Essay on Renaissance vs Neoclassicism - 1295 Words

Trefren, D Renaissance VS Neoclassicism How could two periods such as the Neoclassicism and the Renaissance be so successful and be focused on very different things? Neoclassicism and the Renaissance are two major periods in the history of art during which different forms of art including architecture, painting, music and visual arts, significantly advanced. It was during these periods, different artists became very famous as a result of the masterpieces reflecting how the ideologies and artistic philosophies advanced during that time. This essay compares and contrasts these two art periods with respect to the major works created by respected artists of these periods. In this regard, the masterpiece David, created by Michelangelo, has†¦show more content†¦It was an era that witnessed the largest growth and development in Western Europe. Neoclassicism also called an era of enlightenment. This is the period after the renaissance during which artists mainly focused on exploring and recreating classical art. This period was more inclined towards recreating classicism, especially the Greek and Roman style. During this period the artists widely emphasized reviving the classic antiquity which highly inspired the art pieces created during this period. It was in reaction to the people’s opposition to romanticism (wikipedia.org/wiki/Neoclassicism). There are some renowned artists who made major contributions in the emergence and development of renaissance art. For instance, Michelangelo is a great and notable name in the history of art who played a vital role in the development of Renaissance art. He was an Italian painter, sculptor and poet, who adopted several unconventional styles of art and he significantly contributed to the development of western art during this period. He introduced versatility within the art forms, and created several masterpieces that truly represent the renaissance art by depicting certain social, cultural and political issues. One of the most important creations of Michelangelo during the reissuance phase was in the marble statue of a standing male nude named David. The statue was made to represent the Biblical hero David who was one of the most favored subjects within Florentine art. TheShow MoreRelatedVisual Evidence The Dublin Royal Exchange1590 Words   |  7 Pages(ii) identify the most critical features of each; and (iii) describe the relationship between the two historically.Villa La Rotonda , a suburban residence (Fletcher), or ‘palazzo’, located outside Vicenza in Northern Italy, is an example of Late Renaissance architecture with its focus on symmetry and harmony, â€Å"a mirror of high order and proportion† (Villa Almerico Capra detta la Rotonda). A freestanding object placed on top of a hill, visually the Villa is simple, if not austere, – clear shapes,Read MoreBaroque Art: Protestant vs. Catholic Essay1060 Words   |  5 PagesBaroque: Protestant vs. Catholic Before the purity of Neoclassicism, even before the carefree artists of the Rococo era, there was the dramatic and emotive Baroque. The term baroque is said to have been derived from the Portuguese word for an irregular pearl, and is certainly an adequate description. In the wake of what has become known as the Protest Reformation, the Catholic Church held the infamous Council of Trent. This eighteen year deliberation addressed several aspects of CatholicismRead MoreBrief Survey of American Literature3339 Words   |  14 PagesRevolution(1789—1799) Romantic vs. Neoclassic (1) Neoclassicism: - reason, order, elegant wit - rationalism of enlightenment in 18th-cent. Romanticism: - passion, emotion, natural beauty - imagination, mysticism, liberalism (freedom to express personal feelings) Romantic vs. Neoclassic (2) Innovation: - subjects: common life; the supernatural; the far away and the long ago - style: common language really used by men; poetic symbolism Romantic vs. Neoclassic(3) Good poetryRead MoreCleanth Brookss Essay Irony as a Principle of Structure9125 Words   |  37 Pageswork is often split up into sections as follows (although other splits have also been suggested):Lines 1 - 37: On unity and harmony. Lines 38 - 72: The writer’s aims. Lines 73 - 118: What the tradition dictates (decorum). Lines 119 - 152: Invention vs. imitation (be consistent if you are original). Lines 153 - 188: On characterization (the four ages of man). Lines 189 - 219: On the gods, chorus and music (in tragic drama). Lines 220 - 250: On style (especially in satyr plays). Lines 251 - 274: OnRead MoreEssay about Summary of History of Graphic Design by Meggs14945 Words   |  60 Pagesmovable type, using clay and glue. - Because types are not moveable, characters were organized by rhyme. - Moveable type never replaced the handcut woodblock of the orient. - The invention of paper and printing arrived in Europe just as the Renaissance began. Chapter 4: Illuminated Manuscripts - Hand-written books are referred to as Illuminated Manuscripts. - Two notable traditions of illuminated manuscripts come from Islamic and European countries. - Most illuminated scripts were small enough

Discrimination Case Heart of Atlanta Motel Versus the...

Critical Legal Thinking: Introduction The US Constitution (Article I Section 8 Clause 3) gives Congress the power to regulate both interstate and intrastate commerce. Normally, only the Federal government interferes with business activity within a state while one would expect Congress to deal with the larger interstate matters. As in the article, Congress’ powers extend to any matters of commerce within the state that collide with regulations of interstate trade. Otherwise, the clause would contradict itself in allowing commerce within the state to somewhat go against rules and regulations governing commerce among the states. Case in point: Heart of Atlanta Motel vs. United States The motel owner challenged this power as unconstitutional. The reason behind this claim is both business oriented and ethical. The motel failed to provide accommodation to blacks, which is outright discrimination based on race. Perhaps most customers were white travelers who provided enough investment returns excluding returns from black customers. For this racist decision to stand, it provided better business environment to the owner. In 1964, such discrimination was common. This decision pleased white customers, who were the majority, hence more income for the owner. This constituted the motive behind filing a case and even appealing to The Supreme Court after The District Court’s ruling failed to satisfy. Such discrimination, however, failed to consider benefits of doing business with theShow MoreRelatedThe Constitutionality Of The Public Accommodations Equal Access Act764 Words   |  4 Pages in the year 2021, the atmosphere surrounding gay and lesbian citizens in the United States had grown increasingly hostile. In response to this Congress passed a new law entitled the public accommodations equal access Act. this law which will be referred herein as PAEAA, Was created in order to forbid discrimination regarding sexual orientation in many economic zones including hotels motels restaurant in any sort of eating establishments that include bars barbershops gasoline stations in entertainmentRead MoreMgmt 330 Mid Term Study Guide966 Words   |  4 Pagesgovernment’s obligation to protect its citizens versus a citizen’s right to speech. In other words, if government suppresses speech it must be to protect the citizens. EX. Don’t yell fire in a crowded area. See bel ow. * If restriction is content neutral, restrictions must target some societal problem – not to primarily suppress the message. (Corporate); -Political speech by corporations is protected by the First Amendment. -In Citizens United v. Federal Election Commission (2010) the SupremeRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesEdition Reed−Lajoux and others . . . This book was printed on recycled paper. Management http://www.mhhe.com/primis/online/ Copyright  ©2005 by The McGraw−Hill Companies, Inc. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written permission of the publisher. This McGraw−HillRead MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 Pagesincluding photocopying and recording, or by any information storage or retrieval system, must be arranged with the individual copyright holders noted. This special edition published in cooperation with Pearson Custom Publishing. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Please visit our web site at www.pearsoncustom.com ISBN 0–536–72690–6 BA 996748 PEARSON CUSTOM PUBLISHING 75 Arlington Street, Suite 300 Boston, MA 02116 A Pearson Education Company iii iv Table ofRead MoreMarketing Management 14th Edition Test Bank Kotler Test Bank173911 Words   |  696 Pagesorganization E) good Answer: A Page Ref: 6 Objective: 2 AACSB: Analytic skills Difficulty: Easy 11) Janet is very upset that she cant get tickets to the Rolling Stones concert because they are sold out. Which of the following demand states applies to Janets situation? A) nonexistent demand B) latent demand C) full demand D) unwholesome demand E) overfull demand Answer: E Page Ref: 8 Objective: 2 AACSB: Analytic skills Difficulty: Moderate 12) Sales of woollen clothing

Fiat’s Entry Mode Into China Free Essays

2. Fiat’s strategy: a. Entry mode: The main entry mode FIAT has been applying in China Market is joint venture. We will write a custom essay sample on Fiat’s Entry Mode Into China or any similar topic only for you Order Now In 1995, FIAT tried to break into the Chinese market. Indeed it is the first host country of foreign investments, so China is an inescapable market. FIAT made an attempt to introduce there with a joint-venture with a local firm: NANJING in 1999. This Italian automaker quit the company in 2007 citing a lack of investment on the part of its Chinese partner. Probably the main problem in this alliance is the lack of confidence in the partner. Indeed, FIAT did not trust NANJING because given that the Italian company reduced the number of models given to the Chinese one for of stealing. The most important in business for Chinese people is the trust. Without it, it cannot work. The second joint venture is with Cherry Automobile Co. The joint venture has come to an end due to Fiat signing up with Guangzhou Auto and planning to invest 500 million USD into the Chinese market. Up till now, Fiat has been in a third joint venture with Guangzhou Auto to make cars for the Chinese market. The joint venture between the two companies will see each contribute â‚ ¬400 million towards building a new assembly plant in Changsha, Hunan province. The plant is expected to be operational by late 2011, and inital production is estimated to be in the region of 140,000 cars and 220,000 engines per year. b. Product line and revenue: In the past, Fiat seems to target the medium class by introducing the low price products. At first, Nanjing-Fiat produced and sold 24,000 vehicles in 2002, bringing a sales revenue of 2. billion yuan (US$280 million). Nanjing-FIAT produce four models: Fiat Palio, Fiat Palio Weekend, Fiat Siena, designed by IDeA and Fiat Perla the first model jointly designed by Fiat and Nanjing Fiat Automobile. Fiat had previously planned to invest 500 million euros in the joint venture over five years in a drive toward meeting the company’s 2010 sales goal of 300,000 vehicles in China. Nanjing Fiat sold only 30,668 vehicles in 2006. After that, from 2007, when they sign the joint venture contract with Guangzhou Automobile Co. they invest euro400 million ($556 million), The plant initially will produce 140,000 cars and 220,000 engines a year, with the potential to increase to a maximum 250,000 cars and 300,000 engines a year, Fiat said. It seems fairly clear that Fiat will target the same young, â€Å"entry-level luxury† demographic. Considering they’re relatively new to the China market, and priced comparatively high for their petite size (particularly compared to their domestic Chinese counterparts). Fiat’s small cars and green technology are entirely applicable to the Chinese market. Fiat launch the Fiat 500 into the Chinese market, it is a small car that appear to certain niche buyers. According to our own internal estimates the Fiat 500 should be able to achieve sales of 700 to 10,000 units. Their goal is to set up the brand, we’re chasing branding value and not sales. The cars that will sell in big numbers will be our Chinese made cars from Guangzhou-Fiat. How to cite Fiat’s Entry Mode Into China, Essay examples

Ethical Issue Privacy

Question: Discuss about theEthical Issue for Privacy. Answer: Introduction Currently, ethical dilemma has become a major issue for the business organizations. An ethical dilemma refers as a situation wherever people prefer either an ethical or an unethical thing to do. In other words, nowadays, ethical dilemma has become a major area of distress for the business firms. Along with this, this research essay is helpful to exemplify a case of ethical dilemma that is linked to the information and communication technology (ICT). In addition, this research essay is also helpful to represent a terrible ICT related issue that is related to data privacy of the customers. Ethical Dilemma: Apple vs. FBI A moment ago, an ethical dilemma occurred on the platform of Apple Inc. The major issue in this case was that FBI wants to unlock the cell phones of Apple to do investigation of a terrorist. The iphones of Apple are encrypted to protect data as well as privacy of customers. In this case, the US court asked Apple Inc. to help FBI (Federal Bureau of Investigation) to unlock an iPhone that belongs to one of the shooters of the San Bernardino attack (Kharpal, 2016). In this case, the major reason of ethical dilemma was not relate to unlock a phone. But, the main reason of ethical dilemma was that the FBI asked to Apple Inc. to develop new software to confiscate particular security protections that the organization accumulated in its iphones to protect data and personal information of the customers. On the other hand, it is well known that, Apple Inc. did not have any issue in order to unlock a phone. In the past, Apple Inc. has unlocked lots of phones to assist the government in some other cases (Harris, 2016). In this case, Tim Cook, the chief executive officer of Apple Inc. clearly declared that the company would not amend its mobile software to facilitate the FBI to unlock phone of an activist. In this case, Apple Inc. is absolutely right on its place. The main reason behind it is that it is related to security and privacy for the customers. Apart from this, the firm is totally dedicated to protect the confidential information of its customers. In this case, FBI may notify that what information is essential from the unlocking of the iphone. But, FBI wants to develop software to disclose the information of the user. This step of FBI is unethical and also responsible to create a situation of ethical dilemma for the organization (Lichtblau Benner, 2016). Ethical Theories to Analysis a Situation of Ethical Dilemma The situation of an ethical dilemma is perilous because of it influences the success and growth of an organization in a negative way. On the other hand, ethical theories play a major role to reduce the chances of ethical dilemmas in an effective way. Business firms may adopt and implement ethical theories in order to find out the appropriateness or unfairness of actions or decisions that are performed in a particular case. Along with this, utilitarianism and deontology are the two important ethical theories that are valuable to condense a circumstance of ethical dilemma in an ethical way (Lamb, Hair McDaniel, 2014). The major classical ethical theories are portrayed as below: Utilitarianism Theory: Utilitarianism is a major classical theory of ethics. The utilitarianism theory of ethics is related to the happiness of the people. Along with this, the aim of this theory is to generate the extreme amount of contentment to the maximum number of people. The utilitarianism theory describes that; the business organizations must do the things for the pleasure of the people as well as society. In other words, the business firms pay their attention on the delight of the people in order to execute the ethical things or activities (Pollock, 2006). In the relation of given scenario, the activities or actions performed by the FBI were unethical. FBI developed new software only to get personal information of a terrorist. The action of FBI influenced the image and reputation of the Apple Inc. in a negative way. The customers provide their private information to telecommunication firms because of they have faith that the firms will not release their confidential information for the benefit of o thers. The business firms are also responsible to protect their data and information. But, FBI spoiled the image of Apple Inc. in the eyes of its customers. According to the utilitarianism theory of ethics, this case is related to the privacy of people (Lo, 2012). As a consequence, the actions or decisions of FBI are totally unethical and responsible to create an ethical dilemma for the organization. Deontology Theory: Deontology theory is also an important theory of ethics. The theory states that the actions or activities carried out by the people must be ethical or accurate (Pollock, 2016). Along with this, the sources that are used to complete these activities must also be fair. In the context of the given case scenario, the actions performed by FBI were not ethical. It is because of FBI may ask to Apple Inc, for the required information. But, FBI developed software to obtain the information of a terrorist. The software exposed all the confidential information of the customers. In this way, according to the Deontology theory, the actions performed by FBI are out of place and totally unethical (Lamb, Hair McDaniel, 2011). Conclusion/Recommendations On the premise of above conversation, it is clear that, these days, the business firms are facing the issues of ethical dilemmas that are negatively influencing the market image of the firms. Along with this, in this case, the court and FBI must understand the privacy concern of the organization. The court should ask to unlock the iphone. The court should not permit FBI to develop software to get the personal information of a user. Moreover, FBI should also comprehend the concern of the firm and should not oblige to do something that is out of the limits for an organization. In this way, these steps may be beneficial to reduce the chances of ethical dilemma in this case. References Harris, S. (2016). Apple Unlocked iPhones for the Feds 70 Times Before. Retrieved From: https://www.thedailybeast.com/articles/2016/02/17/apple-unlocked-iphones-for-the-feds-70-times-before.html Kharpal, A. (2016). Apple vs FBI: All you need to know. Retrieved From: https://www.cnbc.com/2016/03/29/apple-vs-fbi-all-you-need-to-know.html Lamb, C.W., Hair, J.F., McDaniel, C. (2011). Essentials of Marketing. USA: Cengage Learning. Lamb, C.W., Hair, J.F., McDaniel, C. (2014). MKTG 8. USA: Cengage Learning. Lichtblau, E., Benner, K. (2016). Apple Fights Order to Unlock San Bernardino Gunmans iPhone. Retrieved From: https://www.nytimes.com/2016/02/18/technology/apple-timothy-cook-fbi-san-bernardino.html?_r=0 Lo, B. (2012). Resolving Ethical Dilemmas: A Guide for Clinicians. Australia: Lippincott Williams Wilkins. Pollock, J. (2006). Ethical Dilemmas and Decisions in Criminal Justice. USA: Cengage Learning. Pollock, J. M. (2016). Ethical Dilemmas and Decisions in Criminal Justice. USA: Cengage Learning.

History Of Computers Essays (2580 words) - Vacuum Tube Computers

History Of Computers History of the Computer Industry Only once in a lifetime will a new invention come about to touch every aspect of our lives. Such a device that changes the way we work, live, and play is a special one, indeed. A machine that has done all this and more now exists in nearly every business in the U.S. and one out of every two households (Hall, 156). This incredible invention is the computer. The electronic computer has been around for over a half-century, but its ancestors have been around for 2000 years. However, only in the last 40 years has it changed the American Society. From the first wooden abacus to the latest high-speed microprocessor, the computer has changed nearly every aspect of peoples lives for the better. The very earliest existence of the modern day computers ancestor is the abacus. These date back to almost 2000 years ago. It is simply a wooden rack holding parallel wires on which beads are strung. When these beads are moved along the wire according to programming rules that the user must memorize, all ordinary arithmetic operations can be performed (Soma, 14). The next innovation in computers took place in 1694 when Blaise Pascal invented the first digital calculating machine. It could only add numbers and they had to be entered by turning dials. It was designed to help Pascals father who was a tax collector (Soma, 32). In the early 1800s, a mathematics professor named Charles Babbage designed an automatic calculation machine. IT was steam powered and could store up to 1000 50-digit numbers. Built in to his machine were operations that included everything a modern general-purpose computer would need. It was programmed by and stored data on cards with holes punched in them, appropriately called punchcards. His inventions were failures for the most part because of the lack of precision machining techniques used at the time and the lack of demand for such a device (Soma, 46). After Babbage, people began to lose interest in computers. However, between 1850 and 1900 there were great advances in mathematics and physics that began to rekindle the interest (Osborne, 45). Many of these new advances involved complex calculations and formulas that were very time consuming for human calculation. The first major use for a computer in the U.S. was during the 1890 census. Two men, Herman Hollerith and James Powers, developed a new punched-card system that could automatically read information on cards without human intervention (Gulliver, 82). Since the population of the U.S. was increasing so fast, the computer was an essential tool in tabulating the totals. These advantages were noted by commercial industries and soon led to the development of improved punch-card business-machine systems by International Business Machines (IBM), Remington-Rand, Burroughs, and other corporations. By modern standards the punched-card machines were slow, typically processing from 50 to 250 cards per minute, with each card holding up to 80 digits. At the time, however, punched cards were an enormous step forward: they provided a means of input, output, and memory storage on a massive scale. For more than 50 years following their first use, punched-card machines did the bulk of the worlds business computing and a good portion of the computing work in science (Chposky, 73). By the late 1930s punched-card machine techniques had become so well established and reliable that Howard Hathaway Aiken, in collaboration with engineers at IBM, undertook construction of a large automatic digital computer based on standard IBM electromechanical parts. Aikens machine, called the Harvard Mark I, handled 23-digit numbers and could perform all four arithmetic operations. Also, it had special built-in programs to handle logarithms and trigonometric functions. The Mark I was controlled from prepunched paper tape. Output was by card punch and electric typewriter. It was slow, requiring 3 to 5 seconds for a multiplication, but it was fully automatic and could complete long computations without human intervention (Chposky, 103). The outbreak of World War II produced a desperate need for computing capability, especially for the military. New weapons systems were produced which needed trajectory tables and other essential data. In 1942, John P. Eckert, John W. Mauchley, and their associates at the University of Pennsylvania decided to build a high-speed electronic computer

Suggested Attire for an Immigration Interview

Suggested Attire for an Immigration Interview It is rare to find a person who is not the least bit nervous about an immigration interview. This is the face-to-face meeting with an immigration officer who will evaluate an applicants credibility and eligibility for entrance into the United States for as long or as short a stay as is requested. As with any meeting, first impressions do matter. A persons presentation, demeanor, and appearance play into that impression. Does Appearance Matter Officially? Officially, what you wear should have no bearing on the interviewing officers adjudication of your case. When conducting an interview, immigration officers must be nonjudgmental and nonmoralistic, setting aside any personal biases. Even if the immigration officer feels personally offended by your attire, he or she must put personal feelings aside and not allow them to have any bearing on the final determinations. That said, remaining completely neutral is very difficult. U.S. Citizenship and Immigration Services (USCIS) immigration officers are trained to avoid letting their personal judgments affect a case, but interviewees can ease the process by dressing in a professional, respectful manner. Suggested Attire A good rule of thumb is to dress as if you were going to a job interview for an office job or meeting your partners family for the first time. In other words, wear something clean, comfortable, moderately conservative, and presentable that makes a good impression. Clothing does not have to be expensive, but it should be clean and pressed. Polishing shoes so they shine brilliantly is not necessary, but do give them a quick wipe if they need it. Attire can include clothing that is business casual, such as a clean, pressed outfit- a less formal version of classic business attire. If an applicant feels comfortable wearing a suit, then that would be a good choice. If the applicant feels a suit would be uncomfortable, then a pair of pants, a nice shirt, a skirt, or a dress is suitable as well. What Not to Wear Do not wear anything that might be considered offensive or controversial. This includes political slogans or pictures. Use perfume or cologne sparingly. Some people have allergies and sensitivities to scents. Since waiting rooms have a tendency to get cramped at times, competing scents may overwhelm the room and bother an interviewer. Other suggestions of what not to wear include gym clothes, such as sweatpants, tank tops, or shorts. Use your own discretion with makeup and hairstyles; choosing a look that is not too distracting for the interviewer would be best. Attire for the Naturalization Ceremony Taking the oath to become a U.S. citizen is an important ceremony. People will be bringing guests, and some ceremonies may have famous people, such as dignitaries or other newsmakers, in attendance, so at least business casual is recommended. Expect that lots of pictures will be taken, too. According to the USCIS Guide to Naturalization web page for the naturalization ceremony, The naturalization ceremony is a solemn and meaningful event. USCIS asks that you dress in proper attire to respect the dignity of this event.

The cost and benefits of cross boarder merger, merger and acquis Essay

The cost and benefits of cross boarder merger, merger and acquis - Essay Example A history of boom in this trend is shown in these comments, â€Å"They skyrocketed in the1990s reaching a pick in 2000 with the booming stock markets and the larger degree of financial liberalization worldwide, declined sharply in 2001 and 2002 and rebounded again with new developments in the world economy after 2003.† [Coeurdacier, DE Santis & Aviat, 2009] In case of merger two firms are combined and one firm is formed from them and acquirer assumes all the assets and liabilities of the target company. A merger may be friendly, hostile, strategic or financial; some other popular types of mergers are horizontal merger, vertical merger, congeneric merger, conglomerate merger. An acquisition which is also known as â€Å"takeover† or â€Å"buyout† is takeover of any firm by another firm by purchase of its assets or common stock. Like merger an acquisition may also be friendly or hostile. Before deciding any merger or acquisition companies evaluate it completely to check whether it should be pursued or not as it is quoted â€Å"Before going for any merger or acquisition, both the companies calculate the costs of mergers and acquisitions to find out the viability and profitability of the deal.†[mapsofindia] In order to evaluate the mentioned viability and profitability companies use different sort of valuation models and techniques, some of these methods are listed below. One of the major benefits of Cross border mergers and acquisitions is that they allow firms to diversify their country risks as by expanding in foreign country, decreases firms overall performance’s sensitivity to its country risk. Moreover mergers also result in diversification of business risk. Some other benefits resulted from mergers and acquisitions include synergy, economies of scale, fund raising, tax benefits, defense against takeover, ownership liquidity, reducing competition and access to proprietary and new products or services. The factor of

The creative use of music within occupational therapy Essay

The creative use of music within occupational therapy - Essay Example This "The creative use of music within occupational therapy" essay describes what types of illnesses music can heal, why and how it happens. Many hospitals, special schools, prisons and community service centers offer music therapy for children through adults. â€Å"Developmental delay, emotional and behavioural problems, autistic, spectrum disorders, learning disability, communication disorders, mental health problems stress, stroke recovery/rehabilitation and physical illness† describe some of the conditions for which people have found music therapy to be beneficial. â€Å"By offering support and acceptance the therapist can help the client to work towards emotional release and self acceptance† (What is Music Therapy 2005). A music therapist might work in public practice such as a hospital, at the government level, e.g: at the local education facilities, a national health organization or social service work. They may also choose private practice with an office to them selves. â€Å"In all work settings, music therapists function as part of the multi-disciplinary team, their observations adding greatly to the understanding of each client's needs, abilities or problems†. Often working as a part of a team, music therapists may â€Å"coordinate programming with other professionals such as early intervention specialists, medical personnel, child-life specialists, psychologists, occupational and physical therapists, speech/language pathologists, adapted physical education specialists and art and dance/movement therapists†.

Is judicial review consistent with democratic ideals Term Paper

Is judicial review consistent with democratic ideals - Term Paper Example For Marx and Engels, there is no supernatural being, only matter exists and as such, humans are alienated from material conditions. In this case, alienation is only eliminated when true freedom is achieved The first premise of this theory therefore, is the existence of living human individuals who then engage in economic activities for their subsistence and in the process develop relations that form the basis of legal and political superstructures. However, to achieve freedom societies go through conflicts or class struggles whereby the ruling class is overthrown and new order established. So according to the Communist manifesto by Marx and Engels â€Å"the history of all hitherto existing society is the history of class struggles.†1This struggle or historical process ends when man achieves true freedom through a socialist state or communism. The theory is well expounded in the Preface to A Contribution to the Critique of Political Economy written in 1859 by Marx. While this t heory has gained a lot of prominence over the years, it has been under scrutiny for decades owing to the failure of communism in the Twentieth Century such as in the Soviet Union and emergence of states that do not conform to Marx’s theory such as in China. The insistence on the role of economic forces in shaping history has also been disputed by sociologists over the years. Despite all these criticisms, it is apparent that historical materialism can withstand the test of time and continues to be relevant even today. This paper will discuss the primary features of the theory as an account of historical development and change. It will also evaluate the strengths and weaknesses of the theory in explaining historical development. To do this, I will utilize the works of Marx and Engels such as the German ideology, communist manifesto, a contribution to the critique of political economy and theory of surplus value. To understand the theory of historical materialism, it is essentia l to understand the theory upon which it is based and that is the dialectics by Geog Wilhelm Friedrich Hegel. Hegel was a German philosopher interested more on ideas as opposed to the reality thus the use of dialectical methods. This dialectical method is the foundation of Marxism. According to Hegel, there exists a supernatural being beyond the reach of human beings. Humans are separated from this supernatural or Absolute and can thus only perceive the world through economic and material lenses and reality is turned upside down by perceptions.2 According to Hegel, humans can only be reunited with the Absolute through a historical process and once they are reunited, it is the end of history. This progressive movement towards the Absolute is aided by the dialectical process which according to Shimp involves increasing awareness thus gradually replacing man’s perception of reality with newer and truer forms.3 For dialectical process to work there must be contradictions which he refers as thesis and antithesis. The thesis is higher in rank than the antithesis but in the process of competition, the antithesis overthrows the thesis and a new thesis or synthesis is achieved. The thesis and antithesis are not opposites in the real manner but are oppositions such as a master and servant and wherever there is a thesis, there must be an antithesis. As such, when a new thesis is established, a new antithesis emerges to compete with the thesis and the process

Health and Safety Challenges in the Mining Industry

Health and Safety Challenges in the Mining Industry 1. Outline some of the key health and safety challenges that is faced by a mining company you are familiar with. The industry has experienced both high consequence low frequency events (disasters such as Moura and Gretley) as well as low frequency high events (such as slips, strains and falls) contribute to the industrys high lost time injury rate (LTIR). It has also had its share of occupational diseases. Historically, pneumonocosis (lung disease caused by inhalation of mineral dust), asbestosis and mesothelioma have been key areas of concern. Noise, vibration and fatigue are issues of significant health concerns. The management and control of major hazards associated with structural collapses, fires and explosions are key safety issues of the day. Moura: During the past forty years there have been three mining disasters in the Moura district at a cost of 36 lives. The first occurred at Kianga Mine on 20 September 1975. Thirteen miners died from an explosion which was found to have been initiated by spontaneous combustion. The mine was sealed and the bodies of the men were never recovered. The second occurred on 16 July 1986 at Moura No 4 Mine when twelve miners died from an explosion thought to have been initiated by one of two possible sources, namely frictional ignition or a flame safety lamp. The bodies of the miners, in this case, were recovered. The third of the disasters occurred on 7 August 1994 at Moura No 2 Mine. On this occasion eleven miners died as a result of an explosion. The mine was sealed and, at this time, the bodies have not been recovered. 2. What is the framework of the mine safety legislation in your state/country? Since Australia is a federation of states, each state sets out its own laws, which include its own regulatory standards for occupational health and safety. At beginning, each state was separate and used the old health codes (i.e., legislation) and standards from the British system. This system relied heavily upon very specific (i.e., numbers based) system which was easy to enforce and simple to understand. However problems ensured as time and technology progressed which led to the health and safety reform that began in 1972. The Current Framework for Mine Safety in Australia in 3 ways: Regulations under a general OHS Act (VIC/SA/TAS/NT) In separate Mine Safety Acts and Regulations (WA/QLD) In separate mine Safety Act and Regulations Subordinate to a general OHS Act (NSW) Since Victoria is my state, the following legalisation will be used under 3 main categories given as below. Dangerous Goods Act Environment Protection ACT Occupational Health and Safety Regulations a) As per Occupational Health and Safety Regulations: Occupational Health and Safety Act 2004. Act No. 107/2004: Enabling act. Sets out the key principles, duties and rights in relation to occupational health and safety (OHS). Occupational Health and Safety Regulations 2007,Statutory Rule No. 54/2007: Specifies the way in which a duty imposed by the OHS Act must be performed, or prescribe procedural or administrative matters to support the OHS Act (eg requiring licences for specific activities, the keeping of records or giving notice). WorkSafe Positions: Are guidelines made under section 12 of the OHS Act that state how WorkSafe will apply the OHS Act or Regulations or exercise discretion under a provision of the OHS Act or Regulations. WorkSafe Positions are intended to provide certainty to duty holders and other affected parties b) As per Environment Protection ACT: Version No. 171, Environment Protection Act 1970, No. 8056 of 1970, Version incorporating amendments as at 1 January 2010. This sets out the key principles, duties and rights in relation to Environment Protection Act. c) As per Dangerous Goods Act: This sets out the key principles, duties and rights in relation to Dangerous Goods Act. But here individually they all made for individual categories as mentioned. Version No. 081 Dangerous Goods Act 1985 No. 10189 of 1985 Version incorporating amendments as at 1 January 2010 Version No. 003 Dangerous Goods (HCDG) Regulations 2005 S.R. No. 96/2005 Version as at 14 March 2008 Version No. 005 Dangerous Goods (Storage and Handling) Regulations 2000 S.R. No. 127/2000 Version incorporating amendments as at 1 January 2009 Version No. 001 Dangerous Goods (Transport by Road or Rail) Regulations 2008 S.R. No. 166/2008 Version as at 1 January 2009 Version No. 013 Dangerous Goods (Explosives) Regulations 2000 S.R. No. 61/2000 Version incorporating amendments as at 1 January 2009 3. Robens suggested two key issues were important in achieving high standards of safety. What are these two key issue? Where in the Act (or regulation) are these two issues addressed in the mine safety legislation of your state/country? In 1972, the British Robens report sought to modify the previous codes of practice using two base principals. The first principle recognised the need to unify all the difference OHS laws under one system. It was proposed that this would be accomplished by creating â€Å"general duties† into one ruling (Robens Report, para 41). The second principle observed that a self regulation model be implemented where workers and administrators ‘come together in order increase the standards of health and safety (Robens Report, para 41). The Federal Government in 1985 passed legislation to form the then National Occupational Health and Safety Commission (NOHSC); though, because Australia is a federation, each state/territory has to ratify federal legislation in order to for the commission (NOHSC) to be apart of the Commonwealth and therefore have any legal grounds. Each state reformed OHS laws, based on the Robens model and beyond. In fact, the OHS operates in a three way system. The first is the general duties which cover all employees regardless of job status (ie, contracted or not) and require the employee as practically possible to ensure a safe working environment. The second are the â€Å"provisions in regulations† are mandatory laws that are specific to each state. Finally, codes of practice are used as guidance which set the standards for the general duty of care. These help in setting standards the duty holder is required to identify the hazards and assess and control risks and therefore helps Robens second principle however there remains some critical gaps. 4. What is the main goal of industrial hygiene? List the four key processes that play a role in achieving this goal. Main goal of Industrial hygiene is risk reduction and/or risk elimination wherever possible. Anticipation Recognition Evaluation Control of workplace environmental hazards Define the following terms Hazard Risk Hazard management Risk Assessment Probability Frequency Severity Dose TLV-TWA TLV-STEL Hazard: A hazard is any ‘thing that may cause harm or injury to a person or property. Also this is the potential of any agent or substances to cause harm, usually ill-health or disease. b) Risk: The risk tells how likely an accident (An accident is any unexpected or unintended event that may cause harm or injury to a person or property) will cause harm or injury to a person or property. Risk is a function of the type of hazard times the amount of exposure (Risk = Hazard x Exposure) Hazards management: The process of enacting general duties of care in order to eliminate, substitute, or reduce the likelihood of an accident (i.e. risk) through engineering or administrative solutions, or through applying personal protection equipment (PPE). Risk Assessment: Risk Assessment is the process by which a specific risk is quantified or qualified in order to understand how to manage a specific hazard. It is based upon the effect that a specific hazard may have, the magnitude of the hazard (I,e, how severe it may be), and the duration that the hazard may impact a person or property. The risk assessment helps ascertain how a hazard may be managed and how a risk may be controlled. Probability: the likelihood for an event to occur. One of the factors that serves as the dependant variable for risk (I.e. Risk=Probability * Severity) or It is a way of expressing knowledge or belief that an event will occur or has occurred. In mathematics the concept has been given an exact meaning in probability theory, that is used extensively in such areas of study as mathematics, statistics, finance, gambling, science, and philosophy to draw conclusions about the likelihood of potential events and the underlying mechanics of complex systems. f) Frequency: Frequency is the rate at which a person may come into contact with a hazard over a defined length of time. Or The number of times that a periodic function repeats the same sequence of values during a unit variation of the independent variable Severity: Severity is the magnitude, or intensity, with which a hazardous substance is exposed to a person. It is the dimension for classifying seriousness for Technical support issues. Dose: Is the amount of the hazard which we are exposed. It is defined by the concentration of the hazardous substance times the length of time a person is exposed. Dose is the concept of dose is paramount for occupational hygiene and risk management. Dose refers to the amount of a substance to which we are exposed, and is a combination of the concentration of exposure and duration of exposure. Dose= concentration*duration of exposure i) TLV-TWA: TLV values generally refer to a national exposure standard for a hazard (i.e. chemical, dust, or radiation). It is a means of quantifying the maximum concentrations of a particular substance in an area over a specified length of time, and then applying it as a standard for health and safety inspectors and duty carriers to use as a way of assessing risk. TWA is an acronym for time weighted average. In this case, the duration of contaminant exposure is expressed over an eight hour working day and a five day working week. In this way, this exposure standard incorporates the maximum and minimum exposure rates a person experiences during a regular working day. The emphasis of an exposure free time is implicitly involved (as would be the case for noise) so that certain body thresholds are not passed. j) TLV-STEL: STEL is an acronym for short term exposure limit. For some substances, a short term exposure standard is needed since acute and chronic health affects may result. Instead of an eight hour day, this exposure standard is measure over no more than fifteen minutes. 6. Whatare the main airborne contaminants/pollutants that can cause health-related problems at mine sites? The Dust and particulates (arsenic, lead, mercury and etc); The Toxic gases (carbon monoxide, sulphur dioxide and etc); The Carcinogens (asbestos, aromatic hydrocarbons, and etc); The Flammable gases (methane and carbon dioxide and etc); The Radiation poison (radon, uranium, thorium and etc); The Mixture of viruses and bacteria. 7. For a particular legal jurisdiction (state/country) what are the legal requirements for the concentration of the following in the general body of ventilation airflow (maximum or minimum)? According to the HSIS a) Oxygen Pure oxygen: no restrictions Oxygen diflouride: TWA=.05 ppm b) Methane (as a gas) Pure methane: TWA=0, STEL=0 Bromomethane: 5ppm STEL=0 c) Carbon dioxide In coal mines: TWA= 12,500 ppm STEL= 30000 ppm Regular: TWA= 5000 ppm STEL= 30,000 ppm d) Carbon monoxide: TWA= 30 ppm STEL=0 e) Hydrogen sulphide: TWA= 10 ppm STEL= 15ppm f) Respirable dust (no silica) Coal Dust: TWA = 3 mg/ m3 STEL=0 Soapstone: TWA = 3 mg/ m3 STEL=0 Vanadium: TWA = 0.05 mg/ m3 STEL=0 Graphite: TWA = 3 mg/ m3 STEL=0 g) Respirable dust (with silica): TWA= 2 mg/m3 h) Oxides of Nitrogen: Nitrogen Triflouride: TWA= 10 ppm STEL=0 Nitrous Oxide: TWA= 25 ppm STEL=0 Nitric Oxide: TWA=25 ppm STEL=0 Nitrogen dioxide: TWA= 3ppm STEL=0 Nitrogen tetroxide: TWA= 0 STEL=0 8. Define Dust, list and briefly describe the general preventative measures, which can be used to control or prevent exposure to high dust exposures. Dust caused by the mechanical disintegration of material can be defined as a collection of solid particles which: Are dispersed in a gaseous medium (usually air) Are able to remain suspended in the air for a relatively long time Have a high surface area to volume ratio. So briefly, over the entire range of airborne materials, dust generally has the largest particle size although it can exhibit a wide particulate range. In general, dust can be defined an amalgamation of various particulates (solid matter) that can separate and remain in suspension in air. Dust is generally caused by mechanical weathering through, in the case of mines, the use of very large machines (drills and crushers) and blasts. Dust can either pose an immediate hazard (I,e, eye irritation) or long term health effects (radioactive particles that stick to respirable dust which are subsequently inhaled). Whether the effects are long term or short term, there are a number of ways that duty careers can control or even eliminate dust. 1) Preventative measures (Elimination): This is the best way among all. This includes watering to reduce dust formation when cutting and drilling; ensuring that cutting equipment is sharp, and using oils to transport mine cuts to an enclosed area. Under these conditions, â€Å"the means of control† is through elimination. A final piece of equipment is a blind hole borer which traps the dust generated through an enclosure. 2) Ventilation (Engineering): This is an engineering means of control dust through a proper ventilation system. Here the air must be able to be strong enough to pick up the heavy dust particles to reduce the amount of dust concentrating in the air or on the ground. Dust extraction and filtration systems that pump in the ‘dusty air, filter out the particles and then expel ‘cleaner air. 3) Removal of employees (Administrative): This is an administrative approach where the employees are basically removed from the hazard thereby eliminating exposure. This is often not very practical, especially in medium/small operations, or in rural operations where all employees are needed, or working rotation is not an option. 4) Use of respirator (PPE): This is the least way control however we have no other option. Here a worker uses a respirator in order to filter out the dust, thereby minimising risk by reducing exposure. However, many respirators can be too heavy or cumbersome to deal with, especially underground. 9. Discuss how methane is generated in mines. What are the key risks associated with methane, and how can the risks be managed? Methane generation in mines: This is produced by bacterial and chemical action on organic material and is evolved during both the formation of coal and petroleum. One of the most common strata gases. It is not toxic but is dangerous as it can form an explosive mixture with air. A methane/air mixture commonly called firedamp. Methane is commonly associated with coal mines but it is also commonly found in other mines which are over or underlain by carbonaceous formations. Methane is retained within fractures, voids and pores within rock either as a compressed gas or adsorbed on mineral surfaces. When mining disturbs the rock the gas pressure gradient set up between the reservoir of methane and the ventilation system induces flow of methane along natural or mining induced fractures towards the opening. Key Risk: Methane has no odour, but it is often accompanied by traces of heavier hydrocarbons in the paraffin series, which have a characteristic oily smell. The density of methane is a little over half that of air. This gives rise to the danger of methane layering in pools along the roof of underground openings. The buoyancy of methane can also cause problems in inclined workings. Methane burns in air with a pale blue flame. The explosible range for methane in air is generally quoted as 5-15% with maximum explosibility at 9.8%. The lower limit remains fairly constant, the upper limit reduces as the oxygen content of air falls. To track the flammability of methane air mixtures a coward diagram as shown in figure 2 can be used. With relation to figure 1: Figure 1: The coward diagram for methane in air. In zone A the mixture is not flammable but is likely to become so if further methane is added. In zone B the mixture is explosive and has a minimum nose value at 12.2% oxygen Zones C and D illustrate mixtures that may exist in sealed areas. Methane layers have two main hazards associated with them: Layers extend the zones within which ignitions can occur When an ignition occurs the methane layer acts as an effective fuse along which the flame can propagate, sometimes leading to much larger accumulations in roof cavities or in the gob. Methane and Carbon dioxide (mixtures of the two gases) if mixed with nitrogen will make the dangers atmosphere. Because this associated with gas outbursts are: Asphyxiation of miners by gas and dust. Compressed air lifelines may be maintained on or close to faces that are prone to outbursts. The violence of the outburst may damage equipment, causing sparking that may ignite the highly flammable gas/dust mixture. The sudden expansion of a large volume of gas can disrupt the ventilation system of the mine. To control and Manage: To control and manage the risk of Methane, first of all need to know the sources and nature of methane, and how the methane is releasing and migrating. And then understanding of risks can easily lead to learn of the methane risk management. The major systems as follows, In its naturally occurring state in a coal seam, firedamp does not constitute an explosive risk. However, where firedamp released from adjacent seams meets fresh-air in the goaf, the firedamp is diluted and explosive mixtures (around 5% to 15% methane in air) are formed. Effective firedamp control is essential for safe working and involves providing either: Face-End Ventilation and Gas Control :well designed Ventilation flow avoid the risk of methane gas. Firedamp Drainage on Retreat Longwalls: Firedamp capture efficiencies on longwall faces typically lie between 60% and 80% of the total gas on advancing faces and from 30% to 60% of the total gas on retreat faces. Alternatives and Supplements to Firedamp Drainage: There are ventilation options applicable to some retreat longwall coalfaces which can obviate the need for costly firedamp drainage. Such methods (eg. bleeder roads and sewer gate systems) are aimed at diverting gas away from working coalfaces along routes separate from those used to service the face. Goaf Flushing: Goaf flushing has been used for temporarily amelioration of firedamp concentrations in a district return but it is not a recommended gas control solution. The method is generally applied to a fully-developed goaf (ie. where sufficient goaf has been created to form a substantial gas reservoir). The ventilation pressure across a district is reduced, after men have been withdrawn, allowing high gas concentration gas to migrate forward into the return airway. Transport activities in the main return may have to be suspended. Eventually, the equilibrium between gas flow into the waste and gas flow into the return is restored, the gas concentration in the district return being at a higher concentration than before due to the reduced air quantity. On restoring the original airflow, the gas is forced into the goaf, away from the face, thus reducing the emission into the return until equilibrium conditions are once again obtained. This approach is not advised due to the uncontro lled release of elevated firedamp concentrations into airways and across electrical equipment. Methane Drainage:To produce gaseous fuel and/or to reduce methane emissions in to ventilation system its been used. Methane that is drained needs to be transported safely to the point of delivery, the infrastructure that is required to achieve this consists of the following: Pipe ranges, Monitors, Safety devices, Controls, Extractor pumps Other than all above mentioned, in individual countries they are following up rules and regulations to control and manage the risk of Methane. Here is an example UK legislation states, Electrical power must be switched off when the general body concentration of methane exceeds 1.25%. If methane concentration exceeds 2% personnel other than those associated with improving the ventilation in the area should leave the area. 10. Discuss the sources and risks associated with arsenic, mercury and cyanides. How can the risks be managed? A) mercury Sources: Natural sources: Volcanoes Volatilization from oceans Erosion of natural deposits Human Activities: Estimated to be 1/3-2/3 of the total mercury released into the environment. Sources include: Stack losses from cinnabar roasting The working and smelting of metals Coal fired power plants Discharges from mines, refineries and factories Combustion of coal and municipal wastes, industrial wastes and boilers Medical waste incinerators Pesticides Runoff from landfills/croplands B) mercury Risks: Persistence: Can change form, Cannot be destroyed Solubility: Cinnabar (HgS) is insoluble (and resists weathering); Liquid Hg is slightly soluble in water. Bioaccumulation: Hg methylation forms CH3Hg+ which is easily absorbed by organisms and biomagnifies from the bottom to the top of the food chain Bioaccumulates (concentrates) in muscle and tissue of fish and other wildlife CH3Hg+ generally increases by a factor of ten or less with each step up the food chain C) Arsenic Sources: Arsenopyrite (FeAsS) is the most common arsenic mineral in ores and is also a byproduct associated with copper, gold, silver, and lead/zinc mining. Arsenic trioxide (Fe2As3) is present in flue gases from copper ore roasting coal-fired power plants and incinerators also may release As into atmosphere. Water: average concentration is 1 ppb, but can be > 1,000 ppb in mining areas; As+5 most prevalent; many compounds dissolve in water. D) Arsenic Risks: Arsenic is a human carcinogen In humans the primary target organs are the skin and vascular system birds, animals, plants, and freshwater fish can become contaminated Toxicity in water is determined by water temperature, pH, organic content, phosphate concentration, suspended soils, presence of oxidants, and speciation E) Cyanides Sources: Can leach from landfills and cyanide-containing road salts as well as to the atmosphere from car exhaust (hydrogen cyanide gas HCN). Some foods (almonds and lima beans) contain cyanides naturally It can be produced by some bacteria, fungi, and algae Spills: Cyanide and other heavy metal pollutants overflowed a dam at Baia Mare, Romania, contaminating 250 miles of rivers, and killing millions of fish Most persistent in groundwater at higher pH F) Cyanides Risks Oral lethal dose of KCN for an adult is 200 mg Airborne concentrations of 270 ppm is fatal Long term exposure to lower levels results in heart pains, breathing difficulties, vomiting, blood changes, headaches and thyroid gland enlargement CN does not bio-accumulate in fish G) Cyanide risk Control Methods: Production: Encourage responsible cyanide manufacturing by purchasing from manufacturers who operate in a safe and environmentally protective manner. Transportation: Protect communities and the environment during cyanide transport. Handling and Storage: Protect workers and the environment during cyanide handling and storage. Operations: Manage cyanide process solutions and waste streams to protect human health and the environment. Decommissioning: Protect communities and the environment from cyanide through development and implementation of decommissioning plans for cyanide facilities. Worker Safety: Protect workers health and safety from exposure to cyanide Emergency Response: Protect communities and the environment through the development of emergency response strategies and capabilities. Training: Train workers and emergency response personnel to manage cyanide in a safe and environmentally protective manner. Daily inspection of leach residue storage ponds and tailings delivery pipelines; Incident reporting and a system of emergency procedures; Systems for data recording, evaluation, interpretation and reporting; Process technician training and awareness of potential cyanide related problems, including personal safety and impacts on the surrounding natural environment; systematic records management and documentation of animal mortalities; Incorporating cyanide management procedures into the site Environmental Management Plan which is currently being updated. H) Arsenic and mercury risk control methods: The above mentioned methods are suited to adopt Arsenic and mercury as well. However in practical world, it depends upon the harmness, will vary to importances of handling. 11. Define the purpose of ventilation in underground mines. What types of ventilations systems are common? The purpose for ventilation in mines is to dilute various forms of gases. These gases could be either a chemical hazard (as in carbon-monoxide and dust) or explosive physical hazards such as methane accumulation along the roofs of mine shafts. Ventilation systems often come in the form of, fans which control air flow stoppages and seals will seal leakages in particular to older mines Doors and airlocks Regulators which is a door with an appropriate passage to maintain air pressure gradients Aircrossings which allow suction and blowing ventilation systems to easily by pass one another and not allow for cross contamination 12. Electrical power is commonly employed in mines, what work practices would you define for the maintenance of electrical equipment? Always to be Maintained, reviewed and modified mine power supply systems. Make sure Consistently inspect machineraries and carry out tests for faults and hazards Make sure always the electrical equipment is properly viewed, so that arrange some lights near electrical equipment in underground mines to ensure to be visible. Make sure while Create procedures to ensure noise and electrical hazards; over voltages, current regulation, noise level reductions etc., are maintained to appropriate legislative standards. Without too much stress, try to provide machinery that can be moved easily that are also within legislative requirements and can supply adequate electricity Create an alternative power supply source in case of machinery breakdown which allows to do maintenance activities. For the quick identification, install proper mine cables with appropriate colour coding system. And following safety rules and regulations also makes the good work practices for the maintenance of electrical equipment. Failure to exercise caution may result in injury, so caution must be used when operating or repairing electrical equipment When performing electrical work, always use the proper protective equipment, such as: safety glasses, protective gloves, and a properly rated meter. State regulations, Australian Standards and company policies are designed to guard against electrical hazards in the mining industry. So following up those are very essential Wet conditions may corrode metal electrical components and cause their failure. Falling rock may damage an electrical cable or component. So need to avoid those kind of dangerous conditions before installing at specific places or need to take care to avoid those problems. Exercise caution to be used to use proper protective equipment when working with batteries. Because batteries could explode and cause injury or could ignite and cause fires. All have to be aware and especially all electrician properly trained to Be alert and knowledgeable of the hazards of electricity. Make sure always keeping attitude tono electrical work can be performed until the electrical circuit is knocked, locked, and tagged. Always make certain the frame ground is properly connected. No electrical work shall be performed except by a qualified person. Circuit breakers and disconnects shall be marked for identification. Circuit breaking devices or proper fuses, shall be installed to protect against short circuit and overloads. à ¼ Disconnecting devices shall be locked and tagged out. All electrical equipment shall be examined, tested, properly maintained, and results recorded as required 13. Your mine employs pipelines to convey the following: Compressed air Service water Methane Run of mine drainage water How would you ensure that each pipeline can be readily identified by a quick visual inspection? Colouring the pipes with different kind of colours may give solution to this case. Example: Blue colour for service water Red colour for Compressed air Green colour for Methane Yellow colour for mine drainage water This way each pipe is easily visualised in the mine. A sign that demarcates the colour coding system will also be necessary to clarify the colour coding system. 14. Distinguish, with the use of examples, the difference between major, chronic and minor incidents. What are the legal requirements for reporting these different types of

The Narrators Metamorphosis in Ralph Ellisons Invisible Man Essay

The Narrator's Metamorphosis in Ralph Ellison's Invisible Man A mere glance at the title of Ralph Ellison's book, Invisible Man, stimulates questions such as, "Who is this man?" and, more importantly, "Why is this man invisible?" The anonymous narrator of Ellison's novel begins by assuring the reader that he is, in fact, a real person and is not invisible in the Hollywood sense of the term, but, rather, invisible "simply because people refuse to see" him for who he really is (3). The actions of both blacks and whites toward the anonymous narrator of the novel during his search for identity lead him to this conclusion. The narrator begins the story of his realization of his invisibility at the end of his high school days, as an intelligent and diligent student in an unidentified southern U.S. state in the early part of the 20th century. Upon giving an excellent speech about the role humility plays in progress, prominent members of the community invite him to recite the speech once again "at a gathering of the town's leading white citizens" (17). At the meeting, though, the high-ranked members of the community force the narrator and other black boys to participate in what the narrator terms a "battle royal," in which they fight each other and attempt to pull fake plastic coins from an electric rug. The narrator proceeds to win the "battle royal," and presents his speech to the wealthy men (17). Throughout the delivery of his speech, they mock and harass him, failing to see who he really is. The school's superintendent then rewards him with a scholarship to college. Because of the great reward and th e doors the reward opens up, the narrator accepts the subhuman treatment as normal. Still a weak character, he allows people to... ...s dramatically. He now realizes people do not and will not see him for who he is, and yet he is willing to play the part in society he feels he must play. Works Cited and Consulted Bone, Robert. The Negro Novel in America. New Haven: Yale U P, 1966. ________."Ralph Ellison and the uses of the Imagination." Ralph Ellison: A Collection of Critical Essays. Ed. John Hersey. Englewood Cliffs, NJ: Prentice-Hall, 1974. Ellison, Ralph. Invisible Man. 1952. Harmondsworth: Penguin, 1987. Gates, Henry L., Jr. ed. Black Literature and Literary Theory. New York: Methuen, 1984. Hersey, John, ed. Ralph Ellison: A Collection of Critical Essays. Englewood Cliffs, NJ: Prentice Hall, 1974. Kartiganer, Donald M., and Malcolm Griffith. Theories of American Literature. New York: Macmillan, 1972. Smith, Anthony D. The Ethnic Revival. Cambridge: Cambridge U P, 1981.

Child and young person development Essay

1.2 Describe with example how different aspects of development can affect one another. When it comes to different aspects of development there are many examples that can describe how it effects one another, these are as follows: If a child is less developed in reading, when it comes to children having reading time on the carpet in groups, they may feel uncomfortable and unable to form friendships due to embarrassment and low self esteem. This will then affect their language and social development. This can cause the child to feel lonely and angry at themselves because they are not at the other children’s level of learning. If a child doesn’t like to share toys, this can cause a problem with social interaction as they will find it hard to  form friendships. The other children will try to avoid the child that is unable to share, this can affect the emotional and social development of the child who is unwilling to share as they will feel lonely and neglected and even aba ndoned. If a child is overweight and obese he will struggle to do PE at school as he won’t have the energy and will get tired very quickly. This can cause his classmates to be annoyed with him for delaying the class due to his weight and they will bully him for it. This would leave the child feeling very hurt, embarrassed and he will lose his confidence and self-esteem. This will then effect his physical, social and emotional development. If a child is use to having his way all the time, such as him eating his lunch whilst watching TV, when the child is at nursery and boundaries are in place this will cause the child to have temper tantrums and become angry. This will affect his social, emotional and behaviour development. As he will not understand why at home he can watch TV and eat on the sofa, but at nursery he has to sit with the other children at the table and eat. This will make him feel very upset and frustrated as he is unable to understand the reasons behind it. 2.1 Describe with examples the kinds of influences that affect children and young people’s development including: background, health and environment. Background Children will be part of different ethnic backgrounds, cultures, environments and circumstances; with their families going through different changes school may not be aware of it. Deprivation and poverty can effect pupil’s development, statistics show that children who come from deprived backgrounds are less likely to achieve well in school as parents find it difficult to manage their needs. Some children may come from a home schooling environment so when they start a new school it will be difficult for them to adapt to different teaching methods so they will need additional support. Health Development opportunities can be restricted if a child suffers from poor health or disability. For example, a child who has a disability may be less able to engage in some activates during school. This can affect their physical development but may also restrict their social communication, for  example, on the playground. When a child is aware of their needs it can affect them emotionally. It’s important that children are supported to ensure they are included in as much as possible. Environment The different environment and circumstances that pupils are exposed to at school and during their childhood and teens can affect their development. Many families may go through changes, which will have an impact on the way children respond in different situations. Families may break-up, get divorced or a new partner may be introduced which may effect children emotionally. Families may move house or change country, which can affect individuals socially, there could be a bereavement or illness in the family, which can be traumatic and upsetting for the whole family. If a child is looked after or in care it can effect their development emotionally, socially and physically. 2.2 Describe with examples the importance of recognizing and responding to concerns about children and young people’s development. The following things would cause concern about a child or young person’s development. If the problem was left untreated then things could get worse, and a delay in treatment could mean that the outcome is not as good as it would have been if treatment was started earlier. Speech / Language. If a child or young person does not talk to anyone or even only speaks a few words compared to others, this may cause concern. This would socially affect the child or young person’s because they would find it hard to make friends, work in groups or even interact with adults. It would also affect their communicational development because they would find it hard to speak to people and also may find it hard to listen to instructions etc. Early intervention would be the best way to respond to this concern, the first step would be to have the child or young person’s hearing checked because if they have poor hearing they will find it hard to hear people so will not want to communicate with others in case they get something wrong. Poor reading and writing. If a child or young person has difficulties with their reading and writing it  may cause concern, but this may not be noticeable until the child is around the age of 6 or 7 because by this age they should have learnt how letters are formed and start to string words together. These are the main skills a child needs to help them develop in all areas. Due to poor reading and writing the child or young person will start to fall behind his peers of the same age. They may find it difficult to interact or make friends with others who are more advanced than them, in case they are bullied etc. They would struggle with their intellectual development not only with the reading and writing, but they would struggle with their memory and even their concentration. 3.3.1. Identify the transitions experienced by most children and young people’s. Most children may experience transitions; transitions can be long term or short term. Some transitions that most children may experience are likely to be, starting school or changing from one school to another. Some families may move house several times throughout their lives this can affect a child in that they have to try and make new friends and get use to the area in which they will be living. Children and young people have to make very many of their transitions without prior personal experience, and it can sometimes appear to them as a daunting list of ‘firsts’: first day at school; first exam; first sexual experience. Most of these changes are navigated well by most children and young people, as and when they are ready. The experience they gain and the skills they learn in the process equip them to deal with the challenges of life ahead. The diverse range of transitions faced by children and young people includes: starting or moving school, puberty, bereavement, parents splitting up, illness (their own or a parent’s or sibling’s),changing friendship groups, entry to, or leaving, a pupil referral unit, moving through child health services into adult services, coming out as gay or lesbian this this affects older children, leaving home. Young people and children will need help and support from peers and adults to successfully make the transition to the next stage in their life. The nature and timing and giver of the support will vary depending on the individual’s needs and circumstances. Transition experienced by most children and young people include: Moving away – This could make the child or young person frustrated because they are being torn away from  either their favourite place or friends, this could also make the child become anxious. Friends moving away – This could make the child or young person feel nervous because they will then have to make new friends which may not be easy for the child, this could also make the child become anxious and become shy. Puberty – This could make the child or young person feel confused because they cant control what is happening to them, this could also make the child become dismissive or make the child become argumentative with parents or carers. Starting a new school – This could make the child or young person feel nervous because they have to make new friends and could make the child feel anxious because they don’t know what will happen. This could also make the child become shy or dism issive or even anxious. 3.3.2. Identify transitions that only some children and young people may experience e.g. bereavement. Transitions experienced by only some children and young people include: Diagnosis of a disability – This could make the child or young person feel jealousy because he/she may feel different, this could also make the child act unusual such as being dismissive. Divorce – This could make the child or young person feel frustrated, confused because the child or young person may not be seeing one parent as much as before, this could also make the child act unusual such as becoming withdrawn and being argumentative with parents. New siblings – This could make the child or young person feel jealous because he/she may not be getting as much attention as before, this also make the child act unusual such as becoming dismissive . New step parent – This could make the child or young person feel jealous because he/she may not get as much attention as before. Sometimes this can bring huge positive changes.It can impart the child’s life in a good way. Bereavement-the death of a close friend or relative may be very traumatic for a child, when it comes to times of change and transitions you should give children every opportunity to talk about what. 3.3.3. Describe with examples how transitions may affect children and young people’s behaviour and development. Transitions are an essential part of a  child and young persons development. These changes within a child or young persons life may be progressive or sudden. They present the child/young person with challenges which they must overcome. Transitions are stressful for children and young people, just as they are for adults, and the resulting stress can have far-reaching effects on children’s emotional well being and academic achievements. How a child or young person deals with transitions is greatly affected by the support and response children get from those around them. A child’s early experiences of transitions will have a big impact on how they handle transitions at later stages of life. As some changes of transitions are not anticipated, they can cause distress and feelings of lack of control in the child or young person. This can affect emotional and behavioural development, in turn leading to possible impacts on physiological and intellectual development. The transitions that children and young people face can be: Emotional: affected by personal experiences, for example bereavement or the divorce or separation of parents ,Physical: moving to a new home, class or school, Intellectual: moving from one type of organisation to another, for example from nursery to school, primary school to secondary school, secondary school to college or college to university Physiological: going through puberty or a long-term medical condition. Puberty is a major transition that all children at some point, will have to go through. It can be a difficult time for both sexes emotionally, socially and physically. Behaviour will change and so will their physical appearance, which may cause them to feel insecure, especially if they are female. Peer approval will become increasingly important and may be related to physical development. Males may show more aggressive behaviour as their hormone levels increase and females may become insecure about late development or embarrassed about early development. Both sexes will be very aware of their changes and will compare their own rate of development with that of their friends. Most, reach puberty around the same time, some develop earlier and some later. Boys who develop more quickly are often found to be more popular and independent. Girls, however, if developing earlier than their friends tend to get teased and have a more negative experience. The development of breasts can be very embarrassing for a girl, as it may bring a lot of unwanted comments and attention, not only from boys, but also from other girls who may be jealous of the attention the girl  is getting, or may be teasing and gossiping. This can lower a person’s confidence and make them feel very uncomfortable. Changing for sports in a communal area could become an issue, with other girls staring, and may make the young person stay away from sports, preferring to go sick, rather than endure the unwanted attention. One main transition within a child’s life is changing schools. This can make children feel insecure, nervous and anxious about the unknown. Whilst they may feel some sense of excitement about the new experiences they will be exposed too they will generally be apprehensive. They may be leaving behind good friends, loved teachers, a great support network and may feel a huge sense of loss. Their behaviour may change, they may become withdrawn and emotional. TDA 2.2: Safeguarding the welfare of children and young people. 1.1.1 Identify the current Identify the Current Legislation, Guidelines, Policies and Procedures for Safeguarding the Welfare of Children and Young People including e-safety. The current legislation and guidelines are policies and procedures for safeguarding who is promoting children’s welfare and putting measures in lace to improve children’s safety and preserve abuse. Child protection who are action taken to protect child when there is a reasonable belief that they are at risk of significant harm. All in setting for children and young people in England and Wales are the result of legislation passed in parliament, including England and Wales, the children Act 1989 and children Act 2004. Current Identify the Current Legislation, Guidelines for Safeguarding the Welfare of Children and Young People are Children’s act 1098/2004, Education act 2002,E-safety 2008, Safeguarding, Human rights act, The Vetti ng and Barring Scheme. Children’s act 2004 has five outcomes for well-being in childhood and later life. These are: being healthy; staying safe; enjoying and achieving; making a positive contribution and achieving economic well-being. In 2000, an 8 year old girl called Victoria Climbià ¨ was tortured and murdered by her guardians. Her death resulted in a mass investigation and the demand for stricter child safety laws. The inquest in 2003, lead by Lord Laming, led to the green paper, a preliminary report of government proposals that is published in order to raise discussion on the matter, named Every Child Matters The Act includes: a Children’s Commissioner to champion the views and interests of children and young  people; a duty on Local Authorities to make arrangements to promote co-operation between agencies and other appropriate bodies (such as voluntary and community organisations) in order to improve children’s well-being (where well-being is defined by reference to the five outcomes), and a duty on key partners to take part in the co-operation arrangements; a dut y on key agencies to safeguard and promote the welfare of children; a duty on Local Authorities to set up Local Safeguarding Children Boards and on key partners to take part; provision for indexes or databases containing basic information about children and young people to enable better sharing of information; a requirement for a single Children and Young People’s Plan to be drawn up by each Local Authority; a requirement on Local Authorities to appoint a Director of Children’s Services and designate a Lead Member; the creation of an integrated inspection framework and the conduct of Joint Area Reviews to assess local areas’ progress in improving outcomes; and provisions relating to foster care, private fostering and the education of children in care. Education Act 2002 refers to an Act of the Parliament of the United Kingdom which amended legislation relating to academies, publicly-funded schools operating outside of local government control and with a significant degree of autonomy areas such as wages and digressing from the na tional curriculum. Policies and procedures All settings and pre-schools working with children and young people must have a policy for protection of children under the age of 18 that states responsibilities and is reviewed annually, preparations to work with the Local Safeguarding Children Board, a duty to apprise the Independent Safeguarding Authority of any individual who is threat to children, training on safeguarding for all staff and volunteers, effective rick assessment of the provision to check that the safeguarding policy and plans work, arrangements for DRB checks on all adults who has regular connection with children up to age of 18, contact details of a parent or carer for all children under the age of 18. E-safety The internet and video games are very popular with children and young people and offer a range of opportunities for fun, learning and development. But there are concerns over potentially inappropriate material, which range from  content (eg violence) through to contact and conduct of children in the digital world. Debates and research in this area can be highly polarised and charged with emotion. Dr Tanya Byron, in her landmark report ‘Safer Children in a Digital World’, published in March 2008,set out a challenging agenda for Government, its partners, industry and the third sector, to work together to make children safer when using the internet and video games. Government accepted all of Dr Byron’s recommendations in full, signifying our commitment to children’s safety when using new technology. We cannot make internet completely safety but we can reduse the rick to children and help them to use it properly and safety; blocking access to unsuitable web sites by using a program, reducing the time spend front of the PC, teach the children of dangers and how to recognize them, helping to the children to develop skills to deal with situations, educating parents using internet properly and carer about risks and controls. 1.1.2 Describe the roles of different agencies involved in safeguarding the welfare of children and young people. All children are known by many organisations. That helps to bring effective safeguarding and make the children to feel more secure. Many children know the Childline -0800 1111 Social Services- There to offer support to the child and the setting. Social services have the powers to investigate any suspected improper behaviour from carers, children or the setting. They also have to meet and conduct interviews with the child and the family members involved, liaise with and get relevant information about the child and their circumstances from other agencies involved with the child, they have to take the lead during the Child Protection Conference as well as take action when a child or young person appears or is thought to be in immediate danger. Child Protection Investigation Unit (CPIU)- Unit run by the police who have the powers to investigation, who have the powers to investigate, interview and arrest anyone who is suspected of abusing a child. The CPIU has to make a decision on whether a crime has been committed and if so to begin a criminal investigation. They also have to gather evidence from Social Services and other agencies thought to be involved with the child or young person’s wellbeing. The CPIU must take immediate action if a child or young person is thought to be in any immediate danger which may involve removing the child  from harm or removing the perpetrator and attend any court hearing to give evidence when a crime has been commited. Health Visitors- Health visitors can sometimes be the first person to see signs of abuse, especially physical. They have a duty of care to refer such information to Social Services. Health visitors must carry out a full medical examination or observations of any child or young person who is thought to be at risk of abuse or is/has suffered from abuse. Schools: Schools have the responsibility to develop childrens awareness and their knowledge of what is acceptable and what is not acceptable behaviour, including when using the internet. Support and protect children who are identified as being at greater risk or are on the at risk register and provide professional training of all staff relating to safeguarding. Have policies and securtiy systems for e-learning activities and use software filters. Observe signs of abuse, chages in childrens behaviour or failure to thrive and refer any concerns. Children spend a great amount of time in school with teachers and staff so it is essential staff are able to monitor, keep records, share appropriate information with other agencies and just be aware of any unexplained changes in the child. Any setting such as nursery, childminder, afterschool or holiday scheme. Another agencies are General Practitioners, Local hospital services, child psychology services. 2.2.1 Identify the sign and symptoms of common childhood illnesses. Most children and young people will experience some episodes of illness in their life. Common illnesses, like coughs and colds, are not usually serious. However, illnesses like meningitis are more serious and will need specialist medical care. Illnesses, like chicken pox, are infectious (easily spread) and others, like asthma, are not infectious at all. It is important for anyone who works with children and young people to be able to recognize the signs of illness and know what action to take. The main signs of illness in a child or young person are poor appetite, no energy, change in behaviour (unusually quiet, not sleeping well, crying more than usual), constipation or diarrhoera, vomiting, skin rash, raised body temperature, a cough, headache, stomach ache, earache or runny nose. Signs and symptoms Young children find it difficult to describe how they feel. They may say that they have ‘tummy ache’ when they actually feel upset, afraid or  worried. Children’s symptoms can worsen very quickly and they should always be taken seriously and not ignored. Frequently the illness are common cold the symptoms are, sneezing, sore throat ,runny nose, headache, temperature. Is important for adult to encourage child to blow nose,the incubation period is 1-3 days. Gastroenteritis the symptoms are vomiting diarrhoea ,dehydration. The treatment,that the child is not dehydrated it is important to give him water often. Scarlet fever,the symptoms are lose appetite,fever sore throat pale around the mouth,strawberry tongue,the treatment it’s important the child rest and adult observe if there is complications. The incubation period 2-4 days. Chicken pox,fever ,very itchy rash with blister-type appearance,the treatment,tepid bath with sodium bicarbonate and calamine applied to skin to stop itching to stop children scratching to avoid scarring. Dysentery – vomiting, diarrhoea with blood and mucus, abdominal pain, fever, headache. Measles- high fever, runny nose and eyes, cough, white spots in mouth, blotchy rash on body and face. Mumps – pain and swelling of jaw, painful swallowing, fever. Rubella (German measles) – slight cold, sore throat, swollen glands behind ears, slight pink rash. Pertussis (whooping cough) – snuffy cold, spasmodic cough with whoop sound, vomiting. Meningitis- fever, headache, irritability, drowsiness, confusion, dislike of light, very stiff neck, maybe small red spots beneath the skin that do not disappear when a glass is pressed against them. 2.2.2 Describe the actions to take when children or young people are ill or injured. Parents or guardians have prime responsibility for their child’s health and should provide the school with information about their child’s medical condition and treatment or special care needed at school. Children should not attend school if they are acutely unwell. The setting or pre-school has a duty of care to look after children with a known medical condition or who become ill or have an accident during school hours. Every setting or pre-school must have First Aid box and at least one individual how is fully trained. In time of accident the key person must be act. If is neseserry can call to emergency. Every setting and pre-school has defferent rules but they must follow the rutenes that will helps to the children. 2.2.3 Identify circumstances when children and young people might require urgent medical attention. Some children may be too young or may not be physically able to tell you when they need medical attention due to a disability. Often children and young people can become seriously ill very suddenly which means that as a member of staff you should be alert to any changes in their behaviour which could indicate pain or nausea. When a child becomes sick or lets you know that they feel unwell, you will need to sufficiently look after them until their parent or a carer arrives to collect them. In life threatening situations the emergency services should always be contacted straight away. An example of this would be if a child had any of the following signs of acute illness: an open wound that won’t stop bleeding or where the blood is pumping out,burns or scalds to the child’s skin, Meningitis symptoms such as a stiff neck, fever, headache and a rash that doesn’t fade when pressed by a glass,confusion, headache, vomiting or blurred vision after a head injury. Being floppy, unresponsive or unconscious. Difficulty breathing and blueness around the lips. Having a high fever, heat exhaustion or severe sunburn. Some children may be too young or may not be physically able to tell you when they need medical attention due to a disability. Often children and young people can become seriously ill very suddenly which means that as a member of staff you should be alert to any changes in their behaviour which could indicate pain or nausea. When a child becomes sick or lets you know that they feel unwell, you will need to sufficiently look after them until their parent or a carer arrives to collect them. In life threatening situations the emergency services should always be contacted straight away.If is necessary call to 999 for an ambulance. 2.2.4. Describe the actions to take in response to emergency situations including fires, security incidents and missing children and young people. You have to know where the fire exit are. Never put anything on the way of a fire way. Close door and windows and try to get out the children from the fire place.Make sure that the children are awalys with an adult. Call to the fire brigade by telephone as soon as you can as follow dear 999, give you phone number, make sure that you spell the address correctly and it received. Any setting must have security. For example at the pre-school where I have a plcemenet the main door alwaiys is locked, the emergency door  is open only from inside.When some one rings is very easy to look how is there.The key person knows the main people who visit the pre-school regulary.In case some stanger get in there is visitor book, check for indentity. Any stranger seen hanging around school or in the school grounds should be reported without delay to the headteacher who WILL call police if necessary. Any stranger found in the building should be challenged by a senior member of staff. If a child cannot be found by their teacher/support worker/lunchtime supervisor, the headteacher must be notified immediately and told when and where the child was last seen. The remaining children will be left safe in the care of suitable staff. All other staff available will conduct a thorough search of the childs classroom, play area,toilets, the school building and the grounds If the child is not found within a very short period of time, the police must be called by the headteacher or a member of staff. 3.3.1. Identify the characteristics of different types of children abuse. Physical Abuse Defined as non-accidental trauma or physical injury caused by punching, beating, kicking, biting, burning or otherwise harming a child, physical abuse is the most visible form of child maltreatment. Many times, physical abuse results from inappropriate or excessive physical discipline. A parent or caretaker in anger may be unaware of the magnitude of force with which he or she strikes the child. Other factors that can contribute to child abuse include parents’ immaturity, lack of parenting skills, poor childhood experiences and social isolation, as well as frequent crisis situations, drug or alcohol problems and domestic violence. Physical indicators of abuse include bruises; lacerations; swollen areas; and marks on the child’s face, head, back, chest, genital area, buttocks or thighs. Wounds like human bite marks, cigarette burns, broken bones, puncture marks or missing hair may indicate abuse. A child’s behavior might also signal that something is wrong. Victims of physical abuse may display withdrawn or aggressive behavioral extremes, complain of soreness or uncomfortable movement, wear clothing that is inappropriate for the weather, express discomfort with physical contact or become chronic runaways. Sexual abuse At the extreme end of the spectrum, sexual abuse includes sexual intercourse or its deviations. Yet all offences that involve sexually touching a child, as well as non-touching offenses and sexual exploitation, are just as harmful and devastating to a child’s well-being. Touching sexual offenses include: Fondling; Making a child touch an adult’s sexual organs; and penetrating a child’s vagina or anus no matter how slight with a penis or any object that doesn’t have a valid medical purpose. Non-touching sexual offenses include: Engaging in indecent exposure or exhibitionism; Exposing children to pornographic material; Deliberately exposing a child to the act of sexual intercourse; and Masturbating in front of a child. Sexual exploitation can include:Engaging a child or soliciting a child for the purposes of prostitution; and Using a child to film, photograph or model pornography. These definitions are broad. In most countries, the legal definition of child molestation is an act of a person—adult or child—who forces, coerces or threatens a child to have any form of sexual contact or to engage in any type of sexual activity at the perpetrator’s direction. The effects of sexual abuse extend far beyond childhood. Sexual abuse robs children of their childhood and creates a loss of trust, feelings of guilt and self-abusive behavior. It can lead to antisocial behavior, depression, identity confusion, loss of self-esteem and other serious emotional problems. It can also lead to difficulty with intimate relationships later in life. The sexual victimization of children is ethically and morally wrong. Emotional Abuse Emotional abuse of a child is commonly defined as a pattern of behavior by parents or caregivers that can seriously interfere with a child’s cognitive, emotional, psychological or social development. Emotional abuse of a child — also referred to as psychological maltreatment — can include: Ignoring -either physically or psychologically, the parent or caregiver is not present to respond to the child. He or she may not look at the child and may not call the child by name. Rejecting-this is an active refusal to respond to a child’s needs (e.g., refusing to touch a child, denying the needs of a  child, ridiculing a child). Isolating-the parent or caregiver consistently prevents the child from having normal social interactions with peers, family members and adults. This also may include confining the child or limiting the child’s freedom of movement. Exploiting or corrupting. In this kind of abuse, a child is taught, encouraged or forced to develop ina ppropriate or illegal behaviors. It may involve self-destructive or antisocial acts of the parent or caregiver, such as teaching a child how to steal or forcing a child into prostitution. Verbally assaulting.This involves constantly belittling, shaming, ridiculing or verbally threatening the child. Terrorizing here, the parent or caregiver threatens or bullies the child and creates a climate of fear for the child. Terrorizing can include placing the child or the child’s loved one (such as a sibling, pet or toy) in a dangerous or chaotic situation, or placing rigid or unrealistic expectations on the child with threats of harm if they are not met. Neglecting the child. This abuse may include educational neglect, where a parent or caregiver fails or refuses to provide the child with necessary educational services; mental health neglect, where the parent or caregiver denies or ignores a child’s need for treatment for psychological problems; or medical neglect, where a parent or caregiver denies or ignores a child’s need for treatment for medical problems. Although the visible signs of emotional abuse in children can be difficult to detect, the hidden scars of this type of abuse manifest in numerous behavioral ways, including insecurity, poor self-esteem, destructive behavior, angry acts (such as fire setting and animal cruelty), withdrawal, poor development of basic skills, alcohol or drug abuse, suicide, difficulty forming relationships. Emotionally abused children often grow up thinking that they are deficient in some way. A continuing tragedy of emotional abuse is that, when these children become parents, they may continue the cycle with their own children. Neglect is usually typified by an ongoing pattern of inadequate care and is easily observed by individuals in close contact with the child. Professionals define four types of neglect physical, educational, emotional and medical. Bulling and harassment Bulling is act show aggressive, unrespect and rude actions. Bullying can take many forms: Physical violence, Intimidation and threats, Name calling and  belittling, Social exclusion (i.e., leaving someone out of social gatherings and activities), Gossiping and spreading rumors about others, Public humiliation, Using slurs, words or phrases that characterize a bullied victim’s identity to suggest that something is unacceptable or worthless (e.g., using the word â€Å"gay† when what is meant is â€Å"un-cool†).