. A study has proven that 60% of the students who were bullies when they were in grade 6-9 were convicted of a crime by the age of 24 (Banks, 1997). The bullies are also prone other problematic behaviors such as smoking, alcohol and drug abuse. Victims of bullying tend to be very unhappy while in schools and they end up getting depressed and have low self esteem (Wright, 2003). Their school work is affected and they may choose to remain at home instead of going to school.They tend to isolate themselves from social activities that involve the schools and this makes them even lonelier. The loneliness and depression may lead them to commit suicide. This is particularly in the cases of emotional bullying where the emotions are targeted by the bullies. The victims also have difficulties when forming relationships in the future. The by standers who witness the bullying also get affected by it. They are not able to stop the bullying or help out the victim even though he or she may be their friend. Some are usually afraid of becoming the next victim so they end up avoiding confronting the bully.Others on the other hand may be of the opinion that the victim deserved the bullying (Sampson, 2002). They may actively get involved by teasing and ostracizing the victim and motivating the bully. They may also feel less accountable for the actions that are going on when they are in a group. Hence they do not feel the urge to help the victim. iii) Role of Teachers and School Administrators Teachers and school administrators have a role to play in preventing bullying in the schools and making the schools a safe haven free from any bullying activities.They should first be aware of the existence of the problem so that they can develop measures to intervene. The teachers can help detect the existence of the practice and encourage the victims of bystanders to speak out. The interventions that are developed should be able to include the whole school and not intimidate the bullies or the victims either (Olweus , n. d). Teachers and the school administrators can also help identify the areas that are used by the bullies to attack the victims since they mostly do so in private and hidden areas. They should therefore eliminate the existence of such areas within the school’s compound.They can also involve the students to develop rules within the classrooms that are against the behavior. To increase awareness of the problem to the parents, the school administrators should develop parent teacher days to make the parents aware of the problem’s existence and the importance of the parents to get involved in the whole process (Sampson, 2002). iv) Views on Bullying in Schools a) Legal View The legal system rarely deals with cases of bullying though there are some laws that have been set up to fight against it. This is mainly because there are many cases of bullying that are not very serious.The legal system hence allows the school to deal with these small minor cases. Schools and the pa rents are given a chance to work together to come up with strategies that help prevent and stop it. It is important for the bullying cases to be handled quickly and efficiently before they bring more damages when they become too serious (Antibullying, n. d). This however does not eliminate the chances of legal action being used to stop the bullying. There are circumstances that call for legal intervention as a last resort due to the seriousness of the incident.The parents, victims and other bystanders have the responsibility to report the incident to the police. Legal action can also be carried out if the other methods that have been used to intervene by the parents and the teachers have failed. It is also encouraged when there is a possibility that the bullying will reduce once the case is reported. When the bullying also takes place outside the school compound, the parents and teachers together with the community can cooperate with the police to prevent and stop it. Bullying is tr eated as an offence that is against the law when it becomes too serious and the consequences are very damaging.It is seen to affect the rights of other individuals and their freedom. When it is carried out against other students on the basis of race and cultural differences it is termed as being racism (Antibullying, n. d). b) Parents, Teachers and School Administrators View Despite the seriousness of the matter, some views exist that portray the behavior of bullying as acceptable. Parents have been known to have views on bullying that encourage the practice even further especially if it is their child who is bullying others. Some parents hold the view that boys will be boys.This view tends to imply that physical bullying is an acceptable behavior and hence they encourage the children to be more aggressive and physically abuse other children. Research has proven that the aggressive behavior to bully is learnt and it is not a natural response (The National ALLIANCE for Parent Centers , 2003). Some other views that are used by parents include the view that words cannot hurt. This view is argued that even though the words do not leave any physical marks or bruises on the children they are able to leave emotional scars that are more damaging than the physical bruises and words.The words spoken tend to have long term consequences and effects on the victims as they affect the self esteem and confidence. Some bullies are able to learn this from an early age and they use this approach to intimidate other children (The National ALLIANCE for Parent Centers, 2003). Bullying by some parents is viewed as a natural part of childhood and they tend to dismiss their children when they disclose the fact that they are being bullied in schools (The National ALLIANCE for Parent Centers, 2003).Parents normally take up this view since the occurrence of bullying is so common hence it looks like a normal thing to occur to children when they are in school. The truth of the matter is tha t the aggression that is both physical and emotional should not be taken to be a normal part of childhood and action should be taken against it. Some parents are of the view that bullying is carried out to make the children become tougher. They hold the opinions that the more that the children are bullied the more they are able to toughen up and become strong emotionally and physically.The truth however is that bullying lowers their self esteem and makes them more afraid. It also lowers their self worth and affects their academic and social life even in their adulthood. Bullying is normally carried out with an intention to harm the victim and inflict a sense of power among the bullies (The National ALLIANCE for Parent Centers, 2003). v) Stopping Bullying in Schools It is sometimes difficult to understand how schools can provide the environment for bullying to take place yet they are very well supervised.Bullying however is carried out secretly and in hidden areas and adults includin g parents and teachers are not able to notice when it is going on. Other reasons that make it hard to detect is the fact that the school staff may see it as harmless play and therefore decide not to intervene. There may also be lack of enough supervisory settings that could lead to detecting the behavior in its likely occurrences (Wright, 2003). a) Laws on Bullying Anti bullying legislation has been developed to help curb the rise and spread of bullying within the school environment.The legislation provides for firm and fair enforcement of discipline within the school and security measures that provide for a climate that does not allow for bullying and threat making. The laws have been developed to help the school administrators’ deal with the issue. They require the schools to develop anti bullying policies and programs (Clabough, 2010). A national legislation that is against bullying has been proposed to make it mandatory for all schools to have these programs and policies that will help reduce the bullying incidents.The laws have been developed to emphasis to the schools that much is not being done to deal with bullying and that more needs to be done since bullying is an important issue that is affecting the schools. The laws are allowing for various legal actions to be taken up against the bullies who are reported to have bullied a fellow student. The legal action to be taken depends on the type of offence that has been reported (Clabough, 2010). For example where the offence reported involved included threatening the victim, legal action can be taken for threatening behavior and this is treated as a criminal offence.When the bullied acts involve sexual assault towards the victim, the legal action can be taken against indecent assault which is also treated as a criminal offence. An offence of common assault is charged against the bully when the victim was physically abused. Legal action may also include applying for an injunction against the bullies to prevent them from bullying the victim. The injunction can be used to instill fear upon the bully and hence stopping them from bullying the victim. Legal action however is only carried out if the actions of the bully are in more that two separate occasions and they are constant and ongoing.Evidence has to be gathered to prove the harassment and it must show that it led to severe damages to the victim (Clabough, 2010). The two offences of indecent assault and common assault can also be carried out without touching the victim. b) Their importance The anti bully legislation is very important in reducing the cases of bullying in the schools when everything has failed. The law can help sensitize the issue and teach the parents and teachers the need and importance of stopping the bullying behavior as it leads to severe consequences that are long term in some cases.The teachers and staff at the schools are taught how to identify and deal with bullying cases and establish effective strat egies that enable the children report the cases of bullying within the school (Antibullying, n. d). The laws can also be used to teach and educate the children on bullying the strategies and types of bullies that are in existence and how they can deal. The laws can also help curb the spread of the practice to other areas like the work places and other environments outside the school environment.Bullies can also be helped since most of them end up committing other crimes in the adulthood (Dombeck, n. d). The consequences of bullying can also be reduced especially where they are long term and severe like in the cases of suicides and psychological impacts on the children. c) Suicides by Children The need for these laws has been necessitated by the increase in the number of suicides cases that have been reported. One case in particular is the case of Phoebe Prince, a 15 year student who committed suicide after she was continuously bullied by her new classmates for over 3 months (Rota, 2 010).She had continuously been harassed verbally and physically by nine of her classmates, six of whom have been charged in court since the incident happened (O'Dowd, 2010). She had been a student of South Hadley High School located in Massachusetts, and had endured a lot of cyber bullying through popular websites like facebook, Twitter, Craigslist and Form spring and she also received threatening messages on her cell phone (Clabough, 2010). In school things had been thrown at her, while her face had been scribbled in her photographs that were hung on the school walls.The parents and the school officials had not done enough to stop the bullying even though they knew of the extent it had gone into. They had instead turned away and assumed a mentality of kids will be kids that led to the suicide. This was one of the cases that led to the Massachusetts anti bully legislation that was to curb such incidents from occurring (GLAD, 2010). d) Long Term Psychological Impact Bullying has been known to lead to long term effects that affect the victim’s psychology. Some of the effects of bullying include self esteem problems that may cause the adult to think lowly of them selves (Dombeck, n. d).They also tend to avoid social situations due to the interpersonal difficulties that they experience. Some of the victims of school bullying have reduced occupational opportunities since they do not get the chance to perform well in school. They have lingering bitterness and desires to seek revenge against the bullies. Some tend to have a lot of difficulty trusting people and they do not make many friends. They therefore tend to be lonely even in their adult life. In some cases the victims of school bullying continue to be bullied even in their work places and in other areas even in their adult life (Dombeck, n. d).e) Helping the Victim Overcome Victims of school bullying are usually very sad and deeply unhappy when they are in school (Banks, 1997). They suffer from low self esteem since they are usually self rejected by the classmates. There are various that the school can help the victims overcome the bullying and prevent it from occurring to them again. The first step of intervening is to ensure the victims safety. The victims are usually weaker than the bullies and hence they are not able to face the bullies on their own. The victims can be monitored when they are in schools to identify the times that they are bullied (Wright, 2003).The victim can also be encouraged to make friends with other students who will influence him or her positively. This will help increase the self esteem and confidence of the victim. As the victim makes more friends they may be able to help him when they are being bullied. They can be taught basic social skills to enable them make more friends. Mentors can also be allocated to the children who are bullied to be able to monitor them and protect them from the bullies (Wright, 2003). Victims can also be taught some skill th at can they can use to stand up to the bullies especially when they abuse is verbal.The parents of the victims can help the children to overcome the effects of bullying. The parents can become more involved in the lives of the child to ensure that they are able to notice the instances of bullying. They can help the child speak out when they are being bullied. Counseling can also help the child deal with the psychological effects of bullying such as depression, low self esteem and anxiety. They can therefore be able to deal with the anger that they may feel against the bullies and the need to seek revenge (Dombeck, n. d). f) Helping BulliesBullying is normally carried out in a secretive manner and can be difficult to identify within the schools (Wright, 2003). Teachers and school administrators may not be aware of how it is carried out. They must therefore assess the seriousness of the behavior and ensure that the students are aware of the seriousness of the matter. They should also be aware of the consequences of bullying and the charges that exist for bullies. If the bullies continue threatening the lives of the other students the teachers and the school administrators should now come up with ways to help the bullies turn around their behaviors.They can confront the bullies in a firm and fair manner that will not provoke them. They can communicate to the bullies without threatening them and give stern warnings that their behavior will not be tolerated. More stern measures can be put up if the bullies do not change their behavior. The confrontations should be carried out in private to ensure that they bully does not become defiant and refuse to compliance (Wright, 2003). To encourage them to change their behavior they can be rewarded if the cases for bullying reduce.Parents can be involved in the process to establish the reasons that lead the children to bully others. Where the reasons are based on the environment at home the parents can be involved in the pro cess of reforming the behaviors of the bullies. Counseling can be used to help the children deal with the issues at home and reduce their chances of taking out their problems or anger on other students (Banks, 1997). g) State of Massachusetts Stand The State of Massachusetts has become the 42nd state in the U. S to develop anti bully laws that are to be putt up in the schools (Clabough, 2010).The anti bully laws are one of the strongest laws that are against the bullying behavior being carried out in schools. The law which was developed in May of this year is very strict and requires all the schools within the state to protect their students from bullying and they must abide by this law (GLAD, 2010). This law applies to all the school regardless of whether they are private or public. It clearly defines the behavior of bullying and includes any repeated hostility that is directed to a student whether written, verbal or even if it is technologically spread.The technological methods in clude mass communication form of media that the victim can access directly or indirectly. It has taken into consideration the use of social media like facebook that are used to bully victims by writing on their walls. The law has made it compulsory for every school in the state with the exception of some private schools to have an anti bully policy that should be posted on the websites of the schools and made available to any student or parent that may need it (â€Å"Chapter 92 of the Acts of 2010,† 2010).The law also states that the policy should among others have procedures that should be followed whenever a bullying case is reported by a student. Disciplinary actions should also be stipulated in the policy clearly according to the law together with the procedures for notifying the parents of any cases that may involve their children bullying or being bullied. It further stipulates that the schools should offer counseling services to the victims of the bullying as well as t he bullying themselves.According to the Massachusetts law, the teachers and the school administrators should undergo some training to be in a position to handle the bullying cases in the schools and also come up with ways of preventing them from happening (GLAD, 2010). The training should also make them aware of the causes of bullying and various types of incidences that make up cyber bullying. The law has also given the teachers the mandate to report the cases of bullying once they notice them to the relevant authorities. School administrators should also be in able to investigate the reports of bullying and carry out disciplinary action on the students involved.Students within the state are required by the law to know and understand the behavior of bullying. The schools should be able to teach them this information and make them understand. This includes the children who are in between the ages of kindergarten and those that are in grade 12 (GLAD, 2010). The students should be tau ght how to prevent bullying and how to handle the bullies appropriately. They should also know the differences that exist among the children who bully them and why they bully them.The law has been very effective in the region and cases of bullying have been seen to have reduced significantly. 5. 0 Conclusion Bullying is a serious issue that is affecting very many children in the schools and has been going on for a very long time now. There is need to come up with a method that will help eliminate its existence especially the new form of bullying that has emerged that is the cyber bullying. Anti bully laws can help eliminate this kind of bullying together with the other forms of bullying that have been in practice. Cyber bullying is hard to detect but its conseque

Infant Toddler Curriculum Essay

Developmental domains are one way to describe and think about the different aspects of development in the areas of: motional; physical, social, cognitive; and language skills of young children. And while we use the domains as a way to organize our thinking and observations of children, in reality all domains are function together simultaneously, especially in the first three years of life. This holistic development is separated into the developmental domains for the purpose of observation, study, developmental assessment, and planning (Blackboard, 2013). Therefore, it is important to understand how the developmental domains relate to the three themes of infant development; in order to provide DAP care and activities for children in each stage of arly childhood development. For instance, an understanding of the young infant stage, babies develop a sense of security from their caregivers. It is this sense of security, that allows the baby to build an urge to explore, later motivating t hem to take risks and advance their current knowledge of their environment. This may require removing all sharp objects from the area and covering electrical outlets and ensuring. However, prepping the room for child safety is not the only concern. It is imperative to play close attention, and respond to the needs of young infants. Nery oung children need adults who listen, smile, and talk with them or babble when they babble; watch for when they need quiet and solitude; and notice and communicate pleasure over such newfound skills as creeping, climbing, holding, dropping, or adding new sounds and words (Greenman, Stonehouse, and Schweikert, 2008, pg. 61). † An understanding of the mobile stage of development will make one aware of the safety precautions needed to allow mobile toddlers to explore the environment. Mobile infants often explore by mouthing and must be protected from small parts and fragile toys. In addition a rich learning environment for mobile nfants should include safe structures to climb and explore. â€Å"Moving around is essential to learning; it gives babies different perspective and vantage points, which they need in order to move from an entirely egocentric view of space toward a more sophisticated sense ot relationship between selt, space, and other people (Greenman, Stonehouse, and Schweikert, 2008, pg. 53). An understanding of the toddler stage of development enables caring adults to guide and assist young children’s emotional development. The first two years of a person’s life can set the foundation for the way hey create relationships, view others, and understand emotions and how to control them. â€Å"A toddler’s sense of self, of I and me, emerge in a group environment and a culture which private property and the acquisition of things are s omewhat scared. This makes the learning of related concepts like mine particularly challenging (Greenman, Stonehouse, and Schweikert, 2008, pg. 9). † â€Å"Toddlers learn about who they are in the world through relationships and experiences with adults who care for them. They learn to trust that their needs will be met, or that they will not. The motional domain includes the infant’s perception of herself and of herself in relation to others. â€Å"(Blackboard, 2013). The most important thing a caregiver can do to help a toddler’s emotional development is to create a safe and loving environment for the toddler to learn in. Caregivers should understand that each toddler is different and has different needs. Attending to each individual child in a well-organized and inviting learning environment is essential during his stage early childhood development. Infant Toddler Curriculum â€Å"Because of the specific needs of infants and toddlers the term curriculum is during he early stages of development is complex. To summarize all of the ideas of curriculum, as defined by leaders in the field (Gonzalez-Mena, Eyer, Dodge, Greenman, Stonehouse, Schwikert, Swim, and Watson), you must think about curriculum as an organized framework. To make curriculum DAP for infant and toddlers, it must be based on sound and relevant knowledge such as infant/ toddler development and research; so that it guides early care professional practices in providing purposeful and responsive learning opportunities for each child through daily routines and experiences (Blackboard, 2013) † â€Å"Infant and toddler curriculum plans focus on how to best create a social, emotional, and intellectual climate that supports child-initiated and child-pursued learning. The interests of the child and the belief that each child has a curriculum are what drive practice (Blackboard, 2013)†. It is understood that very young children need to play a significant role in selecting their learning experiences, materials, and content. Curriculum plans, therefore, do not focus on games, tasks, or activities, but on how to best create a social, emotional, and intellectual climate that supports child-initiated and child- ursued learning and the building and sustaining of positive relationships among adults and children. Responsive curriculum planning focuses on finding strategies to help infant-toddler teachers search for, support, and keep alive children’s internal motivation to learn, and their spontaneous explorations of people and things of interest and importance to them (Blackboard, 2013). † This should begin with study of the specific children in care. â€Å"Detailed records of each child’s interests and skills are kept to give g uidance to the adults for the roles they will take in each child’s learning Greenman, Stonehouse, and Schweikert, 2008, pg. 30). † It should also be realized from the start that plans should not be static. Adaptation and change are critical parts of the learning process and should be anticipated. â€Å"Once an interaction with a child or small cluster of children begins, the teacher has to be ready to adapt his or ner plans and actions so they work tor all children, no matter what kind ot physical , mental or emotional challenges individual bring to the program (Greenman, Stonehouse, and Schweikert, 2008, pg. 30). † Another essential component of planning s attention to a responsive learning environment and specific attention to how environments should be changed. The planning of learning environments is more important to infant-toddler development than specific lessons or specific activities. â€Å"The environment must be seen as part of the curriculum, creating interest and encouraging and supporting exploration (Blackboard, 2013). † Research has shown that much of how infants and toddlers learn best comes not from specific adult- directed lessons but from teachers knowing how to maximize opportunities for each child to use natural learning inclinations. The philosophy of routine care as learning opportunities for infants and toddlers is based on the premise that, â€Å"Relationships develop through all kinds of interactions, but especially during ones that happen while adults are carrying out those essential activities of daily living sometimes called caregiving routines (Greenman, Stonehouse, and Schweikert, 2008, pg. 5)†, such as: feeding, diapering; toilet training/learning; washing; bathing and grooming; dressing; napping. † For caregiving routines to become curriculum, they can’t be done mechanically.