Environmental lab Assignment Example | Topics and Well Written Essays - 250 words - 2

Ecological lab - Assignment Example So as to gather important information for investigation, I got to the MUSE lab where I examined the presentation of the Zebra and Quagga to North America’s new water lake by a boat. Through the perception of the movements in the lab, I had the option to set up a pattern of increment in Zebra and Quagga and decline of other organisms’ populace. This is reachable by tapping on the length bar at the base and afterward perusing changes in amount of other biological system occupiers, and afterward I recorded. From the above outcomes, it is seen that at 3, 7 and 10 the number of inhabitants in the Zebra and Quagga have been expanding since first experience with another biological system. It is on the grounds that their primary wellspring of food is in plenteous. The expansion populace overstretches Phytoplankton and this added to the decrease in the number of inhabitants in Zebra and Quagga in the ensuing years. The suggestion is a typical pattern of the whole living being beneath the natural pecking order diminishing. Furthermore, this demonstrates there is flimsiness in the environment, subsequently, of gatecrashers, Zebra and

An Ecological Viewpoint On Pollution Environmental Sciences Essay

An Ecological Viewpoint On Pollution Environmental Sciences Essay Contamination is the impact of unwanted changes in our environmental factors that effectsly affect plants, creatures and people. This happens when just transient biological increases are made at the expense of long haul environmental advantages for mankind. During the most recent couple of decades we have contaminated our air, water and land on which life itself depends with an assortment of waste items. From a biological perspective, contaminations can be delegated degradable or non-persevering poisons which can be quickly separated by characteristic process.eg: residential sewage, disposed of vegetables and so forth., Slowly-degradable or determined toxins are contaminations that stay in the earth for a long time in an unaltered condition and take decades or longer to degrade.eg:DDT(pesticides) and most plastics. Non-degradable toxins can't be debased by common procedures. When they are discharged into the earth they are hard to kill and keep on accumulate.eg: harmful components like lead or mercury and atomic squanders. Contamination is an exceptionally wide subject. This theory centers around two significant contaminations air and water, and clarifies in detail the causes, impacts and control measures. Air contamination happens because of the nearness of bothersome strong or vaporous particles noticeable all around in amounts that are unsafe to human wellbeing and the earth. The air may get contaminated by normal causes, for example, volcanoes, which discharge debris, residue, sulfur and different gases, or by woodland fires that are sporadically brought about by helping. Be that as it may, in contrast to toxins from human movement, normally occuring contaminations will in general stay in the climate for a brief timeframe and don't prompt lasting barometrical change. Air contamination started to increment in the start of the twentieth century with the advancement of transportation frameworks and enormous scope utilization of petroleum and diesel. These extreme air quality issues because of the arrangement of petrochemical exhaust cloud from the burning buildups of diesel and petroleum motors were felt without precedent for Los Angeles. Contamination because of auto-fumes stays a genuine ecological issue in many created and creating nations, including, India. The air contamination control act in India was passed in 1981 and the engine vehicle represent controlling air contamination was passed as of late. These laws are planned to keep the air from getting over contaminated. The best mechanical fiasco prompting genuine air contamination occurred in Bhopal, where the very harmful methyl isocyanides gas was accidently discharged from the Union Carbides pesticide fabricating plant, the evening of December 2, 1984. The impacts of this debacle on human wellbeing and the dirt are felt even today. Lead is a significant air poison that remaining parts generally unmonitored and is radiated by vehicles. High lead levels have been accounted for in the encompassing air in metropolitan urban communities. Leaded petroleum is the essential wellspring of air-borne lead discharges in Indian urban areas. The utilization of unleaded petroleum is one method of lessening this toxin. Contaminations are additionally found inside from the invasion of dirtied outside air and from different synthetic concoctions utilized or delivered inside structures. The impacts of air contamination on living beings are unfavorable. Cigarette smoking is answerable for the best presentation to carbon monoxide. Introduction to air containing even 0.001% of carbon monoxide for a few hours can cause extreme lethargies and even demise. Sulfur dioxide bothers the respiratory tissues; incessant presentation to it causes a condition like bronchitis. The acids can get appended to particles which, when breathed in, are extremely destructive to the lungs. The broadly talked changes in the ozone layer have genuine ramifications for humanity. The consequences for human wellbeing because of expanded UV radiation are burn from the sun, waterfall, maturing of the skin and skin disease. It debilitates the insusceptible framework by stifling the bodys protection from specific contaminations like measles, chickenpox and other viral illnesses that evoke rash and parasitic ailments like intestinal sickness presented through the skin. UV beams likewise influence the capacity of plants to catch light vitality during the procedure of photosynthesis. This decreases the supplement content and the development of plants. This is seen particularly on account of vegetables and cabbage. Air contamination can be constrained by two central methodologies: preventive strategies and gushing control. One of the compelling methods for controlling air contamination is to have legitimate gear set up. This incorporates gadgets for expulsion of toxins from the vent gases through scrubbers, shut assortment recuperation frameworks, and the utilization of dry and wet authorities, channels, electrostatic precipitators, etc. Building higher smoke-stacks encourages the release of toxins as distant starting from the earliest stage conceivable. Businesses ought to be painstakingly found in order to limit the impacts of contamination in the wake of thinking about the geology and the breeze headings. The replacement of crude materials that cause more contamination with those that cause less contamination will likewise help. Water contamination is the point at which the quality or sythesis of water changes straightforwardly or by implication because of keeps an eye on exercises with the end goal that it gets unfit for any reason it is supposed to be dirtied. Point wellsprings of contamination are the point at which a wellspring of contamination can be promptly recognized in light of the fact that it has a positive source and spot where it enters the water it is said to originate from a point source. E.g.: city and modern release pipes. Non-point wellsprings of contamination are the point at which a wellspring of contamination can't be promptly recognized, for example, farming overflow, corrosive downpour and so forth., There are a few classes of basic water poisons. These are malady causing specialists which incorporate microscopic organisms, infections, protozoa and parasitic worms that enter water from household sewage and untreated human and creature squanders. A lot of human waste in water builds the quantity of these microscopic organisms, which cause gastrointestinal ailments. Other conceivably hurtful microscopic organisms from human squanders may likewise be available in littler numbers. In this way, the more noteworthy the measure of squanders in the water, the more prominent is the opportunity of contracting ailments. The second rate class of toxins is inorganic plant supplements. These are water - solvent nitrates and phosphates that cause the over the top development of green growth and other sea-going plants. The amount of manures applied in a field is regularly commonly more than really required by plants. The synthetic substances in manures and pesticides contaminate both soil and water. A fourth class of water toxins is water-solvent inorganic synthetic substances, which are acids, salts and mixes of harmful metals, for example, mercury and lead. Elevated levels of these synthetic concoctions can make the water unfit to drink, hurt fish and other oceanic life, lessen crop yields and quicken the erosion of hardware that is in contact with this water. Another reason for water contamination is an assortment of natural synthetic concoctions, which incorporates oil, gas, plastics, pesticides, cleaning solvents, cleansers and numerous different synthetic concoctions. These are destructive to sea-going and human wellbeing. They enter the water legitimately from mechanical action, either from inappropriate treatment of synthetic concoctions in enterprises and for the most part from the ill-advised and unlawful removal of compound squanders. The principal need of controlling water contamination is anticipation. Then again, setting up gushing treatment plants to treat squanders can decrease the contamination load in the beneficiary water. The treated emanating can be reused for either planting or cooling purposes, at every possible opportunity. A couple of years prior another innovation, called the Root Zone Process has been created by Thermax. This framework includes running debased water through root zones of exceptionally planned reed beds. To finish up, the obligation to forestall contamination lies in the hands of each person. A few ideas that assist people with contributing towards a superior nature of our condition and human life are: Attempt to plant trees any place you can and all the more significantly deal with them. They diminish air contamination. From the mail you get reuse the same number of envelopes as you can. Use pesticides in your home just when totally vital and use them in modest quantities. Some creepy crawly species help to keep a beware of the populaces of nuisance species. Diminish the utilization of petroleum derivatives by either strolling short separations or utilizing a vehicle pool, sharing a bicycle or utilizing open vehicle. This lessens air contamination. Stop the lights and fans when not required. Try not to utilize airborne splash items and business deodorizers. They harm the ozone layer. Try not to pour pesticides, paints, solvents, oil or different items containing unsafe synthetic concoctions down the channel or onto the ground. Purchase shopper merchandise in refillable glass holders rather than jars or expendable jugs. Attempt to abstain from requesting plastic convey sacks when you purchase staple goods or vegetables or some other things. Utilize your own material sack. Set up a manure bit in your nursery to deliver excrement and diminish utilization of composts.

ETH Zürich, hier komme ich!

ETH Zürich, hier komme ich! Im studying abroad next semester at ETH Zurich in Switzerland! (Or more officially, Eidgenössische Technische Hochschule Zürich!) It all happened very quickly. I first heard about the program during the summer from an email sent out to Course 6 Class of 2019. My friend had also sent it out to a group chat, and we all drooled at the thought of spending Spring 2018 abroad, especially because Switzerland and chocolate. My friends and I had considered taking part in the Cambridge-MIT Exchange for the entirety of Junior year, but the program was canceled just last year. I had been on the lookout for other options, and ETH seemed to be the perfect fit. An exchange through Course 2 had been in place for the past few years, but this would be the first time through Course 6. How it all began There was an info session mid-September, and the application was due within the week. I promptly asked my summer UROP supervisor for a letter of recommendation, and also sent an email to my advisor. In the following week, I had an interview with the Assistant Dean of Global Education at MIT and Anne Hunter, the Course 6 Undergraduate Administrator. The following day, I got an email with an offer for a spot in the exchange. I had less than a week to decide. Indeed, I was incredibly excited and confided with my family and friends. But getting excited about the idea of it was much different from actually committing to it. I spent the next few days really thinking through the offer. The dean arranged a meet and greet with two exchange students from ETH currently spending the semester at MIT, as well as two MIT students who did the exchange last spring. The Head of the Student Exchange office at ETH was also present to answer all of our questions. But spending a semester abroad would mean one fewer at MIT, one fewer with my friends here. I would be one semester removed from all my extracurriculars, one semester removed from my carefully planned out courseroad. I would have to find a new training environment and coaches if I wanted to continue my skating career. I would have to make new friends, find a new community and living group, and adjust to an entirely different culture, environment, and language. It would, all in all, be easier and the path of least resistance to stay at MIT, take the classes I already have planned, knock off my course requirements and take the lingering Bio GIR I have been putting off, continue my work in my clubs and extracurriculars, and avoid having to uproot my entire life and routine, friendships and communities, all the things that Ive worked so hard to cultivate the last 2.5 years here at the MIT. Inertia is real. Though a few Course 2 students had previously done the exchange, no one from Cours e 6 had. We would be the guinea pigs. Yet, this would be a once-in-a-lifetime opportunity. My UROP supervisor likened ETH as the MIT of Europe. Albert Einstein studied there! I would be able to meet and work alongside an entire new group of students and professors, and have a chance to study and immerse myself in a new environment, one that is just as engaging and intellectually stimulating as MIT. I will finally have an excuse to learn German, and travel all around Switzerland and Europe as well while Im at it. So I went for it. Five others also went for it, four from Course 6 and another from Course 2. ETH and Zurich mood Within the next few days, Ive received a slew of emails and forms and documents from ETH. Then, it was the challenge of putting together a study plan and pre-registering for classes. There isnt an official schedule released for next semester, and there arent any previous Course 6 exchanges to rely on for help and advice. Though we do have a group chat for all of us studying abroad next semester, were all just as lost as the next, but doing our best to be as resourceful as possible. There is a process of getting our credits to transfer over, but itll be work on our end to petition for those credits once were back at MIT in the fall. Luckily, we do have the assistance and guidance of two professors at MIT, Professor Chris Terman (who taught 6.004 when I took it last semester) and Professor Stefanie Jegelka who did her PhD at ETH throughout the process. Credits work a bit differently at ETH, and most students typically take more classes but of fewer units than at MIT. Generally, it should work out to be about the equivalent amount of work and class time as the average MIT workload. However, at ETH there is more of an emphasis on the final examination, and less of an emphasis on psets and assignments â€" which can be good or bad depending on how you look at it. More free time during the semester, vs. more chances to boost your grade and less pressure on the final. Also, there are oral exams at ETH (me: ?!?!?). 2/3 of our coursework has to come from the department we are in, so similar to MIT, there is an focus on exploring other departments and the humanities at ETH. Luckily, most of their advanced undergraduate (their undergrad is 3 years) and Masters classes are taught in English. I planned for: (1) Ubiquitous Computing, a class on wireless sensors and components like RFID and bluetooth; (2) Learning and Intelligent Systems, which is a mix between 6.036 and 6.867; (3) Case Studies from Practice, which offers real-world technology cases and projects from partner companies; (4) 3D Vision, a version of computer vision; (4) User Interface Engineering, a Masters class that combines 6.815 and 6.036; (5) Human-Computer Interaction, a seminar on HCI topics; (6) Cognition in Architecture Designing Orientation and Navigation for Building Users, a seminar at the intersection of Course 9 and Course 4; and finally, (7) German, the most beginner version. Yes, its a mouthful, and I am currently planned for much beyond the typical credit load. Were recommended to take between 20-25 ETH credits, and my study plan totals 31. Im also planning to take a 2 week German intensive language course before the semester starts. There were even more classes I wanted to take: one in entrepreneurship, another in information security, and one in computer graphics and vision. Even then, I will drop one or two of the classes I have on my study plan once I get a feel for them. Im hoping to get most of the classes and credits to transfer over, particularly to count for Course 6 AUS or EECS electives. We were also told we could get humanities to transfer over as HASS-E credit. Regardless, Im really looking forward to these classes. Part of my extensive study plan research spreadsheet Until then, I do have more forms to fill out and several more weeks to figure out the rest of the logistics. Am I ready? Click to take a look!   Ja, you bet!

The Effects of the Green Revolution on the Punjabi Soils...

The Effects of the Green Revolution on the Punjabi Soils of India The Green Revolution hopes to avert global hunger crises by enabling developing nations to be self sufficient. The goal is to replace old agricultural traditions with newer Western practices. Developing nations can increase their total yields by using genetically engineered seeds, large irrigation projects, and prolific quantities of fertilizer. The aim of this paper is examine the methods of the Green Revolution, and their effects on the soils of the Punjab region in India. What is the Green Revolution? The idea behind the Green Revolution is noble: to enable developing nations to grow their own food, and thereby avert mass starvation. During the period†¦show more content†¦(Fertilizer was a relatively easy peace-time conversion for the explosive factories.) Fertilizers in the late 1960s and early 1970s were comprised entirely of nitrogen (N), phosphorous (P), and potassium (K). Originally, the fertilizers were meant to be a supplement to the organic component of the soil. However, as agricultural plans in India evolved, the organic component of soil was viwed as secondary to chemical fertilizer. (Shiva, 1991) Traditional crop varieties of wheat and rice in India respond to increased fertilizer usage by increasing their biomass. Plants grow taller and leafier, which is inefficient and for farmers who want the increased fertilizers to be translated directly into more grain. In order to maximize the effects of increased soil fertility, Green Revolution agronomists developed genetically engineered seeds. The distribution of genetically engineered seeds was the second change in United States hunger relief policy. The miracle seeds were dwarfed versions of traditional crop varieties. The advantages of these plants are their biomass to grain yield ratio. Another advantage is their resistance to solar radiation damage. (The majority of developing nations are in areas that receive more solar radiation than American and European temperate zones.) The one drawback to these seeds is their dependence on highShow MoreRelatedThe Severity and Extent of Environmental Scarcity in Pakistan3240 Words   |  13 Pagesmountain ranges one thousand miles down to the Arabian Sea, it is bounded on the northwest by the mountain ranges of Koh Sulaiman and by Afghanistan and on the southwest by the Iranian section of Baluchistan. In the east, Pakistan is separated from India along the Sutlej River, the deserts of Rajasthan, and the Rann of Kutch; and a cease fire line dividing the Kashmir Valley separates t he two countries in the north. The country has a total land area of approximately 310,322 square miles, much of whichRead MoreCreativity in Advertising15483 Words   |  62 Pagessuccess of new product. * Creates Demand for Product: Advertising creates demand for the product. Advertising spread information about the product or services and makes consumers aware about it through various mass media which makes positive effect on the mind of the people and create demand for the product. * Expand Market: It helps in expanding local markets, to national level and even to international level. Trading at national and international level is impossible without advertising

Ringworm - 1178 Words

THE UNIVERSITY OF SOUTHERN MISSISSIPPI DEPARTMENT OF COMMUNITY HEALTH SCIENCES CHS 623: Biostatistics Fall 2012 Instructor Information: Danielle Fastring, PhD, MS, MPH Dept Community Health Sciences Office Address: 108 North 31st Avenue Hattiesburg, MS 39406 E-mail: Danielle.Fastring@usm.edu Time and Place: Monday 3:30 – 6:15 FG113 Text: Daniel, W. W. (2009). Biostatistics: A Foundation for Analysis in the Health Sciences, 9th edition. NY: John Wiley amp; Sons. Course Description: This course is designed to give students the basic skills to organize and summarize data, as well as an introduction to the fundamental principles and application of statistical inference. The course emphasizes an†¦show more content†¦You are responsible for completing the homework. It will not be collected for a grade. Attendance: Attendance will be taken at each class. Students are permitted 2 unexcused absences. Upon the 3rd absence, your final grade will be dropped by 10%. Academic Honesty Policy: Students are expected to maintain complete honesty and integrity in the academic experiences both in and out of the classroom. Any students found guilty of dishonesty in any phase of academic work will be subject to disciplinary action. The University and its official representatives may initiate disciplinary proceedings against a student accused of any form of academic dishonesty including but not limited to cheating, plagiarism, unauthorized collaboration, and multiple submissions. Cheating: The unauthorized giving, receiving, or use of material or information in exams, quizzes, assignments, or other course work, or trying to do so, with the attempt to influence a grade. Plagiarism: The use of ideas, data, or specific passages or others that are unacknowledged or falsely acknowledged with the purpose of influencing a grade. Any paraphrasing or quotation must be appropriately acknowledged. Unauthorized collaboration: Collaboration not EXPLICITLY allowed by the instructor to obtain credit for examination or course assignments. Multiple submissions: Presentation of a paper or other work for credit in two distinct courses withoutShow MoreRelatedThe Restorative Term For Ringworm1417 Words   |  6 PagesRingworm is an issue that could transpire at any age and time. It makes the influenced zone look repulsive. Ringworm resembles a little fix on the skin, which has an aroused red ring. It spreads towards outwards and develops. The region inside the ring is dark and i nconsistent. The patch steadily develops into a vast ring step by step, and consequently it is called ringworm. There are risks that few times, a few patches would happen anyplace in the skin, particularly for the situation where you getRead MoreCauses And Cure Of Ringworm1439 Words   |  6 PagesTopic: Ringworm Title: Cause and Cure of Ringworm Ringworm is an issue that could transpire at any age and time. It makes the influenced zone look repulsive. Ringworm resembles a little fix on the skin, which has an aroused red ring. It spreads towards outwards and develops. The region inside the ring is dark and inconsistent. The patch steadily develops into a vast ring step by step, and consequently it is called ringworm. There are risks that few times, a few patches would happen anyplace in theRead MoreAfrican Elephants ( Loxadonta Africana ) And Amur Tigers1172 Words   |  5 PagesFigure 5: Rabies Virus Particle Source: Twy cross zoo, 2013 Source: Fine Art America, 2016 Ringworm (dermatophytosis, or dermatomycosis) is a fungal disease which amur tigers suffer and is highly contagious and is spread through contact with contaminated objects or by direct contact. The clinical signs of ringworm aren’t always easy to detect due to the lesions of ringworm to be very mild or even undetectable in cats and the lesions can take up to 21 days before signs of infectionRead MoreEverything About Ringworm ( Dermatophytosis )2354 Words   |  10 PagesEverything about ringworm (Dermatophytosis) and how to get rid of it Our world is fully surrounded by fungi, molds and yeasts, but luckily, only a few of them cause skin problems. They are called dermatophytes and they cause an annoying infection called ringworm or dermatophytosis. Ringworm is not a kind of worm; it is an infection of the skin caused by a fungus. This infection is a skin disorder characterized by red, itchy, scaly, rash in the area affected. People and animals can both be affectedRead MoreBacterial Infections of Humans Caused by Bites of Animals (NOT insects) Introduction Animal bites900 Words   |  4 Pagesbeen successful in decreasing the chances of transmission of rabies from animals to humans. †¢ Ringworms Also known as tinea, is a fungal infection of the skin caused by fungus found in soils and on the skin of pets. Children can get ringworms by touching infected dogs and cats. Ringworm of the skin is usually a non-fatal, scaly round area with a raised red bumpy border and a clear center. Ringworm infections are treated with antifungal or oral medications. †¢ Toxocariasis The parasitic roundwormRead MoreMany have Athletes Foot871 Words   |  3 Pages This will cause the fungus that causes athlete’s foot to grow because the fungus will grow in warm, damp places. Athlete’s foot is defined by Merriam Webster dictionary as a fungal infection affecting the skin between the toes. It is a form of ringworm. Athlete’s foot is not a microorganism it a fungus so it doesn’t have a microbe. The name of the fungus is called tinea pedis. The disease name of athlete’s foot is tinea pedis. An athlete’s foot fungus is spread easily. It can be passed throughRead More Zoonotic Diseases and Risk Factors1343 Words   |  6 Pagesthe early stages they will help the immune system destroy the disease. Another Zoonotic disease is dermatophytosis or commonly known as ringworms. Ringworm is caused by a fungal infection on the skin. The fungi Dematophytes, which causes the parasitic infection, feeds on keratin which is the material found in the outer layer of skin, hair, and nails. Ringworm is transmitted by direct contact with an infected animal or a flea or its larva, also sharing clothing, sports equipment, towels, or sheetsRead MoreEssay Challenges Facing New Immigrants in America1122 Words   |  5 Pagesthing for immigrants to do. However a family was blessed in a way, written in a book called Ellis Island Interviews, a family had to stay into a holding cell because one of the boys had ringworm. At the time no one really knew how serious things were so the workers at Ellis Island would take extra precaution, â€Å"the ringworm was considered very contagious at that time. Why they kept the rest of the family for six weeks I don’t know. But they kept me at the hospital on Ellis Island† (Coan 165). By makingRead MoreThe Medicinal Plant Of Medicinal Plants1365 Words   |  6 Pagesyou get the right amount for your body (The Health Benefits of Blood Flower Herb, 2017). The roots are very useful when you are trying to counter Scrofula. It’s leaf juice helps to stop hemorrhages. The Blood Flower is very good at curing ringworms. To cure ringworms effectively, craft a poultice out of the root and rub it on the skin that is infected (Blood Flower Herb uses, benefits, cures, side effects, nutrients, 2017). The Blood Flower is not the best at curing Anhidrosis, Ascaris, and Asthma,Read MoreHerbal Medicine1235 Words   |  5 Pagesused alongside â€Å"modern† methods such as bleeding, purging, arsenic and mercury with equal, or better, results. DOH approved herbal medicine 1. Akapulko (Cassia alata) – also known as â€Å"bayabas-bayabasan† and â€Å"ringworm bush† in English, this herbal medicine is used to treat ringworms and skin fungal infections. 2. Ampalaya (Momordica charantia) – known as â€Å"bitter gourd† or â€Å"bitter melon† in English, it most known as a treatment of diabetes (diabetes mellitus), for the non-insulin dependent

Male vs Female Friendships Free Essays

Male vs Female Friendships BY sf0409928 Male Vs. Female Friendships How different is a friendship with a woman from the one with a man? What do you prefer? Are they the same kind of friendship or does it depend on the person? I have my own opinions to compare and contrast about these two kinds of friendships, such as confidence, places to go out and the way of thinking. Confidence is very important to establish in a friendship. We will write a custom essay sample on Male vs Female Friendships or any similar topic only for you Order Now Confessing something is difficult but when you have someone important who can listen to you and give you ome advice is great. I think most women tend to criticize you or be more gossipy with what you tell them. On the other hand, men are more reliable with your secrets and most of the time listen to you without criticizing. Another important aspect to consider is the places to go out. I think I have more options with female friends than with male friends. With female friends you can go shopping, since girls can shop forever with no problem. Also girls can go to clubs ogether and get discounts on drinks, Just because they are women. A male friend doesn’t like to shop as much as females. One advantage is you can go to clubs with men and never feel alone, because he is always going to be taking care of you. The way of thinking influences so much in a friendship. Most women think with their hearts and always try to give you the best advice. Men on the other hand, are more blunt. They will tell you exactly how they feel even if it’s going to hurt your eelings. The one thing to remember is that a true friend will always tell you the truth. I think women and men both make excellent friends. It depends on the situation your in whether you want to chill with men or women at the time. Depending on what you want to do or want to talk about is when you will make that decision. Just remember good friends are hard to come by. Whether they are male or female Just remember the happiness that he or she brings into your life. How to cite Male vs Female Friendships, Papers

Critical Evaluation for Case Study Critique - MyAssignmenthelp

Question: Discuss about theCritical Evaluation for Case Study Critique. Answer: Introduction There are a variety of ways or guides for critiquing. All work in similar ways in understanding whether they have followed the correct procedure and principles of research, and key part is always the ability for the results to be generalised in terms of emphasis on accuracy and the ability to apply findings to other situations or generalizability. Models used for critique include the Crombie model; it is an essential tool for both qualitative and quantitative research. Secondly, Critical Appraisal Skills Programme (CASP) is a tool designed by the public health experts and provides key tool for critique. Third tool for critique is the Parhoo model and finally the fourth is the Reel Model, (Wu et al., 2011) which is both used in quantitative and qualitative research. The journal for this article, Annals of Emergency has an impact factor of 5.009. Its publication site is in New York. It is reviewed as largest peer review based circulation journal in medicine, this give the confidence of having high quality data which can be utilised in other research settings. The authors are practising medical practitioners in the health care and have vast experience in utilising the care practice involved. The rich knowledge of the authors gives the confidence to believe in the results and be able to apply them with confidence. Title and abstract review The title of the research, Skin Glue reduces the failure rate of Emergency Department-Inserted Peripheral Intravenous Catheters, is relevant to the research and its form of presentation is clear and concise. It is more specific and direct on its intent. The objective of the research was clearly stated, and the proposed objective is to investigate whether the failure rate of peripheral intravenous catheters could be reduced by addition of skin glue to standard peripheral intravenous catheter care. The abstract of the document contained adequate information with regard to the experimentally methodology. Structure of the Study The literature review cited provides the relevant motivations for conducting this study in that, peripheral device catheters are commonly used in hospitals with approximately 80 % of the patients being applied. Of these, failure reported with its usage is between 33%-69% due to other factors such as phlebitis, occlusion, infection or dislodgement, thus the need for facilitating this study to address the problems arising. The literature review cited in reviewing this study are relevant and recent giving more up to data, reflects the current practices in catheter use thus giving a broader understanding of the topic under review. The gap in literature as outlined in the article is based on a review by Cochrane, which made a conclusion that there were no best practice methods to manage safe use of peripheral intravenous use of catheters. This gap in literature and practices informed the studying trying to come up with an effective method to manage the problem. In conducting this study, i t was hypothesized that addition of skin glue to the insertion site of peripheral intravenous catheters in emergency units reduces the device failure at a rate of 8 hours, this scientific hypothesis. The statement portrays the intent of the researchers to compare the two groups of patients, with key interest on care practice given. One group is given standard care and the other group is provides with intravenous application of peripheral catheter. The intervention indicated in the hypothesis confirms this intent by the researcher, in providing an alternate method for the treatment and application of catheter among patients in emergency care units in reducing the failure of the device within 48 hours of admission in the emergency unit. The Sample Selection The patients were selected from a list of admission who were being admitted in the hospital at the Emergency Unit. The screening process was facilitated by a registered nurse at the facility and patients who were admitted in the unit and above 18 years were recruited in the study. Exclusion criteria were informed by the presence of allergy and infection at the catheter area and that patient who were had intentions of removing the catheter and non English speaking patients were excluded. The participants were recruited through patients attending one health facility referred to as Caboolture Hospital; a community based health care facility. The methodology used was none blinded randomized controlled design in recruiting the participants of the study. Data Collection The data was collected using the use of peripheral intravenous catheters were performed with insertion included treatment with treatment of various solutions. The data of patients was collected at the enrollment and data tabulated in a table. Treatment follow-ups were done after 24 hours. The data were assessed and collected by the research nurses through person or face to face contact and telephone based method. The groups were given different measurement protocols in that the standard care group received standard care management while the skin group received standard care management with Cyanoacrylate skin glue applied at the insertion site as the treatment control. The data used were adequately described in that it quality was preserved. The data was collected with technology based aid, thus tampering of the data was minimised. Collection tools were the use of iPad, Apple, Cupertini, Form Connections, Laguna Niguel and transferred to Stata software and later analysed. This approac h was meant to minimise cofounding factors on the researcher on any tampering with the data which is a factor in its quality adherence. The instrument was adequately described however its validity and reliability were not assessed. There was no reported on the reliability measure of the instruments. The reliability of instruments used in any research to determine the extent t which concepts are accurately measuring the needed data. The analysis method of Assesment was the peripheral intravenous devices used in the process. Ethical consideration is such of research is essential in assuring the safety of the patients is assured. The research sought ethics approval from Caboolture hospital human research ethics committee before commencement of the study and registered with the Australian and New Zealand Clinical Trilas Registry. Data Analysis A total of 380 patients were receiving the peripheral intravenous catheters device were entitled and allocated, in this 11 patients were lost in the following and data for 369 patients were analysed. The rate of loss of the patients was as low as 0.83% per patients and outcome rates was further assessed using 95% confidence level. The follow ups were effective an a marginal number of patients were lost, this did not meet the threshold for affecting the data obtained, thus the data were valid and credible. The assessments of the patients in both groups the control and intervention were not blinded because it was not practical due to the suitable colour of the glue used and its appearances reflected in both groups of the study. The results obtained were statistically significant at p0.05 at a 95% confidence level. The statistics used were correlation in that the two groups were compared and statistical significance obtained to validate the treatment given if it had any impacts. The outcomes of the results was that catheter failure of 17% in the skin glue groups and 27% in the standard care group was reported at a 95% confidence level.. The primary outcome of the study results was that peripheral intravenous catheter failure at 8 hours while the secondary outcomes were the individual modes of peripheral intravenous catheter failure which includes infections, occlusions, dislodgements and phlebitis. The meaning of this outcome is that there was difference in between the groups being treated. Findings The findings were expected in the sense that the literature review had clearly stated that the main problem which often occurs with catheter fixation on the skin was due to inability to fix itself on the skin which was a major factor in dislodgement and loose attachments. The findings presented are well articulated and formulated in the manner in which the research was conducted by the study. The study process gives enough credibility to provide the required information for the judgment of the results. The results obtained are well articulated and easily applicable. The findings obtained by the researcher r were that peripheral catheter failure was reported at 10% lower at a 95 % confidence level with skin glue being 17% while the standard care was 27%. Phlebitis and occlusion was less with the skin glue care however they were not statistically significant to affect the quality of the results obtained. Limitation encountered in this study was that total blinding was not because the s kin glue was visible on the skin surface. Another encountered limitation of the study was the limited period of hospital stay by the patients. Some patients were discharged with an average stay at the hospital being 2.7 days and were discharged before examination by the research nurse. Many left the facility which this could be factor in shorter reflection of time and catheter failure increased rates with hospital stay after the 48 hours by the patients. A suggestion for further research was not suggested by the researcher in that it is termed as a conclusive study. The implications made of the research were that application of skin care glue in the administration of peripheral catheter was beneficial to the patients in the sense that it reduces hospital infections and complications, reduced length of stay in hospital, any related issues with catheter application could be significant reduced with patient benefits and satisfaction improved. The information provided by the reported gi ves room for replication of the study methods and process in other settings. The treatment processes involved are well applicable to replicate in other settings. Conclusion of the Study The study concludes that there no incidence of skin allergy experienced by the patients. The benefits associated with the skin care application are beneficial to the patient and improve the related outcomes. Thus the study concluded that the use of skin care treatment alongside peripheral intravenous catheter care reduced the significant rates in among the emergency department patients admitted at the study site hospital. Other studies done have found out that replacement of peripheral intravenous catheters have no effect on incidence of failure however when this study approach is used of applying skin care treatment to the procedure, reduces infections rate as the underlying factors associated with care. Thus it informs the findings of this study on the use of glue skin care on the peripheral intravenous catheter application. Relevance to Nursing Practice The use of peripheral intravenous catheter among patients has shown to impact negatively on the quality of care among patients, effects have included various complications to the patient which contribute significantly to reduce quality of care, (Arsaln et al., 2014). Associated complication such as phlebitis has admission occurrence of 75% on patients admitted to health care facilities, (Singh, Pun Bhandary, 2008). It has been investigated and shown to cause discomfort, prolong stay at the hospital and increased health care cost hence limit, thus affecting the rights of patients of getting affordable and quality health care. the current rates of 35%-50 % failure rates of catheters is termed as unacceptable practice and this giving unfair treatment to the patients, caregivers and affecting the quality of the overall health care system at large, (Helm et al., 2015). The application and practice of catheter use has been the most invasive procedures in the clinical practice among patients admitted in hospitals, with remedy solution being intravenous therapy, (Di Nisio et al., 2015). It has been found out that majority of the patients develop accompanying complications which include infections to the blood stream, (Maki et al., 2006). This health care issue has prompted the development of various approaches aimed at tackling the problem, which have included new innovative methods of securing the catheter position in patients, (Shah , 2005). Studies by CDC have suggested that catheters should be replaced after every 72-96 hours to reduce the infection rate in patients, (OGrady et al, 2002). However this recommendation is based on limited research conducted to ascertain this. Some of the observational studies have indicated that placing the catheters at safe places for longer periods could have a significant effect on the quality of care provided to the patient, (Van Donk et al., 2009). With this uncertain use of peripheral intravenous catheters on patients, there is need for a safe routine replacement to be utilised in the health care practice, which informs the basis of this study. This study is focused on human health care practice, and more so when it comes to clinical care. The context of the application of the catheter intravenous injection signifies its practise in the health care setting. The use of peripheral intravenous catheter use has been a general practise in health care and has been evidently researched and guidelines outlined. It is common method and approach used in hospitals and utilised in the administration of drugs, fluids or blood products. The procedure involves the intravenous catheter injection, it follows a wide range of experience in the practice which makes it more non ineffective when its failure rate is taken into consideration. The procedure of intravenous catheter administration has been the most invasive procedure applied to the patients admitted in hospitals an estimate about half admitted in hospitals receiving the therapy, (Malyon et al., 2014). Peripheral intravenous catheters have been used in health care and has been termed a time consuming procedure and more so when dealing the younger generation like children due to smaller veins, reduced cooperation and increased adipose tissue of the skin, (Webster et al ., 2008). The practice is relevant fort nursing care, as it is drug administration channel for drugs and medicines. References Arslan, M., Yal?n, S., Kesik, F., Demirci, B., Bal?k, . ?.(2014). Turkish Nurses Knowledge About Application, Care, and Complications of Peripheral and Central Venous Catheters and Port Catheters. Bugden, S., Shean, K., Scott, M., Mihala, G., Clark, S., Johnstone, C., Rickard, C. (2016). Skin glue reduces the failure rate of emergency department-inserted peripheral intravenous catheters: A randomized controlled trial. Annals of Emergency Medicine, 68, 196201. https://dx.doi.org/10.1016/j.annemergmed.2015.11.026 Di Nisio, M., Peinemann, F., Porreca, E., Rutjes, A. W. (2015). Treatment for superficial infusion thrombophlebitis of the upper extremity. The Cochrane Library. Helm, R. E., Klausner, J. D., Klemperer, J. D., Flint, L. M., Huang, E. (2015). Accepted but unacceptable: peripheral IV catheter failure. Journal of Infusion Nursing, 38(3), 189-203. Maki DG, Kluger DM, Crnich CJ. The risk of bloodstream infection in adults with different intravascular devices: a systematic review of 200 published prospective studies. Mayo Clin Proc 2006;81:1159-71 Malyon, L., Ullman, A. J., Phillips, N., Young, J., Kleidon, T., Murfield, J., Rickard, C. M. (2014). Peripheral intravenous catheter duration and failure in paediatric acute care: a prospective cohort study. Emergency Medicine Australasia, 26(6), 602-608. OGrady NP, Alexander M, Dellinger EP, Gerberding JL, Heard SO, Maki DG, et al. Guidelines for the prevention of intravascular catheter-related infections. Infect Control Hosp Epidemiol 2002;23:759-69 Shah PS, Ng E, Sinha AK. Heparin for prolonging peripheral intravenous catheter use in neonates. Cochrane Database Syst Rev 2005:CD002774. Singh, R., Bhandary, S., Pun, K. D. (2008). Peripheral intravenous catheter related phlebitis and its contributing factors among adult population at KU Teaching Hospital. Kathmandu University Medical Journal, 6(4), 443-447. Van Donk, P., Rickard, C. M., McGrail, M. R., Doolan, G. (2009). Routine Replacement versus Clinical Monitoring of Peripheral Intravenous Catheters in a Regional Hospital in the Home Program A Randomized Controlled Trial. Infection Control Hospital Epidemiology, 30(09), 915-917. Webster, J., Clarke, S., Paterson, D., Hutton, A., van Dyk, S., Gale, C., Hopkins, T. (2008). Routine care of peripheral intravenous catheters versus clinically indicated replacement: randomised controlled trial. BMJ?: British Medical Journal, 337(7662), 157160. https://doi.org/10.1136/bmj.a339 Wu, K., Takacs, D., Yao, T., Zhang, J., Yang, H., Wen, J. R., ... Reel, E. A. (2011). U.S. Patent No. 7,979,459. Washington, DC: U.S. Patent and Trademark Office.

Hermaphroditic Joyce By Dante Essays - English-language Films

Hermaphroditic Joyce By Dante Dante's "The Hermaphroditic Joyce" One of the most powerful nuances of any writing is the dialogue within the story. In literature, it is all too often that characters live only in the jaded voice of the author and never truly develop as their own, or are not strongly opinionated in a manner which contrasts the opinions of the writer. It is also unfortunately true that the women depicted in most male-authored literature do not often sound realistic, or how most women one would speak to in the course of the day tend to sound. All too often, women are depicted on a lower level of speech than men. For instance, Dickens and Arthur Miller both apparently subscribed to this notion, as the women in their stories were usually more passive, and not as elaborate as men in their speech, however, James Joyce did not see things in the same light. The most developed female character in Joyces A Portrait of the Artist as a Young Man, is one who speaks with dignity, passion, and the female tact which is all too often ignored in the ch aracters of women. Joyce's Dante Riordan's words and thoughts are true to those of literate twentieth century women. Although a short-lived character in Portrait, Dante Riordan, in a brief amount of time emits an apparently important and mysterious aura, the aura of a woman. Judging from the studies of twentieth century linguists, Joyce's brief representation of Dante through speech is nearly flawless. To more lucidly understand this, one must carefully examine some of the instances at which Dante speaks in her conversation with Mr. and Mrs. Dedalus, Charles, and Mr. Casey, and re-examine the arguments she makes. Dante is introduced into the dinner table conversation as a silent character. However, when the men's conversation turns to the misuse of the preacher's pulpit, Dante begins her interjections. All too often, women in literature remain linguistically dormant unless called upon, however, studies conducted in the reality outside the covers of a book have shown that women will interrupt a conversation to contradict a previous speaker, and do so vehemently (Coates, 193). A nice answer for any man calling himself a catholic to give to his priest, (Joyce, 273) states Dante as her first response. At this point, Dante has drawn herself into the conversation. Never speaking out of turn (as linguists are always quick to point out about women), Dante's next few lines are responses to the rebuttals of Mr. Dedalus and Mr. Casey. In these lines, she defends priests in that it is their duty to teach, warn, and direct their flocks. According to the findings of most linguists, strong beliefs in religion and authority are held by women, and a desire to speak in favor of them is inherent to feminine nature. The bishops and priests of Ireland have spoken, and they must be obeyed (Joyce, 274). Linguist, Jennifer Coates states that woman-speak is revolved around power, and, as Dante illustrates in this quote, that women's conversational style, and topics of interest will usually be subconcious admittances to the idea that women must obey men, and remain socially submissive (Coates, 203). Joyce's realistic portrayal of Dante does not end there, however. In studying the findings of linguists, it becomes clear that during the Renaissance, it was proper for a woman to be silent and a man to be eloquent. However, the increased level of female literacy in the late nineteenth and early to present twentieth century, changed this philosophy, and it is now expected that women be just as, if not more eloquent than men. As Dante continues her conversation, she quotes the Bible in response to the ongoing attacks of the men at the dinner table in the presence of women and a child: Woe be to the man by whom the scandal cometh! It would be better for him that a millstone were tied about his neck and that he should scandalise one of these, my least little ones. (Joyce, 274) Even today, it is rare in literature to find a woman allude to, let alone directly quote literature as a witty response to a verbal assault. Women have an instinctive shrinking from coarse and gross expressions and a preference for refined and (in certain spheres) veiled and indirect expressions (Coates, Jesperson, 126). What better way is there to describe Dante Riordan? Her primary reason for involving herself with the conversation from the start is the vile blasphemy at hand. Of her sixteen turns in the conversation,

Men And Women Essays (2310 words) - Gender Studies, Identity

Men And Women Essays (2310 words) - Gender Studies, Identity Men and Women What influences a person?s identity? Is it their homes, parents, religion, or maybe where they live? When do they get one? Do they get it when they understand right from wrong, or when they can read, or are they born with it? Everyone has one and nobody has the same, is there a point in everyone?s life when they get one? A person?s identity is his own, nobody put it there and nobody can take it out. Everyone in this world has a different identity because they all make their own over the course of their life. A person?s identity also causes a person to have masculine and feminine traits. There is no one thing that gives a person their identity, there are however many different factors that contribute to one?s identity. What is someone?s identity? Is it the way they look, the way they dress, or it could be many things all put together, or is it none of the above? To me someone?s identity is a part of their being. Nobody will ever hold it, touch it, or even see it, but it is there. Everybody has one, it guilds your decision making, your thoughts, ideas, and dreams. You may think something is terrible while someone else does not even care and yet another person may laugh, why? The answer is simple, everyone has his own identity and personality. Everyone feels, acts, thinks, and dreams differently. People may have some of these things in common with one another, but they will not be totally the same, it is like a fingerprint, unique. There are many origins to a person?s identity, their family, friends, home life, religion, environment and others. But how does it get there, you do not go into a store and pick on off the shelf. A person?s identity is developed over many years and put together by the person themselves. It comes from the individuals ability to think, reason and form an opinion. Nobody has the same mind, or the same or the same conscious, so how could anyone have the same identity as another. A person?s identity is developed over many years from the time they become aware of their surroundings, to the time they decide if they are going to college, and even as they grow old there identity will change with them. As people?s dreams are dreamed and goals are accomplished their identities will change with the individual. Their aspirations and values will change, causing their identities to change with it. It may be a slight alteration or a major overhaul but there identity will adjust to the person. One of the factors of forming an identity will obviously be your family. One?s family if invaluable to them. Your family may not be your biological parents or ever a blood relative at all, but nobody in this world can live from birth without some one. But no matter who it is, they will be the people who take care of you when you are sick or aid you when you need help. These people will be there with you for a long time and yes they will have a major impact on what you turn out to be it the future. A lot off people are fortunate enough to live with a mother and a father, they may ever have some brothers and sisters to play with as they grow up. But ever with the same family influences, brothers and sisters still do not have the same identities Some may even say having a "traditional" family would be bad for the development of an identity. For example, what kind identity would a young girl develop if see repeatedly saw her father beat on her mother. She would probably not feel the sam e as another girl whose father always showed love and caring for her mother. What about a teenager who used drugs as often as he changed his underwear. Would his younger brother, in looking up to him, feel the same as another boy who grew up never seeing an illegal drug before. If family members have no regard for keeping the other members of the family on the right path to being

Case Study- Soft Drinks Study Example | Topics and Well Written Essays - 250 words

- Soft Drinks - Case Study Example The model is statistically significant and thus useful in determining future demand. Note that, significant F = 1.6455* 10-11 (approximately equal to zero). The implication is that the model is relevant with the estimators statistically different from zero (i.e. ÃŽ ²1 ≠  ÃŽ ²2≠  ÃŽ ²3≠ 0) 5. Now omit the price and temperature from the regression equation. Should a marketing plan for soft drinks be designed that relocates most canned drink machines into low-income neighborhoods? Why or why not? (20%) The negative sign in the income coefficient implies that a change in income influences quantity of soft drink cans consumed in the reverse direction. Therefore, the region with the lowest per-capita income will have the highest consumption. However, given that the R2 is 0.11 ( very low), the independent variable only explains 11% of the changes in the dependent variable leaving a very high percentage ( 89%) to be explained by other factors, hence not a good

Criminal Law Essay Example | Topics and Well Written Essays - 2000 words - 5

Criminal Law - Essay Example The Act describes the nature of such offences and suggests penalties against such acts and omissions. In the same way, the Act condemns any sexual activity practiced or performed without free consent of both the parties to the contract and views such sexual act an offence, which is based on fraudulence, undue influence, coercion, misrepresentation or any other related act that reveals the non-compliance of the aggrieved party and hits his/her freedom of choice. Malignantly doing any act known to be likely to spread infection of any disease dangerous to life is a serious offence and the offender of such act is liable to be punished under the section 269 of the Code of Criminal Procedure. In the same way, Law forbids a person undergoing contagious and venereal disease(s) from entering into sexual relationship with any other person without bringing to the knowledge of the other all information regarding his/her infectious disease, as well as taking protective measures necessary to save the partner form bodily harm of transmitting the disease he suffers. In addition, the statute of law not only condemns involving into sexual intercourse without the free will of the parties, but also it does not allow any such act in which the element of misrepresentation involves. Misrepresentation stands for the statement made by a party to a contract, that a thing relating to it is in fact in a particular way, when he knows it is not so. Sexual Offence 2003 is the outcome of the changes that took place with the induction of new laws as well as discovery of new diseases afflicting the individuals of society. Free sex with the consent of the parties as well as homosexual activities are also among the significant factors along with the discovery of human immunodeficiency virus known as HIV more than a decade ago, to bring in new laws and amend old

Meeting Childrens Needs Using A Holistic Approach Young People Essay

Meeting Childrens Needs Using A Holistic Approach Young People Essay Play is the only way the highest intelligence of human kind can unfold Joseph Chilton Pearce Critically discuss how practitioners can meet childrens all-round care, learning and development needs by adopting a holistic approach. Recent government publications have focused on frameworks which support a holistic approach to the care and development of children. This essay will explore recent and historical theories of holism and the merits of such in the context of early learning. It will investigate how differing approaches meet the individual needs of children. It will discuss how the Common Core of Skills and Knowledge for the Childrens Workforce enables the five outcomes of Every Child Matters: Change for Children (ECM) to be delivered through the Early Years Foundation Stage (EYFS); simultaneously embracing a holistic, play based approach to learning and development. It will also identify the need for practitioners to truly understand and fully embrace their principles in order to deliver a child centred curriculum. Additionally it will explore the writings of those who appose the EYFS and establish if these notions are justified. References will be made to the writers setting and this will be referred to as the setting. Through play, the holistic development of the child is encouraged. Holistic is a term devised from the Greek word meaning whole and entire. A true holistic approach is child centred, recognises that every child is individual and unique, and should be treated with respect, regardless of age, race, religion, social status, disability. Every child has the right to a safe, secure, happy childhood with accesses to outside agencies who can offer support if needed. Play is a means through which children explore and make sense of their world preparing them for adulthood. Children are naturally curious, and by providing space, resources, opportunities, positive interactions with adults, peers and a safe environment for them to explore, learning and development will take place. Research undertaken by play for change (2008) revealed that play is vital to a childs development and practitioners should hold a sound knowledge of it. It is through play that children learn from their mistakes and bui ld relationships with others. There is no right or wrong way to play, it is something that morphs and changes constantly. It becomes, evolves and is built upon by the child. Pound mentions that; Play encourages creativity and imagination. It is intellectually, socially, emotionally, physically and linguistically challenging and encourages children to work in depth (alone and with others). It can offer all children the chance to explore and learn at their own pace and stage of development. It has a crucial role in enabling children to consolidate learning (Pound 2008 p74) Children should all have the right to an individual, experience rich learning environment, which is provided by practitioners, who have a clear understanding of how to meet their learning needs and styles. This in turn will engage childrens learning and enable them to develop and reach their full potential. Lindon defines the term holistic in a child context as; A holistic or whole child approach stresses the importance of thinking about and behaving towards children as entire individuals, that all their skills are important and support their whole development. Lindon (2009) p10 And Miller (2000) describes holistic education as; each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace. Holistic education aims to call forth from young people an intrinsic reverence for life and a passionate love of learning. The Children Act (2004) and ECM underpinned all legal changes to the childrens services. The ECM document, aims to protect children from harm, keep them healthy and help them to achieve their goals in life. Prevention, intervention and protection are at the forefront of this wider vision by promoting multi-disciplinary working and effective protection for children. The EYFS is the framework central to a ten year strategy that brings together all other existing frameworks. Integrated within the EYFS are the five outcomes of ECM, which are, be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well- being. Also the principles of the Common Core of skills and knowledge, which are; effective communication and engagement with children and families, child development, safeguarding and promoting the welfare of the child, supporting transitions, multi agency and integrated working and information sharing. These combined frameworks provide a child centred approach to the care and education of children. This is underpinned by a holistic, play based approach. It will ensure that all children have access to a consistent approach to care, learning and development. It is essential that all practitioners have a sound understanding of current frameworks and how to relate them to every day practice thus ensuring they are me eting the needs of all children. Maslows theory of the hierarchy of needs forms the basis of a holistic approach. Maslow identified five levels of need, starting with food and water. The next stage is safety and love followed by self esteem. At the top of his pyramid is self actualization. He believed that a child can not progress to the next stage until all their current needs have been met. He considers it the priority of the curriculum to meet the needs of children inside the classroom. The practitioner must provide an environment where children are safe, secure and emotionally stable and have a sense of belonging. A safe and happy childhood is the bedrock for childrens future learning and development. This concurs with the principles of the EYFS when providing a holistic education for children and the DCSF write that; A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents when they grow up. (DCSF 2008, p7) Children begin learning and developing before they are born and research proved that; 90% of a childs brain connections will be made by the time they are five. That means that their development and learning from birth to the age of five has significant influence on their future lives. (CWDC, 2010) During this period children are more responsive to the care and experiences they encounter. Bertram and Pascal (2006) p.70 discuss how high quality effective experiences provided in the early years improve life chances. Looking at the child holistically, with distinctive needs, interests and learning styles is beneficial to their development, and it is the belief of Hutchin that; To ensure children are confident, happy and engaged in learning their individual needs must be met. Hutchin (2006) p30 The notion of a holistic approach to education is not a recent one, and was identified as far back as 1805 by Pestalozzi (Pound 2008 p8). He was of the opinion that education was personal, and must appeal to the learners interests. He stressed the importance of recognising the uniqueness of all, and believed everyone had the potential to succeed. The EYFS integrates these principles into the framework and believes that; The EYFS and the Early Learning Goalsprovide sufficient flexibility for practitioners to follow childrens interests, respond to their ideas for developing play activities, and provide structured activities (which can also be playful to teach specific knowledge and skills. DCSF (2009) p4 Te Whariki, the curriculum of New Zealand also stresses the importance recognising children as unique, and that working closely with families is crucial to a childs development. It emphasises the important role play has in learning and development, and through its holistic approach aims to ensure all children grow up competent and confident, and can contribute positively to society. It also aims to ensure children are physically and mentally healthy (Pound 2008 p67- 69). Howard (2010), pointed out that; Early Years Education today needs to be far more creative than it has been in the past, as it needs to equip children with the skills and processes for an unknown tomorrow. (Howard, 2010 p51) Addressing childrens individuality and uniqueness through a holistic approach will ensure they progress to healthy adults, and enable them to remain a confident, stable member of an unpredictable world. Palmer (2006) p198 discusses how every child has a desire to learn and has an indication of what they want to learn. If the adult is aware of the childs interests, they will incite their enthusiasm and desire to learn more. He also writes that a rigid curriculum which gives no thought to a childs interests, or what inspires them, will not facilitate learning. The core principles of the EYFS are that, children learn and understand the world in which they live through play. Purposeful play primarily facilitates the development of social and emotional skills. These skills then assist all other areas of learning. Learning must be pleasurable, stimulating and challenging and performed in surroundings that reinforce holistic development. It is essential that it provides them with enough skills and self assurance to become a competent learner. All childrens individual needs and interests should be planned, through analysis of careful non judgemental observation. Planning should be individual, and incorporate a childs unique interests and developmental stage. Some do not fully understand the principles of a holistic approach and the aims of the EYFS, or how to implement them correctly, to ensure the children are happy, engaged learners. This therefore, highlights a need for settings to ensure that all practitioners are suitably informed, and educated regarding its principles and delivery. A true understanding of its core values and aims is vital, and all who implement should understand that; Play underpins the delivery of all the EYFS. DCSF (2008) p 6-7 Many of the children within the setting can become restless in situations which are of no interest to them. The most common is during the extremely formal registration period. The relevance of such an activity, should, be considered to determine whether it holds any learning potential. The Setting Manager considers the formal approach to learning favourable, and insists all children gather together at the beginning of each session for thirty minutes carpet time and registration. It is believed, that this is an unrealistic time scale for children to sit quietly listening to one adult. Unfortunately, the Foundation Stage Manager has a differing opinion. She is of the belief that children do not learn through osmosis or child initiated play, and that an adult must have constant input in order for any learning to take place. Adult initiated activities are interpreted as; the children are given worksheets daily and asked to complete them following a model on the board. All children are gi ven the same worksheet regardless of their ability. These worksheets are then used as evidence to add to their port folios. It is her belief that the purpose of observation is for expanding the content of a port folio and not the main source of evidence for assessment. To try and counteract these issues the larger of the two areas in the Foundation Unit has been re-organised. Low level print and interactive displays have been added. All areas have been made more accessible and enhancements such as materials, pictures and books added, to provide a good continuity of provision. Mark making tools have been placed in baskets around the area, these can then be transported by the children into other areas to encourage, and promote early writing skills. Numbers have been placed around the unit in various forms and interactive displays where shapes, numbers and colours can be sorted, have been added to promote problem solving, reasoning and number as well as fine motor skills. Photographs have been added to shelving units to help children to when tidying away. All provision is now accessible at all times allowing the children free flow play whenever possible. The two outdoor areas have also been improved, adding various materials to support learning. There are still many more improvements to be made both indoors and outdoors. Contrary to the managers beliefs, children are observed when possible by all other staff members. These observations are used to inform the planning of some team members. More in depth training as to the holistic aims of the EYFS, and its correct delivery would be advantageous. However, following her retirement in July, September will bring new changes to the routines of the setting, and promote a more child centred approach to learning. It was the belief of Montessori (Pound 2008 p 29-31) that a childs natural ability to learn stems from solid experience and the use of objects to explain ideas and concepts. Observation played a major role in her work and a fundamental part of the EYFS is assessment through observation and it identifies; Providers must ensure that practitioners are observing children and .use these observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child. DCSF(2009) p16 Italys Reggio Emila approach to learning not only agrees that all children have potential, and are individual and unique, but it also believes that observing and recording childrens experiences and play through various means e.g. photographs, videos, written observations is crucial to learning and development. (Pound 2008. P52, 53) Nutbrown and Carter (2010) p114 write that; Watching and learning are the essential tools of assessment with which practitioners can both establish the progress that has already taken place and explore the futureThe role of the adult in paying careful attention to childrens learning, and reflecting upon that learning, is crucial to the enhancement of childrens future learning. Observation plays a key part in establishing a childs developmental progress, interests and learning styles. Observing children in everyday activities enables practitioners to build up a precise image of the child, their understanding, and personal interests. These judgements should be based on childrens actions that are independent and uninfluenced by an adult. A holistic practitioner must be able to identify a childs individual learning needs and care requirements, as well as establish how their learning and development has progressed. Coates and Thompson agree that; In recording development and progress, relationships and actions become significant and illustrative of the progression in childrens learning. Coates Thomson(2010) p68 The holistic approach of the EYFS promotes the use of observations and maintains their importance in a childs development. It writes; observe childrens activities carefully, trying to discover what the child is thinking about and learning and the goals of the play, so they can accurately support and extend the childs learning focus either at the time, or later by changes to the environment or in planned activities. DCSF(2009) The project approach is a more recent approach to education and believes that all children have the desire to learn and want to make sense of their experiences through hands on experience. They must identify situations where learned skills will be useful and used appropriately to solve problems. Children build on their existing knowledge and they need the practitioner to aid the progression of these skills Classrooms must offer flexible learning which supports the needs of all children (Chard). A skilful practitioner will have the ability to engage with children and support these concepts. The EYFS recognises the importance of these ideologies and makes many references throughout the document on how to implement these measures and incorporate them into the curriculum successfully. It has been established that learning through play is central to the ideologies of the EYFS and indoors and outdoors are both equally as important as learning environments, and both equally as important in a childs development. It states that; Play underpins the delivery of all the EYFS. Children must have opportunities to play indoors and outdoors. . DCSF(2009) p7 The EYFS believes that children should be allowed to have responsibility for their learning and be able to make decisions and learn from their mistakes. A great deal of emphasis is placed on the fact that what a child can already do and are interested in, is a starting point for their learning Tassoni and Hucker agree that; Play is considered to be one of the primary needs of a child. Play is often said to be childs work Play is the main way in which children learn, and therefore play affects all aspects of a childs development. Tassoni Hucker (2000)p.1,5 The EYFS offers a developmentally, flexible continuum of goals for children from birth to five. For practitioners who agree with its principles and understand its true pedagogy implementation should be reasonably unproblematic. There are six areas of learning and development within the EYFS, which are broken down into, one hundred and seventeen scale points. Scale points four to eight are not hierarchical and can be achieved in any order. Scale point nine reflects those children who are beginning to move beyond the early learning goals. Many of the scale points interrelate and are often achievable together. The developmental stages of the EYFS overlap recognising that children are unique and will develop, grow and learn at differing rates. The children in the setting have a broad spectrum of abilities, and the flexibility and overlapping developmental phases of the EYFS enable practitioners to effectively identify where children are in relation to their development. It also assists s ome practitioners to plan and resource for individuals, as well as small groups who share similar abilities and interests. One member of staff works solely with a child who has special educational needs and she finds the EYFS guidance a valuable tool for establishing his progress when planning activities to support his learning, using the Look, listen and note section. This exemplifies the EYFS has a true understanding of the holistic approach to childrens development. Kelly agrees that; An important feature of the EYFS is the principle of it being a developmental framework. Rather than prescribing a set of learning objectives or targets, it is intended to provide a continuum of development (milestones) which acknowledges the fact that children are unique and may not progress in the same way or at a uniform rate. Kelly (2009) But is the EYFS as holistic and child centred as it claims to be, some think not, the Open Eye Campaign believes it is; overly prescriptive, potentially harmful to the development of children and a breach of the human right of parents to have their children educated in accordance with their own philosophies. Open Eye (2007) However, the DCSF counter argue that; There is no obligation in the EYFS for children to reach any particular standards The EYFS is founded on the importance of play. It doesnt require any formal approaches, and in fact discourages them, recognising that children need to play to have fun and to learn about the world around them, by playing freely with support from adults. DSCF(2008) p9 And the QCDA( Qualifications and Curriculum Development Agency) states that; Parents can apply for an exemption to the school that their child attends, if they consider that the learning and development requirements of the EYFS framework (or some element of them) are in conflict with their religious or philosophical beliefs. QCDA (2010) These statements reinforce that the core principles of the EYFS places the child at the centre of its practice, and any parent has the right to withdraw their child from any aspects of the curriculum they disapprove of. It also confirms that parents do have the casting vote on how their child is educated. Within the developmental stages are the early learning goals. These are not necessarily attainable by all children, and the goals cover a wide range of achievable objectives. In agreement with the earlier citation by Kelly (2009), it is believed that it ensures all children, whatever their stages of development have their learning needs identified and met. Most children will not have achieved all scale points at the end of their reception year and ideally implementation of the EYFS should continue into KS1. In their letter to the Department for Children, Schools and Families, Siraj-Blatchford,  Duffy  and Nelson request that the EYFS; Continues the Early Years Foundation Stage to the end of Key Stage 1. Siraj-Blatchford,  Duffy  and Nelson (2008) Kirklees are in agreement with this fact and write that; Teachers in Y1 can continue to use the EYFS Profile as their assessment tool for children where they consider this to be appropriate. This will be particularly the case for children who have not obtained any or most of the Early Learning Goals (ELG) scale points 4-8 in a particular EYFS Profile scale. Kirklees (2009) Transitions can sometimes prove stressful for children and this is recognised by the Common core of skills and knowledge. This asserts that, supporting a continued approach will enable the child to adapt more easily to stressful situations they encounter throughout their lives. These could be between classes or family issues. Within the setting a great deal of training and discussion has taken place to implement these measures, ensuring the Year One Teacher plans effective, responsive activities that support continued development. Many changes have been made to the set up and structure of the Years One classroom to guarantee a continuum of good practice which will enable children to carry on achieving. It is also essential that practitioners listen and respond to childrens needs and feelings. Assisting them to overcome difficulties and address any problems they face. Sharing these fears and worries with others will help them deal with them in a controlled, safe environment, with attentive, understanding impartial adults The children within the setting attend circle and nurture time on a weekly basis. This session allows the children a chance to discuss how their actions, and the actions of others impact, both positively and negatively on feelings. Children are given the opportunity to discuss their feelings, worries and concerns with a member of staff who is trained to deal with them. Any serious concerns are forwarded to the designated person in charge of child protection. They are dealt with in a tactful and sensitive manner following the relevant policies. This activity also reinforces social skills such as turn taking and sharing. One of the achievable goals outlined in the EYF S is; Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously. DCSF(2008) During this session they also participate in nurture time this is based on the premise of play therapy and the children are given the opportunity to address their feelings through carefully controlled play situations. It gives them a chance to deal with, and express their emotions in a calm controlled way, with staff who are trained to deal with and support the child through any difficult and emotional times. The EYFSs holistic aim puts the child at the centre of all practice and recognises their individuality. It welcomes and celebrates difference and diversity in all, and great importance is placed on communicating effectively with parents and involving them in every process of their development. Parents are recognised as the childs main educator. Part of this involves each child having a key worker who will help them to develop whilst offering support to both the child and the family. Key workers provide a safe and secure attachment for the child and their parents. They are a point of contact, with which parents can discuss any worries or concerns. They are responsible for a small group of children who they help to settle and observe. They liaise with parents and other outside agencies where necessary. This concept relates to Bowlby and Goldschmieds theory of attachment. Both believed that secure attachments are essential for positive social, emotional and intellectual development, and that children will show a preference to one adult, and that these attachments are a normal part of development. (Pound 2008 p44-45). Jackson (2009) draws our attention to this and writes; the key person system is designed to ensure that each child in a day nursery has a special relationship with an individual staff member. Jackson (2009) There are two Teachers, two Nursery Nurses and two Classroom Assistants within the setting and although certain children and parents have formed attachments with staff, there is currently no key worker system in place. This decision was not undertaken without due consideration. Many incidents have occurred, where one of the Classroom Assistants had miss informed parents and wrongly recorded information, she was offered the relevant training and self development but declined the offer, stating that she did not have the time or the confidence to drive to other locations. Other members of staff offered help and advice, but this too was declined. These concerns were brought to the attention of the Head Teacher, who recommended that a well informed member of the team should be readily available whenever parents are in the building, and all recorded information should be checked before being placed in the childrens profiles. At this present moment in time these issues are still been addres sed, and it is hoped that in the near future an effective key worker system will be established. Although children may appear the same and share similar interests they are all individual and unique. This not only relates to their interests, development, and learning styles but also their race, religion and cultural heritage. By celebrating and embracing difference and diversity the EYFS maintains that every child is included and not put at a disadvantage. It is important that every child must learn to value the differences and diversity in others and mature into confident adults that will make a positive contribution to society. In her introduction to diversity, inclusion and learning in the early years Siraj-Blachford identifies that; In modern, diverse societies, and a world that increasingly recognizes the realities of global interdependence, it is essential that children learn social competence to respect other groups and individuals, regardless of the difference. The learning must begin in the earliest years of a childs education. Siraj-Blachford (2010) p151 Pound (2009) p 9-11 discusses how Bronfenbrenner developed the Egological Systems this theory relates to how everything that surrounds a child has an influence on their development, and that practitioners must treat all children, their families, beliefs and culture with respect and create a setting that is both welcoming and accepting. In recent years the setting has become a more diverse environment and now welcomes families of differing religions, countries and heritages. In order to ensure each individual felt accepted and valued, a display which contained the words hello and welcome in several languages was added. This was displayed along side a talented wall which contained a picture of each child engaged in their favourite activities and the words I am talented, together we are awesome, because I can. The Leeds Gypsy Roma Traveller achievement service also provided a range of resources which were displayed around the setting. The aim was to raise awareness and overcome prejudice of the Gypsy, Roma and Travellers in the setting and highlight the values of their culture and heritage. A parent informed the setting that she had enjoyed looking at the displays and artefacts and had gained a great deal of knowledge and understanding from them. One child became greatly interested in the objects displayed on a table. He took ownership of the toy caravan and placed it into his pocket at the beginning of every session. He removed it at intervals during the day and used it to enhance his play in various areas. He then placed it back on the table before he left, usually hiding it behind a bigger object where it was safe for the next day. All current frameworks place a strong emphasis on safe guarding, multi-agency working and information sharing between settings, social services, health professionals and all those who come into contact with children. The common core of skills and knowledge emphasises the importance of practitioners holding a sound knowledge of how these agencies work and interrelate. Early intervention is vital. When effective, operational partnerships are formed between various organisations relevant information can be obtained and acted upon rapidly ensuring problems are detected and addressed before they become harmful to the child. A practitioner who recognises the holistic approach to the child must be aware of the policies and procedures when dealing with safe-guarding issues. The common core of skills and knowledge are not yet legal requirement any many settings and practitioners are unaware of its existence. Making this legal requirement will guarantee all practitioners are capable of deliver ing its aims in the correct manner with the child at the forefront of their practice. This outlines the necessity for practitioners to be reflective and undertake regular personal development to ensure they provide the best quality of care and learning. It also requires practitioners to regularly reflect on and develop their own practice, in order to improve the provision, learning potential and wellbeing of individuals in the setting ensuring their individual needs are met. Conclusion When delivered as intended the Common Core of Skills and Knowledge, ECM and the EYFSs principles do place the child at the centre of all good practise. They stress the importance of meeting a childs individual needs and care requirements. None the less it has been established that some do not comprehend how to deliver it effectively understanding truly the childs uniqueness. This has identified a need to further train practitioners in its aims and principles. Many theories and approaches have been considered when compiling the EYFS and the most vital components have been added. John Oates (2007) one of the writers of the EYFS, states that it recognises the importance of uniqueness and developmental differences between children. He claims that assessing children is not to establish success or failure, but to stress how the main areas of learning are built upon from previous experience. Although the school that the setting is attached to aims to provide a holistic approach to care and education, it has been established that the setting and its staff needs to go through man

College Athletes Essay

College athletes are manipulated every day. Student athletes are working day in and day out to meet academic standards and to keep their level of play competitive. These athletes need to be rewarded and credited for their achievements. Not only are these athletes not being rewarded but they are also living with no money. Because the athletes are living off of no money they are very vulnerable to taking money from boosters and others that are willing to help them out. The problem with this is that the athletes are not only getting themselves in trouble but their athletic departments as well. Recently college athletes have been granted permission to work, from the NCAA. Even with this permission, their jobs are still regulated. One regulation to the athletes working is that they cannot work for alumni of the school. The NCAA has this rule because they feel if athletes work for people with close ties to the school then they will be receiving special benefits while working. These special benefits include, (but are not limited to), athletes being paid while not at work and higher salaries then other workers doing the same job (Anstine 4). Another restraint to college athletes working is a time restraint. College athletes have very busy schedules they follow and when finished with their schedules they are left with very little free time. Student athletes are required to take a minimum of twelve credit hours to start the semester and required to pass at least nine credit hours by the end of the semester. With this standard having to be met, the athletes are spending hours studying and attending class. Besides from studying and attending class the athletes then have to go to practice. Going to practice and participating takes up about four to seven hours of the athlete’s day. After all of this is completed, the athletes are left with only a couple of hours for them to enjoy time with their friends or even to just relax and watch a movie. But, because these athletes are college students and do not receive any money for their commitments they are supposed to squeeze time in for work in. If athletes apply for a job they are limited to only a couple of hours a day to work. Also a large number of jobs request their employees to be available on the weekends. Athletes are not available on weekends because they are traveling with the team to play. Even with all of these limitations, if an athlete is still able to find a job he or she would have to give up time that should be set aside for studying (Bascuas 2). With college athletes not having time to work, money is very scarce. Because money is scarce they are tempted to take money from agents and other boosters. The taking of this money is a problem because it is a violation of the NCAA rules. When student athletes receive money, they are susceptible to being suspended from the team. They also run the risk of getting the school suspended from NCAA play and scholarship money limited. Many college athletics are run as businesses. They are making millions of dollars a year and are not even paying their workers, the athletes. The hard work and dedication not only makes money for the school it also gets the schools name out to the public. When schools athletics are playing well and are nationally televised, more people are aware of the school this will help an increase of applications and other people’s interest in the school (Stanley 1). College athletics need a reform. Student athletes need to start being rewarded monetarily for their hard work and dedication. They have limited time to work, and somehow, they need to make money. If the athletes are allowed to receive money for their commitments, then it will allow them to have spending money to enjoy themselves when they do have free time. Also, by allowing athletes to receive money, schools and athletes will not get suspended for taking money that is so tempting to them. Personal Response. With the new research and information gathered by the author for this paper will help shape his final paper. The information gathered gave him new statistical information that was not used in this paper but will be useful in the final paper. Along with the new information, the writer has learned the results of athletes taking money and the punishments that happen not only to the individuals but what also happens to the universities. Also the author picked up new information about the publicity that the schools receive from their sport programs. When the school’s teams are participating in tournaments and nationally televised games, more and more people are hearing about their school. This is important to the final paper because it allows the author to touch on how the school benefits indirectly from their athletic department. This paper was very helpful to me and will help shape my final paper. With writing this paper with the cause and effect background, it will help the author discuss the results of athletes being poor and not being allowed to receive money from boosters, other associates, and the school itself.

Reverse Sexual Harassment

Reverse Sexual HarassmentFebruary 28, 2012AbstractIn what is perceived to still be a male-dominated society, one of the most ambiguous topics to broach is that of reverse sexual harassment. Reverse sexual harassment refers to the sexual harassment of a male by a female. While it is not perceived as the norm, there are several instances of this occurring annually. It is generally supposed the actual number is greatly underreported due to the nature of the offence. Both sexual and reverse sexual harassment are forms of discrimination. These acts of discrimination are against federal and state law. An individual who is the subject of reverse sexual harassment in the workplace can register a complaint with the Equal Employment Opportunity Commission (EEOC). They can file the complaint under the sexual harassment section of the Title VII of the Civil Rights Act of 1964. In 2004, 15% of all sexual harassment charges received by the EEOC were filed by men (Anderson and Trimings 2006:2). The rubric of reverse sexual harassment may be regarded as a facetious incident between a female superior or female co-worker against her male counter-part; however; this is still an act of discrimination which warrants reporting of this incident to management. Before filing a complaint or contacting a lawyer, make sure there is documented evidence compiled on the inappropriate actions of the individual. In the event that the sexual harassment complaint advances to the judicial process, this will support the chances of prevailing in court and with the EEOC.Introduction EmploymentLaw is the legal specialty that regulates the operation of the labor market, in general, and the employment relationship between employers and employees in particular. Examples include the hiring process, suspension from work, maternity rights, layoff, wages and overtime pay, defamation, breach of employment contract, retaliation, freedom of speech in the workplace, military re-hires, unemployment compensatio n, and discrimination. Employment law is governed by numerous laws, regulations and ordinances at he Federal, State and sometimes, the local ordinance level. In a Nut Shell, there are numerous Federal Laws which are generally tailored to protect societal interests such as the Anti-Discrimination provisions embodied in Title VII. Generally speaking, Title VII protects employees from discrimination based on sex, gender, race, ethnic background, religion and retaliation. In the realm of Employment Law, sexual discrimination is one of the most prevalent topics in today’s society. There are various types of sexual discrimination. When the lay person is asked which type of sexual discrimination is documented the most in the business world, to coin a phrase from the game show Family Feud â€Å"Survey says†¦Ã¢â‚¬ , that discrimination towards women in business is the number one answer. To further divvy down to a specific discrimination, would be that of male-on-female sexual harassment in the workplace. This specific discrimination is one of the most widely known and reported cases in a place of business. Albeit, this type of discrimination continues to be a difficult case to prove within what many would consider still a male-dominated business world. However, this exposition of sex discrimination in the workplace will prove that the most challenging discrimination case to prove is that of woman-on-male sexual harassment. Methodology A qualitative evaluation shall be utilized for this research paper leveraging subjective methods such as actual case studies and various scholarly observations to collect substantive and relevant data. The review consists of actual cases filed with the EEOC involving female-on-male sexual harassment cases and multiple interpretations of male sexual harassment cases from legal professionals, business professionals, and academic scholars. Such a qualitative approach is valuable here due to the uncommonness of this type of sex discrimination within contemporary professional situations. Upon collecting the qualitative data derived from said case studies and various scholarly observations, careful analysis shall be done to prepare a valid insight into reverse sexual discrimination rulings and the reporting of these cases at the workplace. Recent research on current workplace cultural and the rise of women in hierarchy positions within companies has yielded validity in the argument of female-on-male sexual harassment in the office. Yet, there are seldom, if any, cases reported to the EEOC by men for sexual harassment. The argument of a cultural base depicting the male role as that of a dominant one; which, leads many to believe that any approach by a woman towards her male co-worker or male subordinate, may be warranted by her male counter-part. Conversely, the governing act of Title VII enforces the rights of men, the same as women, in reporting any wrong-doing within the office. The methodology of this paper will help to substantiate the legitimacy of male sexual harassment in the workplace by a female superior or female co-worker and how employers should implement preventive strategies to minimize risks of sexual harassment in the workplace as well as avoiding costly and timely litigation. There are several different kinds of sexual harassment which will also be conversed within this paper. The methodology is derived from intellectual journals, book excerpts, articles, and on-line resources. Review of the Literature When an offer for employment is made by an employer to an employee, the law governing the relationship between an employee and an employer begins. In terms of employee complaints against other employees and/or management, the employer should implement a form of risk management. This risk management process will adhere to rules and policies set in place by the employer to manage complaints such as sexual harassment. However, the reality for most companies is how much respect is given to reports of woman-on-male sexual harassment by a co-worker or superior. Eve Tahmincioglu (2007) expresses the reality of how male sexual harassment in the workplace may be overlooked in the article, â€Å"Male Sexual Harassment is not a joke. † The author indicates, â€Å"But for quite a few men, sexual harassment is indeed becoming a serious issue, and some men are deciding not to just brush aside the unwelcome advances from women. (2007). Tahmincioglu interviewed a human resources expert, Roberta Chinsky Matuson, who disclosed insight from the human resources’ perspective, â€Å"Many people mistakenly believe that harassment is limited to females,† Roberta Chinsky Matuson added, â€Å"The truth is that this type of experience is just as damaging to men† (Tahmincioglu, 2007). David Grinberg, a spokesman for the EEOC, states â€Å"sexual harassment filings by men have consistently inc reased, doubling over 15 years† (Tahmincioglu, 2007). The vast majority of the EEOC’s sexual harassment suits are filed by women; however, male filings are becoming â€Å"a bigger piece of the pie, with nearly 2000 filing charges last year (2006),† as reported by Tahmincioglu (2007). Unfortunately, the cases which reach the EEOC do not represent the actual number of male sexual harassment filings which may go unreported due to fear of being â€Å"mocked† by coworkers (2007). In some cases, men working in a majority female office may be subject to unprovoked jokes pertaining to men or the male sexual anatomy around the break room, water cooler, or via forwarded emails. This is considered male sexual harassment. Fear of retaliation and mocking may prompt men to not file a complaint. An argument of retaliation is discussed by Tahmincioglu (2007) as the first ever court case involving sexual harassment of a man in the workplace was in 1995. The EEOC sued Domino Pizza after a female supervisor of a male store manager sexually harassed him and then fired him. â€Å"She would caress his shoulders and neck, and pinched his buttocks,† the EEOC said in a statement. The case went to trial in Tampa and the male manager was awarded $237,000 in damages (2007). In this groundbreaking case, the male employee was retaliated against by his superior; however, he pursued his case and eventually won in the court ruling against Domino Pizza and the store manager. In comparison, the U. S. Equal Employment Opportunity Commission discloses information about a case where two male employees were subject to racial and sexual harassment by their female manager and one employee was fired out of retaliation. In the EEOC lawsuit against Austin Foam Plastics, the company was charged with violating Title VII of the Civil Rights Act of 1964 by subjecting two African-American male employees to a sexually and racially hostile working environment and for the firing of one employee as a result of opposing and reporting the incidents. The male employees were harassed vehemently by their female manager through discriminatory intimidation, ridicule, insults, racially offensive comments and jokes, cartoons and images which denigrated African-Americans. The EEOC also charged that a female manager sexually harassed male employees by subjecting them to unwelcome sexual comments and unsolicited physical contact of a sexual nature and that she conditioned more favorable terms of employment on acquiescence to her sexual advances and overtures. The acts of sexual harassment, racial harassment, and retaliation all violate Title VII of the Civil Rights Act of 1964. The lawsuit was settled in 2010 and Austin Foam Plastics pays out $600,000 in damages. The preceding case signifies the reason why employers should implement preventive strategies to minimize risks of costly litigation. If the company adheres to strict policies regarding the development and auditing of its management team, some complaints may be avoided. In the article Sexual Harassment in the Workplace written by Karina L. Schrengohst, Esq. , the author indicates that the supervisor has a significant role in prevention. Schrengohst employs information from Massachusetts state statutes regarding sexual harassment in the workplace: â€Å"Massachusetts law and federal law prohibit sexual harassment in the workplace. Employers have an obligation to take reasonable steps to prevent sexual harassment before it arises and to create a harassment-free workplace. Toward this end, supervisors play an important role in identifying, preventing, and reporting sexual harassment. And in Massachusetts, supervisors have even more incentive to be vigilant because they can be held individually liable for inaction when they have knowledge of sexual harassment but fail to act† (2011). There are two types of sexual harassment: (1) quid-pro-quo harassment, and (2) hostile-work-environment harassment which are detailed by Schrengohst: â€Å"Quid-pro-quo harassment occurs when an employee’s submission to or rejection of sexual advances, requests, or conduct impacts a condition of his or her employment such as receiving or being denied a raise, a promotion or demotion, continued employment or termination, or a change of duties, hours, or compensation. Hostile-work-environment harassment occurs when unwelcome sexual advances, requests, or conduct are severe and pervasive enough to alter an employee’s working conditions or to interfere with work performance† (2011). The author discusses the necessity of â€Å"preventative steps† in the workplace to avoid such sexual harassment cases. Although most employers have written policies regarding sexual harassment in the workplace, enforcement and dissemination of these policies remains another area of discussion. Schrengohst also details the sexual harassment policies as listed by the Massachusetts Commission Against Discrimination: â€Å"A statement that sexual harassment in the workplace is unlawful;A definition and examples of sexual harassment; A reporting procedure, with several individuals identified as authorized to receive complaints;A statement of potential consequences for employees who are found to have committed sexual harassment;A statement that it is unlawful to retaliate against an employee who has complained about sexual harassment, filed a lawsuit, or participated in an investigation;Information about state and federal employment-discrimination enforcement agencies.This policy should be presented to all new employees at the start of employment and posted in the workplace. The policies for sexual harass ment are clearly written; however, a strict policy of training employees and management on the rigors of sexual harassment in the workplace must be employed. Discussion Employment law is a complex, ever-evolving specialty in the practice of law. Employees are well advised to seek competent professional legal advice when an employment law issue arises. Employment Law has many strict deadlines as it pertains to filing of claims, as such, it is imperative for employees to assert their rights as soon as possible. Oftentimes, it is advisable to seek legal representation before the adverse employment action occurs, such as, while the employee is still employed with the employer. Discrimination is one of the most prominent complaints handled by the EEOC. Each State, as a sovereign entity, is entitled to give additional protections for discrimination than those afforded by Federal Regulations. Sexual harassment is a form of sex discrimination, which includes unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature. The federal and state level jurisdictions instituted anti-retaliation provisions which prevent an employer from retaliating against an employee for filing a sexual discrimination case. In quoting the definition of â€Å"Sexual Harassment† as listed on the EEOC website: â€Å"It is unlawful to harass a person (an applicant or employee) because of that person’s sex. Harassment can include â€Å"sexual harassment† or unwelcome sexual advances, requests for sexual favors, and other verbal or physical harassment of a sexual nature. Harassment does not have to be of a sexual ature, however, and can include offensive remarks about a person’s sex. For example, it is illegal to harass a woman by making offensive comments about women in general. Both victim and the harasser can be either a woman or a man, and the victim and harasser can be the same sex. Although the law doesn’t prohibit simple teasing, offhand comments, or isolated incidents that are not ver y serious, harassment is illegal when it is so frequent or severe that it creates a hostile or offensive work environment or when it results in an adverse employment decision (such as the victim being fired or demoted). The harasser can be the victim's supervisor, a supervisor in another area, a co-worker, or someone who is not an employee of the employer, such as a client or customer. † Conclusion Because many unusual laws exist and there are many requirements exclusions, it is imperative that an employee who believes they have been wronged, or an employer seeking to comply with all employment laws, to seek the advice of competent counsel. In addition to the governmentally enacted laws, the employment relationship may be governed by written contracts (so long as the clauses do not violate inalienable rights). The employer and employee both share rights when a sexual harassment case is filed. If well-documented and filed in a timely manner, each sexual harassment case must be taken seriously.References:BARRON, L. G. (2009). SEXUAL ORIENTATION EMPLOYMENT ANTI-DISCRIMINATION LEGISLATION AND HIRING DISCRIMINATION AND PREJUDICE. Academy Of Management Annual Meeting Proceedings, 1-6. doi:10. 5465/AMBPP. 2009. 44243452 Leighton, P. , ; Wynn, M. (2011). Classifying Employment Relationships—More Sliding Doors or a Better Regulatory Framework?. Industrial Law Journal, 40(1), 5-44. MSNBC. msn. com, by Eve Tahmincioglu, http://www. msnbc. msn. com/id/19536167/ns/business-careers/t/male-sexual-harassment-not-joke/#. T0z7OPWyFEM www. eeoc. gov, http://www. eeoc. gov/eeoc/newsroom/release/10-15-10a. cfm Posthuma, R. A. , Roehling, M. V. , ; Campion, M. A. (2011). Employment discrimination law exposures for international employers. International Journal Of Law ; Management, 53(4), 281-298. doi:10. 1108/17542431111147792