Dermatoglyphic Patterns with Rampant Caries

Dermatoglyphic Patterns with Rampant Caries A Twin City Study Correlating the Dermatoglyphic patterns with Rampant Caries and Early Childhood Caries Abstract : Background and Aim : This study was undertaken to investigate and analyze the correlation between dermatoglyphic pattern and caries prevalence in young children in twin cities of Pune and Mumbai. Materials and methods : Two centers were selected in Pune and Mumbai . A total of 300 patients (150 patients in each center) were included in this study. The mean age ranged from 3-5 years. The samples were divided into two groups; Group I: Caries and Group II: caries-free groups.Group I was further divided into children with early childhood caries and children with rampant caries Dental caries were detected clinically using mouth mirror and probe(only to remove debris not probed into the fissures) in daylight or suitable light source. Fingerprints were obtained by the conventional ink method .Statistical analysis using the students t-test was used to determine mean values and gender differences in the findings using SPSS version 11.0 Results : The evaluation and comparison of patterns in children with caries and caries-free children in both right and left hands showed increase in the number of whorls in children with rampant caries as compared to children with early childhood caries. However , this was not statistically significant. Conclusion : The present study showed a definite variation in dermatoglyphics between the ECC ; rampant caries and caries-free group .However the rampant caries group showed more number of whorls as compared to the earl childhood caries group but they were statistically insignificant .Dermatoglyphics has proven to be an extremely useful, non-invasive and cost-effective tool for preliminary investigations into conditions with a suspected genetic base like dental caries. Keywords : Dermatoglyphics , rampant caries , early childhood caries. INTRODUCTION : The word dermatoglyphics comes from two Greek words (derma, skin and glyphe, carve) and refers to the friction ridge formations which appear on the palms of the hands and soles of the feet .(1) Dermatoglyphics is the scientific study of fingerprints. Since each person’s fingerprints are unique, we can understand one’s innate potential, personality, and preferences by analyzing dermatoglyphics. Dermatoglyphic patterns are highly variable from person to person, while genetic aberrations generally produce consistent phenotypes. A twin-city survey was conducted in Mumbai and Pune reviewing a total of 300 children. Twin citiesare a special case of twocitiesor urban centres that are founded in close geographic proximity and then grow into each other over time, losing most of their mutual buffer zone.Cities twinned by proximity do not necessarily match demographically, economically, or politically . The main focus of dermatoglyphic study is in the papillary ridges, the small markings that make up your fingerprints and exist on all primates skin. The formation of these papillary ridges occurs during a short window of development (2), and is influenced by a combination of genetics and the environment in utero. Being affected by the environment at such a time means thatmonozygotic twinswould have different dermatoglyphic markings .(3,4,5) The ridges do not change over post-natal life, which lends itself into forensic uses. The twin city survey was undertaken to evaluate the fingerprint patterns of children with dental caries ( Study groups-rampant caries versus early childhood caries ) and caries free individual (control group). Materials and Methods : Two centers were selected in Pune and Mumbai . A total of 300 patients (150 patients in each center) were included in this study. The mean age ranged from 3-5 years The samples were divided into two groups; Group I: Caries and Group II: caries-free groups.Group I was further divided into children with early childhood caries and children with rampant caries. Dental caries were detected clinically using mouth mirror and probe(only to remove debris not probed into the fissures)6 in daylight or suitable light source. Finger and palm prints were recorded using the ink method described by Cummins and Midlo.1The hands of the children included in this study were washed with soap and water to remove dirt and oil from the ridged skin and blot dried to improve the quality of the prints . Statistical analysis using the students t-test was used to determine mean values in the findings using SPSS version 11.0 Recording Interpretation of Dermatoglyphic patterns : Fingerprints : The fingerprints of all subjects were recorded using black duplicating ink ,the fingers were uniformly pressed on the ink pad after which the digits were pressed firmly against the white paper by the operator to avoid bias . The fingerprints obtained were checked for their clarity with a magnifying glass (Ãâ€"2) . INTERPRETATION OF HANDPRINTS The handprints were observed in a sequential manner under a magnifying glass with Ãâ€"2 power, from the left hand 4 th digit until the thumb followed by the thumb of right hand until the 4 th digit. This study included qualitative analysis that is the fingertip patterns (Loops, whorls,arches) The frequency of true patterns of loops, whorls, and arches was counted on the fingertips of all the 10 digits of children in all the groups. They were assessed for increase or decrease in mean frequencies. QUALITATIVE DERMATOGLYPHIC ANALYSIS Type of dermatoglyphic pattern Different types of dermal patterns were identified .(7) A loop is recognized as a series of ridges that enter the pattern area on one side of digit, recurves abruptly and leaves the pattern area on the same side. A single triradius is present, which is located laterally on the fingertip, where the loop is closed. If the ridge opens on ulnar side it is called as ulnar loop and if it opens toward the radial side it is called as radial loop. A whorl differs from the loop in the aspect of concentric arrangement of ridges, with two or more triradii in the latter. A whorl may be spiral, symmetrical, double looped, central-pocketed or accidental, depending upon the internal structure of the whorl pattern. In all the dermatoglyphic patterns seen, arches show the simplest ridge pattern, which is formed by the succession of one or more parallel ridges, which cross the finger from one side to the other without recurving. These patterns usually do not show the presence of triradii, except when the tented arch is present that will have a triradii point near its midline. RESULTS : Statistical results were obtained by one-way analysis of variance (ANOVA) with Post-Hoc Tukey’s correction for multiple group comparisons . The average no. of loops did not differ significantly between ECC and Rampant caries group (P-value>0.05). The average no. of loops is significantly higher in control group compared to ECC and Rampant caries group (P-value0.05). The average no. of whorls is significantly higher in ECC and Rampant caries group compared to Control group (P-value0.05 for all). Table 1) The intergroup comparison of finger print pattern. Values are Mean  ± Standard Deviation. P-values by one-way analysis of variance (ANOVA) with Post-Hoc Tukey’s correction for multiple group comparisons. P-value Figure 1 The intergroup distribution of finger print pattern (Right+Left). DISCUSSION : Widespread interest in epidermal ridges developed only in the last several decades when it became apparent that many patients with chromosomal aberrations had unusual ridge formations 10. Dermatoglyphic patterns make good material for genetic studies, because unlike stature, intelligence, and body weight, they are not significantly influenced by age or by postnatal environmental factors. 8,9,10 Dermatoglyphics have the advantage of remaining stable throughout life and therefore can be compared among individuals of different ages. The basis of considering dermatoglyphic pattern as genetic marker for dental caries is that the epithelium of finger buds as well as enamel which is the most susceptible dental tissue to dental caries have ectodermal origin and both develop at the same time of IU life.12 In this study , the evaluation and comparison of patterns in children with caries and caries-free children in both right and left hands showed increase in the number of whorls in children with rampant caries as compared to children with early childhood caries. However , this was not statistically significant. These results were substantiated by Atasu et al. who found an increased frequency of ulnar loops in caries-free children and an increased frequency of whorls in children with dental caries. The majority of whorl patterns in the control group were spiral while the caries group showed spiral, central pocket and double loop . Arches were least common patterns in both the groups.13,14 A definite correlation in the dermatoglyphic patterns between children with caries and caries-free children can be seen in this study. Thus, recording the dermatoglyphic patterns of children at an early age, during their first dental visit will be handy in predicting whether the child belongs to the high risk group or the low risk group and thereby can aid in planning a definitive preventive and treatment strategies. CONCLUSION : The dermatoglyphic patterns may be utilized effectively to study the genetic basis of dental caries. In a developing country like India , it might prove to be a non invasive , inexpensive and effective tool for screening . These patterns may represent the genetic make up of an individual and therefore it suggests an individual s predisposition to certain diseases . Since dermatoglyphics is still an counterfactual and imprecise science at the present time, it requires further extensive research to ascertain the significance of these variations in the dermatoglyphic features of children with dental caries . REFERENCES : Schaumann B, Alter M. Dermatolglyphics in Medical Disorders. New York, Heidel Berg, Berlin: Springer-Verlage; 1976. p. 14-75 Uchida JA, Solton HC. Evaluation of dermatoglyphics in medical genetics. Pediatr Clin North Am 1963;10:409-22. Pons J. Genetics of the A-B ridge count on the human palm. Ann Hum Genet 1964;27:273-7. 8. Venkatesh E, Bagewadi A, Keluskar V,Shetti A. Palmar dermatoglyphics in oralleukoplakia and oral squamous cell carcinoma patients. Journal of IndianAcademy of Oral Medicine and Radiology 2008;20:94-9. Hirsch W, Schweichel JU. Morphological evidence concerning the problem of skin ridge formation. J Ment defic research 1973;17:58-72. Penrose LS. Fingerprints, palms and chromosomes. 1963;197:933-8. Cummins. Revised methods of interpretation and formulation of palmar dermatoglyphics. Am J Phy Anthr 1929;12:415-502 Cummins. Study of error in interpretation and formulation of palmar dermatoglyphics. Am J Phy Anthr 1928;11:501-21 Okajima M. Development of dermal ridges in the fetus. J Med Genet 1975;12:243-50. Carter CO. Genetics of common disorders. Brit Med Bull 1969;25:2-57 Matsunaga E. Hereditary factors in congenital malformations. Igakunoayumi 1977;103:910-5 11. Verbov J. Clinical signifi cance and genetics of epidermal ridges-A review of dermatoglyphics. J Invest Dermatol 1970;54:261-71. 12. Madan N, Rathnam A, Bajaj N. Palmistry: A tool for dental caries prediction Indian J Dent Res 2011;22:213-8. 13. Atasu M. Dermatoglyphic fi ndings in dental caries: A preliminary report. J Clin Pediatr Dent 1998;22:147-9. 14. Ahmed RH, Mohammed I. Aref, Rania M Hassan and Noura R Mohammed. Dermatoglyphic study on patients with dental caries restored with dental fi llings and its correlation to apoptosis induced by dental fi llings. Nat Sci 2010;8:54-7.

The Lewis and Clark Expedition: Sacagawea Essay -- Clark and Lewis ex

â€Å"Everything I do is for my people† (Quotes From Sacagawea). This fun loving naturalist that liked to help others was way more of a hero then she appears to be. Sacagawea, or also referred to as Sacagawea with a â€Å"g† or Sacakawea with a â€Å"k†, is known for her history in the Lewis and Clark expedition.(Sacajawea) She was born in Lemhi Mountains, which is now called Idaho, in 1788. She was the daughter of the Chief of the Indian Tribe, Shoshone. When she was 12 years old in 1800, she was kidnapped by the Hidasta Indian Tribe and taken to North Dakota. The Hidasta Indians also took several others along with her, and raided her Tribe from their stuff, killing a few people. A year after her arrival she was bought or gambled by a French-Canadian fur trapper, Toussaint Charbonneau, he made her his wife along with all his other â€Å"wives†. When she was 16, in 1804, she had gotten pregnant. By that time Lewis and Clark were setting up camp for the winter in Fort Mandan and had hired her husband as a translator. They later learned that Sacagawea spoke Shoshone and Hidasta, so they then asked her to join them, and she gla dly accepted. â€Å"The soil as you leave the heights of the mountains becomes gradually more fertile. the land through which we passed this evening is of an excellent quality tho very broken, it is a dark grey soil† (quotes Lewis as he travels through Idaho Country.) Sacagawea had her first born child, a boy, name Jean Baptiste Charbonneau in February 1805, who accompanied her on her journeys. Clark was fond of her new baby boy so he nicknamed him â€Å"Pomp† or â€Å"Pompey†, meaning â€Å"First Born†. (Sacagawea Lesson) In the spring of 1805 the Lewis and Clark expedition decides to take off. But on there way a sudden storm approaches and n... ...rson of Cameahwait she recognized her brother: She instantly jumped up, and ran and embraced him, throwing over him her blanket and weeping profusely: The chief was himself moved, though not in the same degree. After some conversation between them she resumed her seat, and attempted to interpret for us, but her new situation seemed to overpower her, and she was frequently interrupted by her tears (Lewis and Clark)." Works Cited http://www.sparknotes.com/biography/sacagawea/timeline.html http://www.sacagawea.com http://www.mathcs.bethel.edu/~gossett/DiscreteMathWithProof/sacagawea/quotes.html http://wikianswers.com/Q/Quotes_from_sacajawea http://www.nrcs.usda.gov/FEATURE/lewisandclark/quotes.html http://www.elcivics.com/sacajawea.html http://www/lewis-and-clark-expedition.com/Sacagawea.aspx http://www.sparknotes.com/biography/sacajawea/section1.rhtml

Health and safety in schools Essay

There are several key pieces of legislation that impact on how schools manage the health and safety of both their employees, and others who come into contact with the school. This will include pupils, visitors, support workers and parents. Health and Safety at Work Act 1974 defines original structure and authority for the enforcement of workplace health, safety and welfare within the UK. It is the primary piece of legislation covering occupational health and safety in UK. The HSE/local authorities are responsible for enforcing the act relevant to the working environment. This act places the responsibility of ensuring the health and safety and welfare of employees, with the employer. The main ways that this is usually implemented in a school setting are: Ensuring that there is an effective way of reporting any hazards to the appropriate person so that any required action can be taken. Every school is required to carry out regular risk assessments of the premises and activities to iden tify any hazards in advance, but all members of staff should also be aware that risk assessment is an ongoing process, and that they must remain cautious and report any potential hazards to the Health and safety officer. Each school must put in place its own Health and safety policy and ensure that all staff are trained in its contents. All staff should take ownership for, not just their own safety, but also ensuring that their actions, or lack of action, does not cause harm of danger to others, for example if a staff was using a equipment that is for adult use only, it must be used and put away safely and if the staff can see a potential hazard with the item they are using, it must be reported appropriately. If safety equipment is provided, then staff must ensure it is used at all times. For example if goggles were provided for using hazardous materials in science, then they must be worn at all times till the experiment is over and put away. All equipment used within schools should meet recognised standards of safety. This can usually be checked by ensuring that the product displays on of the following safety symbols, the Kitemark shows that the product has been tested and meets the appropriate British Standard. The headteacher is to take overall responsibility for the implementation and monitoring of the school, t hey should ensure: Allocating sufficient resources to meet health and safety priorities Ensuring attendance on appropriate health and safety training courses Liaising with  the employer [OCC] over health and safety issues and the Health and Safety Trade Union Representatives Regularly checking the Health and Safety website Ensuring good communications by including health and safety issues in Staff briefings, bulletins and meetings Organising and implementing termly inspections in consultation with Trade Union Safety Representatives and Governors Overseeing the completion of the arrangements and â€Å"Risk Assessment† for all on and off site activities Ensuring that health and safety is a criteria for performance management and appraisal scheme Formulate and implement a policy for the management of critical incidents How health and safety is monitored and maintained in the setting The Headteacher will develop an effective management safety monitoring system to oversee the operation of this policy. On a daily basis the head does a walkabout to check for anything that can cause harm to the staff and children. All the staff will monitor their classroom so that any issues that occur can be reported. These will include: Inspections Direct observations of staff compliance Managerial reports monthly/termly/annually [as necessary] Surveys Tours Investigations of good practice/incidents/documents Record keeping â€Å"Risk Assessment† – The Trade Union Health and Safety Representatives together with the Governor responsible for Health and Safety will carry out a â€Å"Risk Assessment† once a term and record their findings Performance Monitoring – This school expects full co-operation from all staff at all times Every school will have policies and procedures for everyone in the setting. As well as staff or any adults visitors who come to the school will be following the health and safety procedures. Children will be taught the basic about health and safety – washing their hands, blowing their nose, so  they understand what to do and they will have the school rules to follow related to their safety e.g not to run inside the building as there isn’t must space and they can trip, slip or fall over anything and that there is plenty of room when playing outdoors. They will be taught how to stay safe through age appropriate talks and stories, crossing the road, not running off, how to protect themselves if they feel vulnerable. Practitioners will have training- ongoing and refreshers, in-house training and staff meetings etc. Staff may hold first aid certificates/handling food certificates; hold regular fire drills to make sure they are working and ensuring all electrical appliances are checked annually. The headteacher will ensure that everyone knows their role and responsibilities to ensure that every health and safety precaution/procedure is followed. All staff should check/monitor that everyone/thing is safe. Child Illness – Making sure if the child can attend school, if the illness is contagious or not. If a child falls ill during school hours, you must follow the procedure of the first aid policy. Risk assessments are carried out daily as well to make sure that staff and students are safe at all times. E.g Check that the outdoor area is safe from ‘unknown objects’ and that all gates are locked during school hours so no one can come in or go out without signing in and out. Visitors will have to sign in and out at the main reception. Policies and procedures should be checked on a regular basis (at least annually) to ensure that everything is in order – or added to adapted or changed as and when needed. How people in the setting are made aware of risk and hazards and encouraged to work safely Information and instructions on health and safety matters are available at reception for parents, visitors. The information will be given to teachers, non teaching staff, pupils, governors and visitors as follows: Staff are informed about all existing information held on site by regular updates at staff meetings / induction packs Health and Safety Act on display in staff room Fire drill / evacuation procedure on display around school Use of white board in the staff room Texts – messaging eg for snow days, emergency closure The Health and Safety Policy is signed by staff Deputy updates staff handbook annually and staff provided with regular updates re: health and safety Health and safety monthly item on the staff meeting agenda Will make a suitable and sufficient â€Å"Risk Assessment† for all its activities where a significant risk is identified Will take the necessary preventative and protective measures to adequately control risk Will comply with the other requirements made under this and other Health and Safety Regulations Personal Safety – Members of Staff are reminded that they must not stand on tables or chairs when putting up or taking down displays, there is a step ladder in the hall for this purpose. Personal Property – Handbags etc. should be locked away. Money and valuables should not be left unattended. A lockable cupboard space is available to all staff Responsibility for personal items rests with the individual member of staff Visitors and contractors are informed of any health and safety arrangements which may affect them. It is the responsibility of the teachers to ensure that pupils are aware of existing and new health and safety information via PSHC, class/whole school assemblies, verbal instruction, and demonstrations on use of equipment, class rules/behaviour protocol, signage eg do not run, yellow hazard cones. Fire Risk Assessment can be found in the deputy head’s office. Identify the lines of responsibility and reporting for health and safety in the setting Everyone working in the setting should be aware of the health and safety policies and that they have a responsibility for the safety of the children and staff, in their setting they should know who to report to if they had any concerns regarding any health and safety issues. Statutory Health and Safety responsibilities fall on the LEA and on the headteacher and staff. Headteacher has overall responsibility for the school, she will, in practice, be responsible for enforcing the Health and Safety policy day-to-day. The deputy head acts as the Health and Safety Officer on Site and staff Trade Unions or other safety representatives may be nominated. The governing body, as the management body, should ensure that school staff and premises comply with the LEA’s health and safety policy and practices. The governing body, having control of the premises, must take reasonable steps to make sure that the buildings, equipment and materials are safe and do not put the health of persons at risk whilst they are on the premises. The Medication is administered by office staff and has a designated person assigned. Designated First Aid Area is by the main office, so if anything occurs during play /lunchtime the children know where to go. There are First Aiders around the school as teachers and T.A’s are trained, the First Aid boxes are located all round the school. Play Equipment – Visual inspection made formally by caretaker and informally by staff on duty at lunch /playtime PE co-ordinator checks equipment regularly, she follows current policy and practice ICT technician – this is outsourced and someone approved comes in to deal with any faults Governing Body: The governing body shares with the Local Education Authority, the overall responsibility for health and safety. For its part the governing body will:- Ensure health and safety has a high profile. Ensure adequate resources for health & safety are made available. Consult with staff and ensure relevant training is carried out. Monitor & review the health and safety arrangements Headteacher: The Headteacher is responsible for day to day health and safety performance and will:- Develop a safety culture throughout the school Take day to day operational decisions Draw up safety procedures Ensure staff are aware of their responsibilities Update governors Monitor effectiveness of procedures Site Manager and Cleaning Staff: Take responsibility for the security of the premises. Ensure the safe condition of the floors. Store potentially dangerous cleaning materials safely Ensure play and external areas are safe and clean from debris Ensure cleaning staff are aware of safe working practices and the school health & safety policyRecognise and respond to emergency situations In the classroom where children are being supervised, it is common to have child illness and some minor injuries from time to time. As a teaching assistant you may find that you are first to respond to an emergency situation and you may have to give emergency first aid. You will be expected to follow the correct procedures until help arrives. It is vital that you send for help as soon as possible, this should be a qualified first aider/trained member of staff and they should call for an ambulance if necessary. Emergency situations include: Accidents Illness Fire Security incidents Missing children or young people If you are not trained in first aid, and if you are unsure about what to do, you should only take action to avoid any further danger to the casualty and others. First aid: There will always be a designated first aider who will have a responsibility to contact emergency services if required and they will regularly check the first aid kit and ensure everyone knows they are individually responsible to let the first aider know when an item has been used and they will know about training opportunities and if asked be able to check the first aid training status of other employees. First aid kit: Know where it is Familiar with what it contains Do you know how to use items appropriately Fire policy: Fire alarms get tested once a term and they are recorded in a fire alarm booklet signed and dated by the headteacher, caretaker and fire officer. Where the fire exits are, they will always be clear of obstruction and there will always be the evacuation routes where all the children learn the routine to come out without panicking and in an ordinary manner. There will be a designated fire assembly point for everyone to meets; the teachers will have the responsibility to take the register for their class to check names to ensure everyone is outside, present and safe. Sickness policy: The purpose of this policy is to: To ensure that sick children are appropriately and correctly identified. To ensure sick children are cared for appropriately. To protect children and adults from preventable infection. To enable staff and parents to be clear about the requirements and procedures when children are unwell. Recognising illness: When anyone has difficulty breathing, high temperature, fever, blueness around the lips, cold extremities, pale or clammy skin – floppy, unresponsive or unconscious. Conditions to be aware of would be epilepsy , asthma, allergy, diabetes. Situations to be familiar with: Bites and stings, bleeding, burns and scalds, choking, electric shock, extreme effects of heat and cold, eye injuries, poisoning, suspected fractures, caring for the unconscious person. Follow the setting’s procedures for dealing with emergency situations All schools need to ensure that they take measures to protect all adults and children while they are on the school premises and undertaking off-site visits. This means there will be procedures in place for a number of situations that can arise. These include the following: Accidents: There should be enough first aiders in schools or on the trips at any time to deal with accidents. First-aid boxes should be checked regularly and replenished regularly, and there should be clear information on what has happened so that accidents are recorded correctly. If you are off site you should always have a first aider with you, along with a first-aid box and any medications that are required to any child who is with you for eg their inhaler. Illness: School will deal with incidents of sickness by sending pupils to the sick room or first aid room for an initial assessment. However, sudden illness may require you to take action yourself while waiting for a first aider. The casualty should be made comfortable and insure that they are warm; there should be no attempt to carry out any further first aid. All staff should be aware of allergic reactions and intolerances to foods such as wheat, nuts and gluten. All staff should identify these children and have clear instructions available on how to deal with each case. Supervisors at lunch time will need to be kept informed. The lunchtime book contains photographs, contact numbers and information about pupils with food intolerance. Care should be taken with book due to confidentiality. Fires: The school may need to evacuate in emergencies for example bomb scare, fire, floods or other emergencies. Security Incidents: Staff should challenge any unidentified people in the school, if you are on outside duty and notice anything suspicious you should always send for help. Missing Children: On school trips you should check the group and keep an eye on children being supervised by helpers. If a child goes missing, raise an alarm straight away making sure you follow the policy. Disabled Children: Wheel chair users should assemble at specific fire assembling point. Oxygen tanks should not be moved, no naked flames in school. Teacher’s assistant should accompany all disabled children to fire assembly point where necessary. Give reassurance and comfort to those involved in the emergency When an emergency arises, they would call one of the main first aider to come and evaluate the injury. There are three main first aiders in school, one in  each area of school. Foundation, Key stage 1 and in Key stage 2. All TAs have undergone St. John’s Ambulance ‘First Aid’ training. Also all staff has undergone ‘Basic’ first aid training. When there is an emergency, all the details of the incident will have to be logged, signed and dated by the main first aider that is dealing with the incident. If the incident is major then the main first aider after judging it will have to call the emergency services to come and treat the injured wound and then decide whether to take the child to the hospital or not. Reassuring the child is very important so the child doesn’t get stressed, acting calm around the child is very important as it promotes a calm atmosphere and is reassuring that everything will be ok. The first aider moves the child to the sick room or first aid room of the school where all the other children can’t see the injury and stress the child even more. Comfort the child depending on the injury, for example if a child bites their inner cheek and was showing signs of distress due to losing lot of blood, the first aider should act in a professional manner showing no signs of distress. If a child has a bump to the head and is showing signs of concussion then the child’s parents should be informed and invited to school to come and see the child. Also if the child has to go with the emergency service’s they would ask the parents if they would come along as it would make the child feel more comfortable. If there is a more minor injury that still needs medical assessment they would take the child in a member of staff’s car to the hospital/walk in – if it would be appropriate. Also other times they would call the parent to come and collect the child. On the way they would reassure the child that it is only to make sure that they are okay. Also when travelling to the hospital they would take a record of what first aid was given to the child at school, or they take the main first aider that dealt with the injured child. Also making sure that other children are okay and safe is also important, maybe taking a buddy for the injured child would help them to be comfortable because then they have a buddy to take to while the first aid is happening or if the buddy could distract the child from the injury. Give other people providing assistance, clear information about what happened In a school placement they have good communication with all the people that provide assistance. For example an incident that happened in the school a couple of months ago that involved all three main first aiders, staff, emergency services, health and safety officer, head teacher, health and safety governor, governors, parents and Tameside. The incident happened after play time when the child has put his fingers in the door even though they had finger guards on already. The member of staff that was on the playground at the time was the first aider for that area of school and they had tried all they could to remove the fingers but was unable to do it alone, so they provided clear information on to the other main first aider so they were able to understand how this has happened. Also trying their best the fingers would not move, while this was happening they had three other members of staff that were providing the correct information onto the parents, emergency services, and one of the m kept the child calm and reassuring them. Once the parent came they comforted the child till the emergency services came and released the fingers from the door, once they were released the parents and the first aider went to the hospital with the child to make sure the fingers were not damaged. The first aider went along to pass on the information as to what happened to the child and this was passing on the clear information to the nurse/doctor that was assisting the child. After the correct information was passed on to the health and safety officer, and the health and safety governor they later went to the door where the child’s fingers were trapped and assessed what could have prevented it from happening. They and the governors from the school came together and after passing on the information they came to an agreement to have rear finger guards fitted on all the doors in school so this wasn’t to happen again. After the incident the correct, clear and detailed information was later sent as an email to Tameside via the head teacher (safety officer) who suggested to Tameside to email all schools to have rear finger guards fitted on all doors in every Tameside school so this would prevent any child to have the same thing happen to them. Once the rear finger guards were fitted the governors of the school went and assessed the interior and exterior of the building to make sure there was not anywhere where this could happen again. Follow the procedures of the setting of reporting and recording Reporting and recording is important even if you are not a first aider you still need to know how to report and record any information. You should know the correct procedure for reporting and recording injuries and incidents in your school placement, as you may be called upon to do so. When reporting or recording any type of injury, emergency, or even a minor incident then this must still be recorded step by step as to what happened and what member of staff is present at the time. Also dated, signed and reported to a senior member of staff. Recording any type of illnesses in a record log is important so all members of staff that need the information has this to relay back too if the child ever falls ill or becomes irritable. Also in some cases this information will have to be passed on to the local authority The office should have signs and posters showing what signs and symptoms of some illnesses that children may have or may show to have. Recording concerns is important so all staff are alert of the concerns that you are having. Recording illness and having information with the record is important, for example you have a child with sickle cell and it is recorded then with this you would have information about sickle cell so all staff then can read and understand what the procedure is when this certain child is looking to have these symptoms or signs. Also in a school setting if a child is having behaviour issues having a home and school diary would also help the parents understand what is happening with their child in school hours. With the class teacher writing in this diary at the end of ever lesson explaining step by step how the child was and then making sure that parents are receiving the information asking them to sign the diary every night so they know that they have read it. An example of how we do it in the afterschool/breakfast club is we write ALL information in a purple book that is left on the side, recording all information like: What children are attending the club morning or after school Who has cancelled What injuries/incidents have happened during the club, who has dealt with the incident If there is any unusual behaviour by a child Messages from parents to teachers or teachers to parents. Many more piece of information that need recording and passing on, which is dated and signed by the member of staff who wrote it. This is later signed by a parent to say that has been passed on, if it information from the club or if its information from the teacher – information from parents to teachers we make sure teachers sign to say that they have read the information. Describe Risk Assessment and associated documentation in your placement. A risk assessment is an assessment that is carried out of the risk to children or adults at the school setting. Risk assessments carried out once a year and also carried out when on school trips or when doing a lesson that may involve a rick for the children/adults in the classroom. They follow 5 basic steps when they risk assess a situation: 1 Look out for the hazards and identify them. 2 Decide who may be harmed and how they can be harmed during the trip/lesson. 3 Evaluate the risks and consider how they can cause any kind of harm and decide whether precautions have to take. 4 Record any findings around the location that can cause harm. 5 Review assessments and revise it if it is necessary. Risk assessments are important because it makes the adults more aware of what could happen and they have to be aware of how we can overcome the risks. Risk assessments contain the hazard, which may be affected by the hazard and how you can overcome the risks. Risk assessments can be carried out on children with broken limbs, school trips, lessons that can be dangerous, for example in class we made hot air balloons and it was important to do a risk assessment because it involved fire and the children/teachers could get harmed. When assessing the risk the steps to follow would be: What are the possible consequences of the risk / hazard? What is the chances that the risk or hazard will occur? Shall provide the appropriate resources to reduce the risk, taking appropriate steps and making sure that it reduces the risk and doesn’t make it more of a risk. All the staff will know the risk assessment policy if  they have under gone the health and safety training. In the mornings the head teacher and the care taker going around the school premises and make sure that there are no risks for when the children enter the premises. For example if there was a few twigs on the path then they would be a risk for when the parents and children walk down the path this means that they would then remove the twigs. When they get back into the building they write on a chart all the different areas of school and if there was a risk and if there wasn’t. This is a type of risk assessment that they do every morning.

Informative Speech Outline About Music - 1261 Words

Accounts Receivable – Office Products Depot The interview with Colin Smith, from Office Products Depot, meant I was able to identify the accounts receivable subsystem they used and their accounts receivable management. I focussed on their policies for the offering and checking of credit, managing credit levels, charging the credit customers, receiving payment from credit customers and the general management of credit customers. I will be using the information from the interview with Colin as well as information from fictitious accounts receivable to explain their policies. When Office Products Depot decides to potentially offer credit to a customer, they check credit ratings and follow policies to help them decide if they should†¦show more content†¦Credit limits are set to manage the spending of their customers, this way Office Products Depot can ensure that customers aren’t purchasing too many goods. This means that if the customer is unable to pay their account Office Products Depot loses say $2000 (a company’s credit limit) rather than $10000. To set these credit limits, Office Products Depot estimates the amount of money they estimate the customer will spend over a two month period. This number is then rounded to the nearest $500 to make recording credit limits easier. Customer payment of money owed is managed by the same salesperson that the customer first dealt with, as they receive commission based on money received by their particular customers. The salesperson is often in direct contact with the customer to make sure th e credit is being paid off. However, sometimes the credit limit of a particular customer can be increased, if they have paid well in the past. An example of this is Jones Stationery, who is $300 over their credit limit. When Office Products Depot sends invoices to their customers, they send a separate tax invoice for each provided service. This makes the customer more aware of the each individual charge. Monthly statements are also sent out aswell. Refunds and reductions are also given occasionally to customers, to maintain a good relationship, and fix incorrectly recorded charges. An example of this Office Products DepotShow MoreRelatedEssay about Informative Speech Outline About Music809 Words   |  4 PagesComs 103: Informative Speech Outline Specific Purpose: My audience will learn why music is healthy and beneficial to your health Thesis Statement: Music is an essential part of our lives and is important to the development and health of your body. Introduction I. Attention Getter: (Start speech by playing music, turning lights off, dancing a little?) So we all listen to music, it’s apart of our everyday lives. 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Women Empowerment Through Education - Free Essay Example

Sample details Pages: 7 Words: 2139 Downloads: 9 Date added: 2017/09/21 Category Advertising Essay Type Argumentative essay Tags: Empowerment Essay Study Essay Did you like this example? WOMEN EMPOWERMENT THROUGH EDUCATION *Rashmi Joshi ** Laxmi shree mishra WOMEN EMPOWERMENT is a global issue and discussion on women political right are at the fore front of many formal and informal campaigns world wide. The concept of women empowerment was introduced at the international women conference at NAROIBI in 1985. Education is milestone of women empowerment because it enables them to responds to the challenges , to confront their traditional role and change their life . So that we can’t neglect the importance of education in reference to women empowerment India is poised to becoming superpower , a developed country by 2020. The year 2020 is fast approaching ,it is just 13 year away . This can became reality only when the women of this nation became empowerment . India presently account for the largest number no of illiterates in the world . Literacy rate in India have risen sharply from 18. 3% in 1951 to 64. % in 2001 in which enrolment of women in educati on have also risen sharply 7% to 54. 16% . Despite the importance of women education unfortunately only 39% of women are literate among the 64% of the man. Within the framework of a democratic polity , our laws , development policies , plan and programmes have aimed at women’s advancement in difference spheres. From the fifth five year plan(1974-78) onwards has been a marked shift in the approach to women’s issues from welfare to development . In recent years ,the empowerment of women has been recognized as the central issue in determining the status of women . The National Commission of Women was set up by an Act of Parliament in 1990 to safeguard the right and legal entitlements of women . The 73rd and 74th Amendments (1993) to the constitution of India have provided for reservation of seats in the local bodies of panchayats and Municipalities for women , laying a strong foundation for their participation in decision making at the local level . The purpose of t his paper to focus on the women empowerment through education and this study based on secondary data . *Research Scholar , Depart of Economics ,B. H. U, Varanasi INTRODUCTION The world of humanity has two wing one is women and other man. Not until both wings are equally developed can the bird fly. The Baha’I writings This statement clearly focused on the importance of women in our society . Women constitute an important segment of any community and perform multiple role as mother, housewife, and wages earners . Women are important productive workers in India’s national economy despite the fact that much of their work falls in the indivisible or un-organized category. In reference to Women ,the concept of â€Å"EMPOWERMENT† is a global issue and discussion on women’s right are fore front of many formal and informal campaigns world wide . The concept of women empowerment was introduced at the international women conference at NAROIBI in 1985 . Women E mpowerment has five components :-†¢ Women’s sense of self worth †¢ Their right to have and to determine choices †¢ Their right to have access to opportunities and resources †¢ Their right to have the power to control their own lives, both within and outside the home †¢ And their ability to influence the direction of social change to create a more just social and economic order ,nationally and internationally (1) Education is milestone of women empowerment because it enables them to responds to the challenges , to confront their traditional role and change their life. Empowerment is an active and multidimensional process which enable women to realize their full identity and powers in all sphere of life . Empowerment of women is very much essential to achieve sustainable development . Quoting UNFPA report, â€Å"the state of world population 1992†, the News of Bernard Van Leer Foundation says, that there can be no sustainable development witho ut development of women , because it is women who contribute most for development for children. (2) Education is milestone of women empowerment because it enables them to responds to the challenges , to confront their traditional role and change their life . So that we can’t neglect the importance of education in reference to women empowerment . Education is the first step towards empowerment and the most crucial factor in over all development of the individual as well as nation . Literacy sets one free from ignorance ,exploitation and poverty . It liberates the minds , opening up new horizon ,new hope/ opportunities and self –confidence further equipping them with the knowledge ,skills , self respect and freedom to participate sustain and excel in their life . Illiteracy on the other hand breeds ignorance ,which ,leads to exploitation , poverty, neglect crimes and number of social evils . Literacy deprives women from all opportunities and further prospects of leadi ng a meaningful life and enjoying good standard of living . Education is an effective instrument for social and economic development and national integration . Education enables women to understand their social and legal rights, become economically independent ,, acquire a voice in the affairs of the family and the community . Education is a gateway to information , opportunities and empowerment. OBJECTIVE OF THE STUDY: The main objective of this paper to focus on the importance of education in reference to women empowerment and identify the major weakness in women education in India . India is poised to becoming superpower , a developed country by 2020. The year 2020 is fast approaching ,it is just 13 year away . This can became reality only when the women of this nation became empowerment . India presently account for the largest number no of illiterates in the world . Literacy rate in India have risen sharply from 18. 3% in 1951 to 64. 8% in 2001 in which enrolment of women in education have also risen sharply 7% to 54. 6% . Despite strong linkage between women’s education and their equality or empowerment ,female literacy remain very low in India . This is specially in the case in the rural areas . Unfortunately only 39% of the women are literate among the 64% of man . In this reference our government also focused on the education to empowerment of women. The National Policy on Education (1986, revised in 1992) states : â€Å" Education will be used as an agent of basic change in the status of women . In order to neutralize the accumulated distortions of the past ; there will be a well –conceived edge in favor of women . The National Education system will play a positive ,interventionist role empowerment of women . It will be foster the development of new values through redesigned curricula , textbooks ,the training and orientation of the teacher, decision- makers and administration ,and the active involvement of education institution . This will be an act of faith and social engineering . The removal of women’s literacy and obstacles inhibiting their access to ,and retention in , elementary education will receive overriding priority , through provision of special support services , setting their time target , and effective monitoring. EDUCATIONAL DEVELOPMENT :Some Positive Signals The Census 2001 provisional reports indicate that India has made a significant progress in the field of literacy during the decade since the last senses in 1991 . A comparison of 19912001 census figure shows that†¢ †¢ †¢ †¢ †¢ †¢ The literacy rate in 2001 had been recorded at 65. 38% as against 52. 21% in 1991. The literacy rates recorded an impressive growth rate 13. 17% points from 52. 21% in 1991 to 65. 38% in 2001 the highest growth in one decade since independence. The female literacy has been higher at 14. 87% for the males at 11. 72% during this decade. The gape between male and female lit eracy rate has decreased from 24. 84%points in 1991 to 21. 70% points in 2001. The population in seven plus age group increased by 172 million during 1991-2001, while 204 million additional person became literate The total of illiterates has come down from 328 million in 1991 to 296 million in 2001. The decline in number of illiterate population is as large as 31. 96 million during 1991-2001. The decline among male was 21. 45 million and 10. 51 million among female . †¢ All the state and union territories without expectation have shown increase in literacy rates during 1991-2001. The state and union territories which have moved forward by more than fifteen percentage points during the decade are Rajesthan (22. 48), Chhatisgarh (22. 27), Madhya Pradesh(19. 44), Dadar Nagar Haveli(19. 33), Andhar Pradesh (17,02), and Uttar Pradesh (16. 65) †¢ Kerala continues to lead in the race of literacy , with male literacy at 94. 20% and female literacy at 87. 85%. †¢ Bihar recorde d the lowest literates both in case of male 60. 32% and female 33. 57%. In India there has been considerable progress in literacy since independence . The literacy rate for the total population has steadily gone up from 18. 3% in 1951 to 65. 38% in 2001. This table shows a clear picture of progress in literacy rate in India. †¢ Table: India Literacy rate 1951-2001 Year Literacy Rate(%) 1951 18. 33 1961 28. 30 1971 34. 45 1981 48. 57 1991 52. 21 2001 65. 38 Literacy rate for the decade ending 2001 shows encouraging trends . Gape Between male and female literacy rate: 2001 Literacy- Men Literacy-Female Gape Betwee male and Female literacy Source : Cencus of India , 2001 Literacy rates for the decade ending 2001 shows encouraging trends . During the last decade the gender gape in literacy has also decreased from 24. 84% points in 1991 to 21. 0% points in 2001 . Although the census of 2001 gives us very optimistic picture with regard female literacy . But actually there is still mu ch remains to be done . Because the concept of women empowerment actually fulfill when the gape between male and female literacy will be reduced at grass root level. Generally when we saw the gape between man and women literacy all over India’s state we find that approximately 20% gape in literacy between man and women. We can see this difference clearly through this table— 75. 85% 54. 16% 21. 69% 1991 64. 13% 39. 39% 24. 845 Gap increased 11. 72% 14. 87% Large Diffrence in Male and Female Literacy among the State: National Average :Male-75. 85% , Female-54. 16% State / U. T. Kerala Mizoram Lakshadweep (U. T. ) Goa Delhi (U. T. ) Chandigarh (U. T. ) Pondicherry (U. T. ) Andaman Nicobar (U. T. ) Daman Diu (U. T. ) Maharashtra Himachal Pradesh Tripura Tamil Nadu Uttaranchal Gujarat Punjab Sikkim West Bengal Manipur Haryana Nagaland Karnataka Chhatisgarh Assam Madhya Pradesh Orissa Meghalaya Andhra Pradesh Rajasthan Dadra Nagar Haveli (U. T. ) Uttar Pradesh Arunach al Pradesh Jammu Kashmir Jharkhand Literacy Rate 90. 92 88. 49 87. 52 82. 32 81. 82 81. 76 81. 9 81. 18 81. 09 77. 27 77. 13 73. 66 73. 47 72. 28 69. 97 69. 95 69. 68 69. 22 68. 87 68. 59 67. 11 67. 04 65. 18 64. 28 64. 11 63. 61 63. 31 61. 11 61. 03 60. 03 57. 36 54. 74 54. 46 54. 13 Male Literacy Rate 94. 20 90. 69 93. 15 88. 88 87. 37 85. 65 88. 89 86. 07 88. 40 86. 27 86. 02 81. 47 82. 33 84. 01 80. 50 75. 63 76. 73 77. 58 77. 87 79. 25 71. 77 76. 29 77. 86 71. 93 76. 80 75. 95 66. 14 70. 85 76. 46 73. 32 70. 23 64. 07 65. 75 67. 94 Female Literacy Rate 87. 86 86. 13 81. 56 75. 51 75. 00 76. 65 74. 13 75. 29 70. 37 67. 51 68. 08 65. 41 64. 55 60. 26 58. 60 63. 55 61. 46 60. 22 59. 70 56. 31 61. 92 57. 5 52. 40 56. 03 50. 28 50. 97 60. 41 51. 17 44. 34 42. 99 42. 98 44. 24 41. 82 39. 38 Bihar 47. 53 60. 32 33. 57 Sources: Adapted from information given in figure in figure 17 census of India 2001. Reason of increasing Gap between male and female literacy in India : †¢ Pover ty is attributes as one of the main cause of deprivation of girls from education . They need to either take care of their siblings at home , and do household work and work outside and contribute financially to the family . A recent report on the extent and depth child poverty in the developing world found there be some 135 million children between 7 and 18 years old without any education at all , with girls 60% more likely than boys (16 % compared 10%) to be so â€Å"educationally deprived†. Inadequacy school facilities is another barrier . According to the PROBE report ,44% of the school do not have play ground . 54% of the school did not have drinking water, 72% of the school did not have library ,84% school did not have toilet and 2% of a school have single teacher. Parents are hesitant to send their girls to schools that have only male teacher . Lake of qualified female teacher is a major barrier to girls education . Fear of sexual harassment is another aspect in de terring girls from attending schools and a factor contributing to the high droop out rate . Fixed schooling hours do not suit girls in rural areas ,as they are need for domestic work at home or in farms and fields during these hours. This is one of the cause of the lower participation rates of girls in education. (3) †¢ †¢ †¢ †¢ CONCLUSION AND SUGESSIONS: At present when we talk about 21st century , and women empowerment , we feel very embarrassing when we see a women in a very itiable condition in our society on the other side we feel very proud when gains highest position represent our nation . If we want to realize women empowerment Firstly we will try to minimize the literacy gap between man and women and give priority to educate a women. So that education plays a crucial role in accelerating the women empowerment . Thus education seen as â€Å"Unique investment† in present and future in reference to Women Empowerment. The National Policy on Education states that Education will be used as driving force of basic change in the status of women in socity . Access and equality are the two most important components to empower women and to facilitate the delivery of social justice to them . If we want to achieve and sustain a high growth rate must have educate women without any discrimination. REFRENCES : †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ (1) Sshay Sushama. , â€Å"Women and Empowerment† Discovering house , New Delhi,1998; Page no. 11 (2)https://www. un. org/popin/taskforce /guide/iatfwemp. gdl. html (3) https://volunteerthoughts. blogspot. com/2005/08/girls -and-wonens-education-inindia. html Sumanthy. M and Nagendran. K. , â€Å"Women Empowerment : Ethics and logics, southern economist ,July 15 2007. ol. 46 Page no. 5-6 Janaki. D . , â€Å"Empowerment of women through education :150 years of university education in India â€Å", University News ,vol44(480 ,Nov27-Dec032006, page no 82-84. Akth ar Najma. , â€Å"Higher education in Future† ,Manak publication Pvt. Ltd, New Delhi 2000. Das Suranjan. , â€Å"The Higher Education in India and the challenges of Globalization†, Social Science vol. 35,No 3-4 ,March-april 2007. Wixard Kausar and Arya vrat Vijay. , â€Å"Women in Higher Education in the work force :Need to Bridge the Gender Gap, â€Å", University News ,Vol 45(3) ,Dec. 10-16, 2007 . Don’t waste time! Our writers will create an original "Women Empowerment Through Education" essay for you Create order

Nursing Theorists - 702 Words

MYRA ESTRIN LEVINE NUR-240 Professional Transitions June 7, 2011 Myra Estrin Levine is known as a Nursing theorist for creating â€Å"The Conservation Model†. Levine obtained a diploma in 1944 and attained her B.S in 1949 and completed M.S.N in 1962 from Wayne State University. She served as a consultant to hospitals and schools of nursing. She also provided a teaching structure for medical-surgical nursing and established â€Å"The Four Conservation Principles†. â€Å"She explicitly linked health to the process of conservation model views health as one of its essential components† (Levine, 1991). The three major concepts of the Conservation Model are 1) wholeness, 2) adaption, and 3) conservation. â€Å"Whole, health, hale all are derivations of the†¦show more content†¦According to Levine â€Å"conservation describes the way complex systems are able to continue to function even when severely challenged† (Levine, 1990, p. 192). She stresses the fact that many nursing interventions can help in promoting the ad aption and thus keeping the wholeness of the individual. There are many areas where Levine’s concepts are still used in the nursing practices today. First being, the primary care given to the patient by the nurse can change their view on the hospitalization as well as the administrative style. Thus providing them with more attention and care they want while satisfying their needs. Secondly, if a patient is familiar and adapted with the hospital environment, he/she will be comfortable in talking with the doctors/nurses with any kind of pain or their own worries about their diseases. Thereby making sure that the patient is in their comfort zone for this to happen be one of the major responsibilities of the nurse. 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Commentary on Two hands Essay Example For Students

Commentary on Two hands Essay The poem Two hands, by Jon Stallworthy compares the hands of the persona with those of his father. The son is the voice of the poem and he describes the difference between his fathers hand and his hand. Although these hands are physically similar, expressed in the line hands so alike spade palms the personalities of owners of the hands, are very different. The title itself, the Two Hands, represents the two different personalities of the father and the son. The son on one hand, appears to be a poet. This is supported in the line; dance with this pencil where the sons hand, similar to his fathers, dances. The difference between the hands however is that the fathers hands are described as dancing when performing operations since he is a surgeon, while the sons hands dance when writing poems. We can already here assume that the persona is the poet himself, mainly because of some clear indications e.g. my father and also since Stallworthy obviously is also a poet. In this poem the son compares his hand with his fathers. The first line itself tells us that the personas father is a person with a job that involves a lot of research and studying. In the next two lines we come to learn that the father is a surgeon by profession. The idea of the father being a surgeon is backed up further by the medical diction; scalpel, stitch and Lancet. Lurking beneath the simple comparing of hands one can find an underlying description of the relationship between the father and the son and their feelings towards each other. The lines fingers with some style | on paper, elsewhere none and I have watched | the other save no one, serve no one, dance with this pencil hints at resentment as if the son feels inferior to his life saving father since he is only a poet. He says that he is only good for writing, not for saving lives or helping people. Also the way the father is described by the son (thirteen times led a scalpel and intricate dance) suggests that the son admires and looks up to his father and that he feels that he, himself, is not good enough. Furthermore the lines Who would have though | hands so alikewould have no more in common and I curse | tonight, at the other end of the house suggest a separation between the father and the son. Stallworthy has deliberately written this other end of the house as a metaphor to show the distance between them, not only physically but also in their behaviour. Stallworthy makes use of several different literary techniques in order to emphasize certain parts of his poem. An example of this can be found in the line that thirteen times where the alliteration of the ts accentuates these words and gives the line a somewhat chatty feeling which contributes to the colloquial manner in which this story is told. The same technique is used in the 1st and 2nd lines to draw together the words study, sits and stiffly and in order to, perhaps use the word stiffly sitting as well as the way the pen nods.  We also see that the persona knows that now he would be under the influence of his father, and feels quite frustrated at being under someones mercy. In his poem, Stallworthy frequently uses enjambment which then is followed by a caesura. An example of this can be found in the lines 9 and 15 where his use of the caesura allows the lines sense to be clear and it also influences the rhythm as to give it a feeling of natural speech. The punctuation, which comes after, then creates a somewhat informal air.  Metaphors are commonly used throughout Stallworthys poem in order to create an intricate mood. .ua827e579e2b9de9581f70fe711f88c92 , .ua827e579e2b9de9581f70fe711f88c92 .postImageUrl , .ua827e579e2b9de9581f70fe711f88c92 .centered-text-area { min-height: 80px; position: relative; } .ua827e579e2b9de9581f70fe711f88c92 , .ua827e579e2b9de9581f70fe711f88c92:hover , .ua827e579e2b9de9581f70fe711f88c92:visited , .ua827e579e2b9de9581f70fe711f88c92:active { border:0!important; } .ua827e579e2b9de9581f70fe711f88c92 .clearfix:after { content: ""; display: table; clear: both; } .ua827e579e2b9de9581f70fe711f88c92 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua827e579e2b9de9581f70fe711f88c92:active , .ua827e579e2b9de9581f70fe711f88c92:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua827e579e2b9de9581f70fe711f88c92 .centered-text-area { width: 100%; position: relative ; } .ua827e579e2b9de9581f70fe711f88c92 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua827e579e2b9de9581f70fe711f88c92 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua827e579e2b9de9581f70fe711f88c92 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua827e579e2b9de9581f70fe711f88c92:hover .ctaButton { background-color: #34495E!important; } .ua827e579e2b9de9581f70fe711f88c92 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua827e579e2b9de9581f70fe711f88c92 .ua827e579e2b9de9581f70fe711f88c92-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua827e579e2b9de9581f70fe711f88c92:after { content: ""; display: block; clear: both; } READ: Consider how Shakespeare crafts Act 3 Scene 5 to appeal to the audience EssayIn the line The phone has sobbed itself to sleep we can find personification (of the phone), assonance (of the os) and onomatopoeia (sobbed) which all together leaves the reader with a both magnificent visual and aural image. Another example of this can be found in the line A spasm shakes the phone at this elbow where the phone again is personified, this time embodied with a spasm. Once more the use of onomatopoeia (spasm) and assonance of the os creates a majestic picture. The use of the same techniques, in these two examples, draws the lines together and somewhat unifies them as if the phone at first has gone to sleep, only to wake up later with a spasm. The poets rhyme scheme is a different one and contains both regular and irregular rhyme. The rhyme is regular in the form A,B,B,A C,D,D,C; except in line 9,12 and 17 where the rhyme is broken which lays special emphasis on these words. Stallworthy has used this rhyme scheme in order to represent and enhance the suppressed and shattered feeling the boy has because of his inferiority complex to his father. Towards the end, in the lines 17-20, the poet has intentionally chosen to weaken the force of the rhyme in order to stress the words and to draw them together. The last line in the poem creates a sense of finality in the personas statement as if he is sure that his father is surely going to leave as soon as he gets a call. The pencil drops: he will be out again. He compares his hand to his fathers to show that his hand is immature and not that capable of doing work as fast as his father does. As he is inexperienced in life and is not as skilled as his father in the job of a surgeon he says that his hand moves slow as compared to this fathers. Over here he just describes his fathers efficiency in work whereas he is under the supervision of his father. To conclude, I feel that it is seen how Stallworthy has captured the mood of an inadequate son, suppressed by his fathers superiority by using several techniques. The regular rhyme which occasionally is shattered in co-operation with the diction and the various literary techniques, contributes to this atmosphere of insecurity. Stallworthy manages to create something we all can recognize; the feeling of being insufficient, not good enough, and not able to reach the expectations of our authority figures.