Analysis Of Annabel Lee By Edgar Allan Poe Essay

It was Reinhold Niebuhr who said â€Å"Lord, grant me the strength to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference.† The concept is that love is something magical and strong that can always however be lost; you have the power to choose what to gain from the experience. Basically when love is separated or broken you and only you can either decide to dwell on the sadness, or accept it and move on completely because of the reality that bad things can and will happen to everyone. In these two poems the theme shared is love and/or love after one has parted ways whether in life or in death; the difference however is how the authors portray the meaning of love and their lives after the love one is gone. In â€Å"Annabel Lee† by Edgar Allan Poe the main character has becomes completely lost in anguish and cannot seem to move on, whereas in â€Å"A valediction; Forbidding Mourning† by John Donne the nar rator is accepting of the goodbye because he knows that spiritually they and their love will always be together. The contrasting events that take place are the tragic events after their loved ones being lost, which shows the difference in personalities from authors Poe and Donne and how they view love after a separation. Edgar Allan Poe was an American writer, editor, and literary critic. He is best known for his poetry and short stories, particularly his tales of mystery; additionally he is widely known as a centralShow MoreRelatedAnalysis Of `` Annabel Lee By Edgar Allan Poe1235 Words   |  5 Pagesthan love (Poe Line 9). Love is one of the most important things to have in life, whether it is with family, friends, or that special someone, but that does not mean it will be perfect because everyone has problems. Love can be complicated; it may not be defined so easily or fit the normal standard of love. Sometimes love comes with a desire or an obsession. The inspiration of Annabel Lee by Edgar Allan Poe was inspired by the women that had passed away in his life, but since Poe had writtenRead MoreAnalysis Of The Poem Annabel Lee By Edgar Allan Poe936 Words   |  4 Pagesâ€Å"Annabel Lee† is a poem written by Edgar Allan Poe about a man’s painful memory of his long-dead love, Annabel Lee. The narrator explains that he an Annabel had a love so intense it made the angels in heaven envious. Out of jealously the angels sent a cold wind that eventually killed Annabel. However, even death could not separate them because their souls are entwined with one another’s. He continues to tell the reader that he still loves her all these years later. In fact he loves her so much heRead MoreAnalysis Of The Poem Annabel Lee By Edgar Allan Poe990 Words   |  4 PagesIn the poem â€Å"Annabel Lee† by Edgar Allan Poe, he talks about two important characteristics, dead and love. He describes her, as a young woman who is deeply in love with him, and vice versa. There love is unique and strong, and this is the reason why angels and demons are against their happiness, creating envy and jealously. Unfortunately she dies, to what he blames it on the demos who hate them, taking his love away and placing her on a sepulcher. But he makes his point by saying that no t even demosRead MoreLiterary Analysis of Annabel Lee by Edgar Allan Poe Essay1313 Words   |  6 PagesAnalyzing of Annabel Lee by Edgar Allan Poe Edgar Allan Poe in this poem â€Å"Annabel Lee† written in 1849, and first published shortly after his death in Sartain’s Union Magazine, is a story of true love and great loss where a man loves a woman so deeply and is devastated when she dies but holds on to that love even after death. No one really knows whom exactly Poe wrote this poem about, whether or not it was actually inspired by someone he truly loved due to his death right after he wrote it. ThereRead MoreAnalysis Of Edgar Allan Poe s The Raven And Annabel Lee884 Words   |  4 PagesWhen studying Edgar Allan Poe’s The Raven and Annabel Lee, the reader is struck by many similarities and differences. Both focus on the sorrow and loss of losing a loved one. Both deal with the heartache and grief associated with the search for understanding why the loss occurred. Both have an almost gothic, sad, unearthly feel to them. However, while the theme of The Raven and Annabel Lee is very similar, Poe uses a ver y different tone in the two poems to portray his feelings. The difference inRead MoreEssay on Edgar Allan Poe: Youth, Beauty, and Death697 Words   |  3 PagesThe relationship with Edgar Allan Poe and the woman in his life – his mother, adoptive mother, and wife, Virginia Clemm – were disastrous (DiLorenzo). Yet, they provided the inspiration for some of the best gothic pieces to date. Poe often combines the romantic, long lasting love in fairy tales and the hard truth of real life. Such elements are portrayed within â€Å"Annabel Lee† and â€Å"Ulalume†. His poems refrain from creating a false paradise, and instead represent an allegory of his tribulations – theRead MoreLiterary Devices Used By Edgar Allan Poe986 Words   |  4 Pagespoet that uses such intricate writing in his poems is Edgar Allan Poe. Edgar Allan Poe uses several different literary devices in his major 1849 poem Annabel Lee. In his text he incorporates theme with imagery, sym bolism, and form. These literary devices help lead the audience to the understanding of the overall meaning of the poem. Edgar Allan Poe s use of symbolism allows for the audience to understand how this gentleman feels about Annabel Lee. In the poem, the author uses symbolism when the narratorRead MoreWhy Should We Care?1748 Words   |  7 PagesWhy Should We Care?: Edgar Allan Poe â€Å"Few creatures of the night have captured [reader’s] imagination[s] like [Edgar Allan Poe]† (â€Å"Vampires†). Poe has fascinated the literary world since he first became known for writing in 1829, when he was just twenty years old (Chronology†). While he is widely known for exploring the macabre, his work is controversial because of its psychologically disturbing nature. Edgar Allan Poe is worth examining as an author because his many contributions to the literaryRead More An Analysis of Edgar Allan Poes Annabel Lee Essay1524 Words   |  7 PagesAn Analysis  of  Edgar Allan Poes Annabel Lee In life, as in death, Edgar Allan Poe evoked a feeling of sympathy from his readership.   Those who knew him well considered him deep, mysterious and contemplative; thus, coupled with the copious tragedies he suffered throughout his life, especially the loss of his first wife Virginia, it is easy to understand how the author brings out the theme of Annabel Lee through personal/setting imagery, repetition of words and rhythm/rhyme.   AnnabelRead MorePoes Poetry Essay1269 Words   |  6 PagesWith fascinating rhyme scheme and an enthralling setting, Edgar Allen Poe draws readers into his dreadfully frightening poems. His poems are best known for being extremely grim and macabre, but with a hint of Romanticism in them. â€Å"The Raven† and â€Å"Annabel Lee† depict Romanticism being described by feelings and imagination. These poems reflect the reality that the author is dealing with different views in the way lovers grieving and the way of dealing with death. He is also able to make two poems that

Why Chinese Mothers Are Superior - 1214 Words

Why Chinese Mothers Are Superior ------------------------------------------------- Amy Chua â€Å"Hey fatty – lose some weight.† Do you think this sound like a mother who is superior? According to the Western idea of what good parenting includes this would be intolerable, but if you consider this from an Eastern point of view this wouldn’t be wrong or abnormal. In additional it seems that Chinese parents can get away with things that Western parents can’t which alludes to talk about two different child-rearing methods which only has one thing in common – they do what they think is best for the child. Amy Chua is an ardent supporter of the eastern way of bringing up children and exposes some of her parenthood experiences in her article â€Å"Why†¦show more content†¦They worry about how their children will feel if they fail at something, and they constantly try to reassure their children about how good they are notwithstanding a mediocre performance on a test or at a recital. In other words, Western parents are concerned about the ir children’s psyches.† Amy Chua is also elaborating on her claims using evidence of what she’s arguing for. By doing this she seems more truthful and convincing basically because she substantiates her claims. â€Å"What Chinese parents understand is that nothing is fun until you’re good at it. To get good at anything you have to work, and children on their own never want to work, which is why it is crucial to override their preferences† As a consequence hereof the receivers and readers of her article sense that much of the information we are given comes from a personal view and knowledge. Therefore the text is heavily influenced by the author’s subjectivity. She strongly grants favour to the Chinese method which can outrage the readers because she is communicating to a Western culture and assaults the Western way of handling upbringing. However Amy Chua manage to make use of the logos appeal which she does by the provision of statistics â⠂¬Å"In one study of 50 Western American mothers and 48 Chinese immigrant mothers, almost 70 % of the Western mothers said either that â€Å"stressing academic success is not good for children† or that â€Å"parents need to foster the idea that learningShow MoreRelatedWhy Chinese Mothers Are Superior992 Words   |  4 PagesWhy Chinese Mothers are superior In 2011 Amy Chua wrote an article in which she involves people in how Chinese parents are raising their children. There are huge differences in how western parents are raising their children and how Chinese parents are raising their children. As a western person the methods Chua is using seems a little rough, but maybe it is the way to go. Her children have never been at a sleepover and the only choices they had was playing the piano or the violin. While readingRead MoreWhy Chinese Mothers Are Superior1526 Words   |  7 PagesYale law professor Amy Chua presents a harsh comparison of Chinese and Western ideas of child rearing in her essay entitled â€Å"Why Chinese Mothers are Superior.† This essay is an excerpt from her controversial 2011 book entitled Battle Hymn of the Tiger Mom and was published as an op-ed in a 2011 edition of The New York Times. In this essay Chua strives to challenge the readers’ idea of Chinese mothers and the way that they choose to effective ly raise their children, and to present the reader withRead MoreWhy Chinese Mothers Are Superior1496 Words   |  6 PagesAmy Chua’s â€Å"Why Chinese Mothers Are Superior† highlights the different ways of parenting. Even though her title specifically states â€Å"Chinese Mothers,† this term is used to describe vast majority of Asian parents’ way of nurturing. These â€Å"tiger mothers† make their kids practice musical instrument numerous hours a day without a break and demand straight As. They force their children to keep enhancing their academic skill because she thinks that her children have the potential to be the best. The kids’Read MoreWhy Chinese Mothers Are Superior856 Words   |  4 Pagesstyles and Chinese are considered authoritarian. Amy Chua, a Yale professor, a famous author, who recently wrote the book, â€Å"Battle Hymn of the Tiger Mother†, in which she discuses parenting and the difference between Chinese and Weste rn parenting. After reading â€Å" Why Chinese Mothers Are Superior†, she argues about different parenting styles and how Chinese parents are superior in terms of focusing on education with their kids. According to the Toulmin model, Amy Chua claims that Chinese parents raiseRead MoreWhy Chinese mothers are superior900 Words   |  4 Pagesâ€Å"Why Chinese mothers are superior† is an essay published in The Wall Street Journal in January 2011. It is written by Amu Chua, who is also the author of the book â€Å"Battle Hymn of the Tiger Mother†. In the essay deals with the ever controversial question of how to raise a child. How to make your kids grow up happy, strong and self-reliant. Different cultures have very different perspectives on upbringing and education, and in this essay Chua presents the Chinese parenting method. The essay causedRead MoreWhy Chinese Mothers Are Superior1207 Words   |  5 Pages†Why Chinese Mothers are Superior† It is impossible to deny the difficulty of childrearing. There is no manual but there are indeed methods more ethically correct than others. This is of course a subjective matter and often leads to endless discussions. The ways of childrearing have changed over the years and varies a lot based on the environment/country surrounding the parents and their children. In the article, â€Å"Why Chines Mothers are Superior†, Amy Chua, the professor at Yale law school, attemptsRead MoreAnalysis Of Why Chinese Mothers Are Superior1236 Words   |  5 Pagesâ€Å"Why Chinese Mothers Are Superior† Critique Amy Chua, a professor at Yale Law School, the author of â€Å"The World on Fire†, â€Å"Day of Empire†, and â€Å"Why They Fall†, in a Wall street Journal on January 8th, 2011, believes chinese mothers are the most rigorous on their children. The title of the article â€Å"Why Chinese Mothers Are Superior† was not chosen by Amy, but by the Wall Street Journal. Even though Amy did not write the title, there is reasoning that she does believe that chinese parenting is superiorRead MoreReasons Why Chinese Mothers are Superior803 Words   |  4 PagesWhy Chinese mothers are superior Af Mathias Hammerstrà ¸m ________________________________________________________________________________________________ Write an essay (900-1200 words) in which you analyser and comment on Amy Chua’s article â€Å"Why Chinese Mothers Are Superior†. Part of your essay must focus on how the writer engages the reader and on possible consequences of adopting Amy Chua’s values and methods of upbringing. There’s a lot of different ways to raise your kids, and a lotRead MoreWhy Chinese Mothers Are Superior By Amy Chua1119 Words   |  5 Pagesthemselves this question since the beginning of mankind. Some methods are better than others and some are quite questionable. In â€Å"Why Chinese Mothers Are Superior†, Amy Chua discusses the effectiveness of her parenting style. This is an excerpt from Amy Chua’s book Battle Hymn of the Tiger Mother. According to Behrens and Rosen, â€Å"the title â€Å"Why Chinese Mothers Are Superior† was written by the editors of the [Wall Street] Journal, not by Chua, most likely in an attempt (a successful one) to attract attentionRead MoreWhy Chinese Mothers Are Superior By Amy Chua1203 Words   |  5 Pagesopinion on how a child should be raised and disciplined. One woman, with a view agreed upon by many others, is Amy Chua, a professor at the prestigious law school of Yale University. In Amy Chua’s â€Å"Why Chines e Mothers Are Superior,† an excerpt from Battle Hymn of the Tiger Mother, Chua explains Chinese parenting and how it is effective in her life. She claims that by breaking down a child and pushing them to their full potential, the child will, in turn, be confident and incredibly successful. Chua

Toy critique free essay sample

Introduction The toy I have chosen is the Lego Deluxe Brick box for children aged four to seven years, which also includes miniature figures. Lego was first invented in 1947 in Denmark by a man named Ole Kirk Christiansen. The name Lego comes from the Danish word ‘LEgGOdt’ meaning play well. This toy is very popular with all children and is good for free play and can help a child to be creative. Lego comes under the category of table top area of play, and within this area table top play helps children to â€Å"Develop concepts of colour, size and shape. Group match and pair objects, Develop creative ways of using materials. Refine hand, eye coordination and visual discrimination. Learn how to work and co-operative with others through shared projects. Develop concentration† (Donohoe Gaynor, 2011, p. 95) Lego is also a learning toy that can teach children numbers, by counting bricks and create the things they see around them. Lego comes in different shapes, sizes and colour and gets children thinking about what to build. Lego bricks allow the children to develop their own ideas in the construction world and it also fosters the development of their social skills by interacting with one another as they build their houses or cars. â€Å"Using constructive toys (Lego) or constructive material allows children experience almost all early years’ mathematical concepts counting, matching, ordering, sorting, making and recognising pattern, shape and space† (Flood Hardy, 2013, p. 137) For this assignment I am going to do a rating scale from 1 to 5 and will be handing out the criteria to five parents at my local school. From that, I will assess the toy under each criterion giving reasons for my answers, I will also reflect on the adult’s role in relation to the toy (Lego) and make three recommendations to how the toy could be improved or modified. List of criteria Storage I will be seeing how easy Lego can be stored and if it needs much space. I also will be seeing how easy it is for children to store and put away. C E mark If the toy has the CE mark for safety and age range Development Values I will be looking to see if the toy will help the children with their Physical, Intellectual, Language, Emotional and Social development. Inclusive I will be looking to see if Lego is played by both boys and girls Play Value Does the toy keep the children engaged in play for long, is it fun and what can they do within this play. Durability I will be looking to see if Lego can with stand a lot of rough handling and if it will break easy or is it tough and durable. COST AVAILABILTY They are available in the following stores and cost: Argos â‚ ¬19. 99 Smiths â‚ ¬32. 99 Toy master â‚ ¬39. 99 Tesco â‚ ¬39. 99 ? RATING SCALE FOR LEGO BRICKS Rating scale LEGO12345 STORAGE (safety) C E MARK DEVELOPMENT VALUE PLAY VALUE DURABILITY (boy and girls) INCLUSIVE EVALUATION After assessing my rating scales and talking to the mothers from my school, I am now going to evaluate each criteria. STOAGE Lego comes in boxes and for this it is very easy to store on shelves, under tables or even in the corner. It is also very easy for children to put away into boxes and under tables. As Lego does have many parts often pieces would be left on table or dropped on the floor and could easily get lost. C E MARK All Lego boxes carry C E mark and also has the age range it is meant for. Lego is also very easy to wash as is plastic. Could be dangerous to young children if left or dropped on floor as some parts can be quite small and could fit into mouth and coarse children to choke DEVELOPMENT VALUES PHYSICAL DEVELOPMENT: is enhanced as their gross motor skills and fine motor skills improve. INTELLECTUAL DEVELOPMENT: is helped as Lego bricks can help with matching, sorting and counting. LANGUAGE DEVELOPMENT: will help as children will name their building talk to their Lego animals or figures. EMOTIONAL DEVELOPMENT: promotes a sense of achievement for the child as the outcome of what they have built will boost their ego and self-esteem. SOCIAL DEVELOPMENT: children will interact with adults or other children in a group as they build their houses cars or farms as they pretend play. INCLUSIVE Lego is played by both girls and boys as they now come in many different colours and they have different themes to them, like My Little Pony for girls or Car City for boys. Lego still seems to be more popular with boys from the feedback I have received from the other parents from my local school. PLAY VALUE Lego Bricks allows the children to explore the environment by constructing their own houses, cars and farms. It is good with pretend play by talking to their toys or moving them from one house to another. It keeps them engaged in play for hours as they build different things. Lego bricks help the children to build and extend their knowledge, understanding and skills in a way that makes sense to them. DURABILITY Lego bricks are durable because it’s made out of thick plastic the plastic is very strong so they can withstand a lot of impact, rough handling, throwing, being stood on and still not break. The plastic is easily washed so is good for hygiene reason. RATING SCALE For my rating scale average I have added up each criteria and then divided each one by 5 to get my final average score. ? THE ROLE OF THE ADULT Within this role it is very important for the adult to encourage and offer to help the children in the building of the Lego; also you could offer to demonstrate on how to construct their house, car or farm. Children need to be supervised and helped with ideas of what they could build, also as adults we should listen and help them by showing and praising them on their built houses, cars and farms. â€Å"Effective adult-child interaction is essential to a successful early childhood programme. Research indicates that the way adults interact with children plays a very important role in children’s learning and development. These studies demonstrate that in classrooms where teachers are responsive, guiding, and nurturing, children take more initiative and are more likely to be actively involved and persistent in their work† (HIGHSCOPE, 2013). CONCLUSION The aim of this assignment was to assess my chosen toy (Lego) and asses it under six criteria’s, Storage, CE mark, Durability, Development value, Play value and Inclusive (boy/girl). I asked five parents from my local school to fill in a rating scale from one to five on each criterion. I then evaluated my finding, using both my rating scale analysing the Lego and using my secondary research to come up with my findings. I have found that Lego is a very popular toy that is easy to store away, it has the CE mark, and development values are very good it is also popular with both boys and girls is very durable. CONCLUSION TO PRIMARY RESEARCH After doing my toy critique and going over my rating scales and talking to the parents at my local school, I have found out that Lego is a very easy toy to store under or on a shelf, and can be pulled out to play with very easily, but as it has small parts some of the bricks or Lego figurers could easily be lost. The C E mark is clearly written on the box and states that not suitable for under 36 months as children under this age could choke on the bricks or mini figures. Lego bricks are very durable because it is made out of hard plastic that can with stand being thrown stood and kicked about it is also very easy to keep clean as the plastic is washable. Lego is very good when we talk about the Development values as it teaches children to explore the environment by constructing their own house, cars and farms. In addition to this, it helps children with their language as they play and talk to their mini figures other children or adults. As the children build their houses, farms or cars it will get them using their fine and gross motor skills and they will get a great sense of achievement from their built house. While they build it will get the children thinking about the different shapes sizes and colours the bricks come in. Lego is popular with both boys and girls but it seems that boys play with Lego a lot more than girls. This could be due to the fact that it is very much a constructive toy were a lot of building is required, and not so much playing until the house, farm or car is finished. Children will get hours of fun from Lego as they build and use their imagination to create different things from what they see in the world around them. RECOMMENDATIONS FOR CHANGES To have the cost be reduced as I have found that Lego is quite expensive, as often you will have to buy added parts to complete our houses or farms and in addition children will want many of the mini figures that are not included in the box set. Moulding letters and numbers on the brick to help the children with counting and recognising letters, also will get the children counting and recognising numbers for when they start school, and also help them to learn their alphabet. Changing the colours of the bricks from Primary to adding in Pastel colours will give the children more variety of colours, having brighter colours would make the Lego stand out more and get the children more interested in playing with it. TABLE OF CONTENTS Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Aim Objectives Rational†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦3 List of criteria†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3/4 Rating Scale for Lego Bricks†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Role of the Adult†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Conclusion to primary research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8/9 Recommendations for changes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 ? Aim The aim of this assignment is to choose a toy and assess and examine it under various headings using both primary and secondary research. Objectives Compile a comprehensive checklist of assessment criteria with which to critique my chosen toy use the checklist to assess my chosen toy. Write up and evaluate my findings. Outline and evaluate the role of the adult in relation to the toy. Rationale To have a better understanding of the development and play values of a toy. To see how my chosen toy Lego stands up in relation to play and development values and if there are many changes required to improve it. Introduction The toy I have chosen is the Lego Deluxe Brick box for children aged four to seven years, which also includes miniature figures. Lego was first invented in 1947 in Denmark by a man named Ole Kirk Christiansen. The name Lego comes from the Danish word ‘LEgGOdt’ meaning play well. This toy is very popular with all children and is good for free play and can help a child to be creative. Lego comes under the category of table top area of play, and within this area table top play helps children to â€Å"Develop concepts of colour, size and shape. Group match and pair objects, Develop creative ways of using materials. Refine hand, eye coordination and visual discrimination. Learn how to work and co-operative with others through shared projects. Develop concentration† (Donohoe Gaynor, 2011, p. 95) Lego is also a learning toy that can teach children numbers, by counting bricks and create the things they see around them. Lego comes in different shapes, sizes and colour and gets children thinking about what to build. Lego bricks allow the children to develop their own ideas in the construction world and it also fosters the development of their social skills by interacting with one another as they build their houses or cars. â€Å"Using constructive toys (Lego) or constructive material allows children experience almost all early years’ mathematical concepts counting, matching, ordering, sorting, making and recognising pattern, shape and space† (Flood Hardy, 2013, p. 137) For this assignment I am going to do a rating scale from 1 to 5 and will be handing out the criteria to five parents at my local school. From that, I will assess the toy under each criterion giving reasons for my answers, I will also reflect on the adult’s role in relation to the toy (Lego) and make three recommendations to how the toy could be improved or modified. List of criteria Storage I will be seeing how easy Lego can be stored and if it needs much space. I also will be seeing how easy it is for children to store and put away. C E mark If the toy has the CE mark for safety and age range Development Values I will be looking to see if the toy will help the children with their Physical, Intellectual, Language, Emotional and Social development. Inclusive I will be looking to see if Lego is played by both boys and girls Play Value Does the toy keep the children engaged in play for long, is it fun and what can they do within this play. Durability I will be looking to see if Lego can with stand a lot of rough handling and if it will break easy or is it tough and durable. COST AVAILABILTY They are available in the following stores and cost: Argos â‚ ¬19. 99 Smiths â‚ ¬32. 99 Toy master â‚ ¬39. 99 Tesco â‚ ¬39. 99 ? RATING SCALE FOR LEGO BRICKS Rating scale LEGO12345 STORAGE (safety) C E MARK DEVELOPMENT VALUE PLAY VALUE DURABILITY (boy and girls) INCLUSIVE EVALUATION After assessing my rating scales and talking to the mothers from my school, I am now going to evaluate each criteria. STOAGE Lego comes in boxes and for this it is very easy to store on shelves, under tables or even in the corner. It is also very easy for children to put away into boxes and under tables. As Lego does have many parts often pieces would be left on table or dropped on the floor and could easily get lost. C E MARK All Lego boxes carry C E mark and also has the age range it is meant for. Lego is also very easy to wash as is plastic. Could be dangerous to young children if left or dropped on floor as some parts can be quite small and could fit into mouth and coarse children to choke DEVELOPMENT VALUES PHYSICAL DEVELOPMENT: is enhanced as their gross motor skills and fine motor skills improve. INTELLECTUAL DEVELOPMENT: is helped as Lego bricks can help with matching, sorting and counting. LANGUAGE DEVELOPMENT: will help as children will name their building talk to their Lego animals or figures. EMOTIONAL DEVELOPMENT: promotes a sense of achievement for the child as the outcome of what they have built will boost their ego and self-esteem. SOCIAL DEVELOPMENT: children will interact with adults or other children in a group as they build their houses cars or farms as they pretend play. INCLUSIVE Lego is played by both girls and boys as they now come in many different colours and they have different themes to them, like My Little Pony for girls or Car City for boys. Lego still seems to be more popular with boys from the feedback I have received from the other parents from my local school. PLAY VALUE Lego Bricks allows the children to explore the environment by constructing their own houses, cars and farms. It is good with pretend play by talking to their toys or moving them from one house to another. It keeps them engaged in play for hours as they build different things. Lego bricks help the children to build and extend their knowledge, understanding and skills in a way that makes sense to them. DURABILITY Lego bricks are durable because it’s made out of thick plastic the plastic is very strong so they can withstand a lot of impact, rough handling, throwing, being stood on and still not break. The plastic is easily washed so is good for hygiene reason. RATING SCALE For my rating scale average I have added up each criteria and then divided each one by 5 to get my final average score. ? THE ROLE OF THE ADULT Within this role it is very important for the adult to encourage and offer to help the children in the building of the Lego; also you could offer to demonstrate on how to construct their house, car or farm. Children need to be supervised and helped with ideas of what they could build, also as adults we should listen and help them by showing and praising them on their built houses, cars and farms. â€Å"Effective adult-child interaction is essential to a successful early childhood programme. Research indicates that the way adults interact with children plays a very important role in children’s learning and development. These studies demonstrate that in classrooms where teachers are responsive, guiding, and nurturing, children take more initiative and are more likely to be actively involved and persistent in their work† (HIGHSCOPE, 2013). CONCLUSION The aim of this assignment was to assess my chosen toy (Lego) and asses it under six criteria’s, Storage, CE mark, Durability, Development value, Play value and Inclusive (boy/girl). I asked five parents from my local school to fill in a rating scale from one to five on each criterion. I then evaluated my finding, using both my rating scale analysing the Lego and using my secondary research to come up with my findings. I have found that Lego is a very popular toy that is easy to store away, it has the CE mark, and development values are very good it is also popular with both boys and girls is very durable. CONCLUSION TO PRIMARY RESEARCH After doing my toy critique and going over my rating scales and talking to the parents at my local school, I have found out that Lego is a very easy toy to store under or on a shelf, and can be pulled out to play with very easily, but as it has small parts some of the bricks or Lego figurers could easily be lost. The C E mark is clearly written on the box and states that not suitable for under 36 months as children under this age could choke on the bricks or mini figures. Lego bricks are very durable because it is made out of hard plastic that can with stand being thrown stood and kicked about it is also very easy to keep clean as the plastic is washable. Lego is very good when we talk about the Development values as it teaches children to explore the environment by constructing their own house, cars and farms. In addition to this, it helps children with their language as they play and talk to their mini figures other children or adults. As the children build their houses, farms or cars it will get them using their fine and gross motor skills and they will get a great sense of achievement from their built house. While they build it will get the children thinking about the different shapes sizes and colours the bricks come in. Lego is popular with both boys and girls but it seems that boys play with Lego a lot more than girls. This could be due to the fact that it is very much a constructive toy were a lot of building is required, and not so much playing until the house, farm or car is finished. Children will get hours of fun from Lego as they build and use their imagination to create different things from what they see in the world around them. RECOMMENDATIONS FOR CHANGES To have the cost be reduced as I have found that Lego is quite expensive, as often you will have to buy added parts to complete our houses or farms and in addition children will want many of the mini figures that are not included in the box set. Moulding letters and numbers on the brick to help the children with counting and recognising letters, also will get the children counting and recognising numbers for when they start school, and also help them to learn their alphabet. Changing the colours of the bricks from Primary to adding in Pastel colours will give the children more variety of colours, having brighter colours would make the Lego stand out more and get the children more interested in playing with it. TABLE OF CONTENTS Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Aim Objectives Rational†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦3 List of criteria†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3/4 Rating Scale for Lego Bricks†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Role of the Adult†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Conclusion to primary research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8/9 Recommendations for changes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 ? Aim The aim of this assignment is to choose a toy and assess and examine it under various headings using both primary and secondary research. Objectives Compile a comprehensive checklist of assessment criteria with which to critique my chosen toy use the checklist to assess my chosen toy. Write up and evaluate my findings. Outline and evaluate the role of the adult in relation to the toy. Rationale To have a better understanding of the development and play values of a toy. To see how my chosen toy Lego stands up in relation to play and development values and if there are many changes required to improve it. Introduction The toy I have chosen is the Lego Deluxe Brick box for children aged four to seven years, which also includes miniature figures. Lego was first invented in 1947 in Denmark by a man named Ole Kirk Christiansen. The name Lego comes from the Danish word ‘LEgGOdt’ meaning play well. This toy is very popular with all children and is good for free play and can help a child to be creative. Lego comes under the category of table top area of play, and within this area table top play helps children to â€Å"Develop concepts of colour, size and shape. Group match and pair objects, Develop creative ways of using materials. Refine hand, eye coordination and visual discrimination. Learn how to work and co-operative with others through shared projects. Develop concentration† (Donohoe Gaynor, 2011, p. 95) Lego is also a learning toy that can teach children numbers, by counting bricks and create the things they see around them. Lego comes in different shapes, sizes and colour and gets children thinking about what to build. Lego bricks allow the children to develop their own ideas in the construction world and it also fosters the development of their social skills by interacting with one another as they build their houses or cars. â€Å"Using constructive toys (Lego) or constructive material allows children experience almost all early years’ mathematical concepts counting, matching, ordering, sorting, making and recognising pattern, shape and space† (Flood Hardy, 2013, p. 137) For this assignment I am going to do a rating scale from 1 to 5 and will be handing out the criteria to five parents at my local school. From that, I will assess the toy under each criterion giving reasons for my answers, I will also reflect on the adult’s role in relation to the toy (Lego) and make three recommendations to how the toy could be improved or modified. List of criteria Storage I will be seeing how easy Lego can be stored and if it needs much space. I also will be seeing how easy it is for children to store and put away. C E mark If the toy has the CE mark for safety and age range Development Values I will be looking to see if the toy will help the children with their Physical, Intellectual, Language, Emotional and Social development. Inclusive I will be looking to see if Lego is played by both boys and girls Play Value Does the toy keep the children engaged in play for long, is it fun and what can they do within this play. Durability I will be looking to see if Lego can with stand a lot of rough handling and if it will break easy or is it tough and durable. COST AVAILABILTY They are available in the following stores and cost: Argos â‚ ¬19. 99 Smiths â‚ ¬32. 99 Toy master â‚ ¬39. 99 Tesco â‚ ¬39. 99 ? RATING SCALE FOR LEGO BRICKS Rating scale LEGO12345 STORAGE (safety) C E MARK DEVELOPMENT VALUE PLAY VALUE DURABILITY (boy and girls) INCLUSIVE EVALUATION After assessing my rating scales and talking to the mothers from my school, I am now going to evaluate each criteria. STOAGE Lego comes in boxes and for this it is very easy to store on shelves, under tables or even in the corner. It is also very easy for children to put away into boxes and under tables. As Lego does have many parts often pieces would be left on table or dropped on the floor and could easily get lost. C E MARK All Lego boxes carry C E mark and also has the age range it is meant for. Lego is also very easy to wash as is plastic. Could be dangerous to young children if left or dropped on floor as some parts can be quite small and could fit into mouth and coarse children to choke DEVELOPMENT VALUES PHYSICAL DEVELOPMENT: is enhanced as their gross motor skills and fine motor skills improve. INTELLECTUAL DEVELOPMENT: is helped as Lego bricks can help with matching, sorting and counting. LANGUAGE DEVELOPMENT: will help as children will name their building talk to their Lego animals or figures. EMOTIONAL DEVELOPMENT: promotes a sense of achievement for the child as the outcome of what they have built will boost their ego and self-esteem. SOCIAL DEVELOPMENT: children will interact with adults or other children in a group as they build their houses cars or farms as they pretend play. INCLUSIVE Lego is played by both girls and boys as they now come in many different colours and they have different themes to them, like My Little Pony for girls or Car City for boys. Lego still seems to be more popular with boys from the feedback I have received from the other parents from my local school. PLAY VALUE Lego Bricks allows the children to explore the environment by constructing their own houses, cars and farms. It is good with pretend play by talking to their toys or moving them from one house to another. It keeps them engaged in play for hours as they build different things. Lego bricks help the children to build and extend their knowledge, understanding and skills in a way that makes sense to them. DURABILITY Lego bricks are durable because it’s made out of thick plastic the plastic is very strong so they can withstand a lot of impact, rough handling, throwing, being stood on and still not break. The plastic is easily washed so is good for hygiene reason. RATING SCALE For my rating scale average I have added up each criteria and then divided each one by 5 to get my final average score. ? THE ROLE OF THE ADULT Within this role it is very important for the adult to encourage and offer to help the children in the building of the Lego; also you could offer to demonstrate on how to construct their house, car or farm. Children need to be supervised and helped with ideas of what they could build, also as adults we should listen and help them by showing and praising them on their built houses, cars and farms. â€Å"Effective adult-child interaction is essential to a successful early childhood programme. Research indicates that the way adults interact with children plays a very important role in children’s learning and development. These studies demonstrate that in classrooms where teachers are responsive, guiding, and nurturing, children take more initiative and are more likely to be actively involved and persistent in their work† (HIGHSCOPE, 2013). CONCLUSION The aim of this assignment was to assess my chosen toy (Lego) and asses it under six criteria’s, Storage, CE mark, Durability, Development value, Play value and Inclusive (boy/girl). I asked five parents from my local school to fill in a rating scale from one to five on each criterion. I then evaluated my finding, using both my rating scale analysing the Lego and using my secondary research to come up with my findings. I have found that Lego is a very popular toy that is easy to store away, it has the CE mark, and development values are very good it is also popular with both boys and girls is very durable. CONCLUSION TO PRIMARY RESEARCH After doing my toy critique and going over my rating scales and talking to the parents at my local school, I have found out that Lego is a very easy toy to store under or on a shelf, and can be pulled out to play with very easily, but as it has small parts some of the bricks or Lego figurers could easily be lost. The C E mark is clearly written on the box and states that not suitable for under 36 months as children under this age could choke on the bricks or mini figures. Lego bricks are very durable because it is made out of hard plastic that can with stand being thrown stood and kicked about it is also very easy to keep clean as the plastic is washable. Lego is very good when we talk about the Development values as it teaches children to explore the environment by constructing their own house, cars and farms. In addition to this, it helps children with their language as they play and talk to their mini figures other children or adults. As the children build their houses, farms or cars it will get them using their fine and gross motor skills and they will get a great sense of achievement from their built house. While they build it will get the children thinking about the different shapes sizes and colours the bricks come in. Lego is popular with both boys and girls but it seems that boys play with Lego a lot more than girls. This could be due to the fact that it is very much a constructive toy were a lot of building is required, and not so much playing until the house, farm or car is finished. Children will get hours of fun from Lego as they build and use their imagination to create different things from what they see in the world around them. RECOMMENDATIONS FOR CHANGES To have the cost be reduced as I have found that Lego is quite expensive, as often you will have to buy added parts to complete our houses or farms and in addition children will want many of the mini figures that are not included in the box set. Moulding letters and numbers on the brick to help the children with counting and recognising letters, also will get the children counting and recognising numbers for when they start school, and also help them to learn their alphabet. Changing the colours of the bricks from Primary to adding in Pastel colours will give the children more variety of colours, having brighter colours would make the Lego stand out more and get the children more interested in playing with it. TABLE OF CONTENTS Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Aim Objectives Rational†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦3 List of criteria†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3/4 Rating Scale for Lego Bricks†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Role of the Adult†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Conclusion to primary research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8/9 Recommendations for changes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 ? Aim The aim of this assignment is to choose a toy and assess and examine it under various headings using both primary and secondary research. Objectives Compile a comprehensive checklist of assessment criteria with which to critique my chosen toy use the checklist to assess my chosen toy. Write up and evaluate my findings. Outline and evaluate the role of the adult in relation to the toy. Rationale To have a better understanding of the development and play values of a toy. To see how my chosen toy Lego stands up in relation to play and development values and if there are many changes required to improve it. Introduction The toy I have chosen is the Lego Deluxe Brick box for children aged four to seven years, which also includes miniature figures. Lego was first invented in 1947 in Denmark by a man named Ole Kirk Christiansen. The name Lego comes from the Danish word ‘LEgGOdt’ meaning play well. This toy is very popular with all children and is good for free play and can help a child to be creative. Lego comes under the category of table top area of play, and within this area table top play helps children to â€Å"Develop concepts of colour, size and shape. Group match and pair objects, Develop creative ways of using materials. Refine hand, eye coordination and visual discrimination. Learn how to work and co-operative with others through shared projects. Develop concentration† (Donohoe Gaynor, 2011, p. 95) Lego is also a learning toy that can teach children numbers, by counting bricks and create the things they see around them. Lego comes in different shapes, sizes and colour and gets children thinking about what to build. Lego bricks allow the children to develop their own ideas in the construction world and i

Contemporary Issues in Accounting International Accounting Standards

Question: Discuss about theContemporary Issues in Accountingfor International Accounting Standards Board. Answer: Introduction The basic problem identified in the given case study is the inclusion of particular referencing prudence in the basic tenets for putting pressure on the accounting area for causing scrutinizing the losses at the bank. According to (Rankin et al., 2012) the case study inclusion of prudence will be helping the lawmakers to avoid continuing financial crises the country is facing since 2007. There is some a problem faced by IASB for implementing US accounting rules in the European legislation. In regard with the prudence (Zeff, 2012), it can be said that prudence should be appropriately implemented in the in the conceptual framework of the IASB. Due to the financial crises faced by the country the regulatory have decided to implement prudence (Ifrs.org, 2016). For implementing prudence in the IASB, in the year 2012, European Union provided 7.1 million pounds for funding the implementation (Iasplus.com, 2016). There was dropped of particular prudence in 2010 by IASB for aligning both IASB and accounting rules. Moreover, in 2008, leaders of the world called IASB with US Counterpart FASB, who were pressurizing bank for identifying the source of the loan early and speedy action will be avoiding the calling on the taxpayer. All the possible solution has failed in the two boards. In other words, it can be said that prudence serves to be an important basic for tenets. IASB has dashed the hope of rejecting calls and reintroducing prudence which has been defined as bias in the conservation of IFRS (Deegan, 2016). IASB has been reintroducing for putting more restriction on the notion of prudence. Some of the investors in the UK will be demanding the return in the prudence interest for the degree of protection. Reference List Deegan, C. (2016). Twenty five years of social and environmental accounting research within Critical Perspectives of Accounting: Hits, misses and ways forward.Critical Perspectives on Accounting. Iasplus.com. (2016).International Accounting Standards Board (IASB). [online] Available at: https://www.iasplus.com/en/resources/ifrsf/iasb-ifrs-ic/iasb [Accessed 16 Oct. 2016]. Ifrs.org. (2016).IFRS - Home. [online] Available at: https://www.ifrs.org/Pages/default.aspx [Accessed 17 Oct. 2016]. Rankin, M., Stanton, P. A., McGowan, S. C., Ferlauto, K., Tilling, M. (2012).Contemporary issues in accounting. John Wiley and Sons Australia, Limited. Zeff, S. A. (2012). The Evolution of the IASC into the IASB, and the Challenges it Faces.The Accounting Review,87(3), 807-837.

Alexander Calder Essasy essays

Alexander Calder Essasy essays Alexander Calder was born in Lawnton, a suburb of Philadelphia, on the date of July 22 1898. He was named Alexander after his father, Alexander Stirling Calder, and his grandfather Alexander Miline Calder. With all three of the Calder men being named Alexander, they needed something to set them apart from one another, so the youngest Alexander, developed the nickname Sandy. He got this nickname because he looked like Santa Clause with his flannel shirts on, and a clown with his big, baggy khaki pants. Sandys grandfather, Alexander Miline, was a wonderful sculptor. Philadelphias new city hall hired him in 1872 to design and model various figures. One of his best known statues that he made was one of William Penn. This statue took twenty years to complete, and the reason it took this long is because it stands thirty-seven feet high! Just to give you an idea about how big this thing is Penns nose is thirteen inches long, and his buttons are six inches in diameter. This statue weighed 60,000 pounds and had to be taken apart just to get it to the roof of the City Hall tower where it stands to this day. Sandys grandfather had six children one being Alexander Stirling Calder, Sandys father. Alexander Stirling Calder was also a great sculptor. Stirling seemed more sophisticated with his works and wanted more realism to his sculptors. However, the Calder name was still not really associated with art till Sandy came along. Sandy was the youngest of his family. He had a sister named Peggy that was two years than he was. His father, as you already know, was Alexander Stirling Calder and his mother Nanette Calder. When Sandy was three his mother and father sold their house in Lawnton and moved to an apartment in Philadelphia. When Sandy was little his mother and father often called on him to pose for them while they would sculpt. He would often pose in the nude as in the sculpture ...

Free Essays on Socrates,Plato,Aristotle

As Plato once said â€Å"philosophy begins in wonder†. Plato was part of a triad of great thinkers who had in common a student - teacher relationship built on questioning and discussion rather than memorization and recollection of facts. Although they agreed and disagreed on many topics, it was their style of questioning and the resulting intense debates which brought them renown. Despite the passing of twenty-five hundred years their topics remain relevant to the modern world. The first of these great minds, Socrates, was born in Athens around 470 b.c. to a sculptor and midwife. As a young man he studied popular philosophers of the time, but felt that their ideas were not pertinent to the people. The ‘pre-socratics’ toiled over questions like the the distance of the earth from the sun. Even if the answer were known, it would have no bearing on the lives of anybody. Socrates focus was on morality and politics, which affected everyone's life. It was the questions that Socrates raised that led to his notoriety and fame. Simple questions people thought they knew the answer to went through the Socratic thinking process and revealed to many that not only did they not know the answer, but neither did he. It was the fact that Socrates questioned everything that got him in trouble. Socrates revealed how little people in power knew, as well as everyone else. He also taught people to be true to themselves above all other things, which is a key point in his enemies accusations that he corrupted youth and had no reverence for the Gods. â€Å"If you take my advice you will think little of Socrates, and a great deal more about truth.† Plato, a student of Socrates, was born to a wealthy aristocratic family and became Socrates’ student at age twenty. Not only was he important as a philosopher himself, but also because he recorded Socrates’ work. (Socrates wrote nothing) Therefore what we know of Socrates is based on the writin... Free Essays on Socrates,Plato,Aristotle Free Essays on Socrates,Plato,Aristotle As Plato once said â€Å"philosophy begins in wonder†. Plato was part of a triad of great thinkers who had in common a student - teacher relationship built on questioning and discussion rather than memorization and recollection of facts. Although they agreed and disagreed on many topics, it was their style of questioning and the resulting intense debates which brought them renown. Despite the passing of twenty-five hundred years their topics remain relevant to the modern world. The first of these great minds, Socrates, was born in Athens around 470 b.c. to a sculptor and midwife. As a young man he studied popular philosophers of the time, but felt that their ideas were not pertinent to the people. The ‘pre-socratics’ toiled over questions like the the distance of the earth from the sun. Even if the answer were known, it would have no bearing on the lives of anybody. Socrates focus was on morality and politics, which affected everyone's life. It was the questions that Socrates raised that led to his notoriety and fame. Simple questions people thought they knew the answer to went through the Socratic thinking process and revealed to many that not only did they not know the answer, but neither did he. It was the fact that Socrates questioned everything that got him in trouble. Socrates revealed how little people in power knew, as well as everyone else. He also taught people to be true to themselves above all other things, which is a key point in his enemies accusations that he corrupted youth and had no reverence for the Gods. â€Å"If you take my advice you will think little of Socrates, and a great deal more about truth.† Plato, a student of Socrates, was born to a wealthy aristocratic family and became Socrates’ student at age twenty. Not only was he important as a philosopher himself, but also because he recorded Socrates’ work. (Socrates wrote nothing) Therefore what we know of Socrates is based on the writin...

COSTCO Essay Example | Topics and Well Written Essays - 750 words

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Business Report Essay Example | Topics and Well Written Essays - 4000 words

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Immigration Essay Example | Topics and Well Written Essays - 250 words - 9

Immigration - Essay Example In an ideal situation, the national government controls border crossings and movements within the states. However, the national government does not put any restrictions on border crossing, or movements and this makes entity states to make laws that address these issues. As a result, conflicts about  these laws arise, as they do not exist in the Constitution. In fact, some laws from entity states conflict with federal laws. In my opinion, children of illegal immigrants graduating from high school are entitled to in-state tuition. These children are born in the states and thus, they live in their rightfully as citizens by birth. This gets support from the Illegal Immigration Reform and Immigrant Responsibility Act of 1996, which allows children of illegal immigrants to enjoy equal benefits with those of legal migrants (Haines & Rosenblum, 1999). These children are citizens and the constitution should protect them. It is true that parents to these children are lawbreakers, but children should not suffer for mistakes done by their parents. After all, children are innocent and they have no power over where they are born, or who are their

Diagnosis of a Respiratory Disorder

Diagnosis of a Respiratory Disorder Introduction Respiratory disorders are the commonest causes of morbidity and mortality among children of all ages. The presentation may vary from trivial to life threatening symptoms. While a carefully conducted history and physical examination are vital for a correct diagnosis, various laboratory and radiological investigations aid in finally clinching the diagnosis. This chapter focuses on clinical assessment of the respiratory system in children. There is much overlap between the respiratory examination and that of other systems, and it is assumed that the reader has mastered basic physical examination skills. History The evaluation of a child with respiratory disorder should start with the history of present illness, significant past history, family history as well as antenatal and birth histories. The parent should be asked the chief complaint that prompted the consultation, along with the circumstances at onset, frequency, duration, and severity. History of prior treatment should be obtained. History of past illness will include all previous respiratory and other complaints. These include history of recurrent pneumonia (suggesting immunodeficiency, cystic fibrosis, anatomic abnormality, or bronchiectasis) known allergy and malnutrition. The family/ environmental history will provide information about history of contact or that suggestive of asthma in relatives, nutritional and financial status of the family, and history of exposure to allergens. Following are important clinical pointers in the history: Recurrent pneumonia: points towards immunodeficiency, cystic fibrosis, anatomic abnormality (gastroesophageal reflux), dysfunctional swallowing, or bronchiectasis. The child with a history of tracheoesophageal fistula repair is prone to tracheomalacia and gastroesophageal reflux–related disease. Atopy: eczema, atopic dermatitis, hay fever, or known allergies, may be important in the child with chronic cough or recalcitrant asthma. Failure to thrive, frequent infections, blood product transfusion, parental substance abuse, or poor growth may be a clue to an underlying immunodeficiency. History of contact with a case of tuberculosis Environmental history: exposure to dust due to construction in the house/neighbourhood, presence of pet animals or birds, exposure to smoke, either from tobacco use or use of wood for heating, cooking, or both. Associated complaints: Headache may be a sign of sinus disease or, especially if occurring in the early morning, a result of obstructive sleep apnea. Ocular symptoms such as conjunctivitis and blepharitis, as well as nasal symptoms, may indicate an atopic predisposition or in the young infant a chlamydial infection. Recurrent mouth ulcers or thrush can be associated with immunodeficiency, as may chronic or recurrent ear drainage. Poor feeding, edema, shortness of breath, and exercise tolerance can be clues to the presence of congestive heart failure. Stool characteristics, abdominal bloating, and fatty food intolerance are important features of cystic fibrosis. Neurologic symptoms such as seizures or developmental delay are important in evaluating the child with apparent life-threatening events or suspected chronic or recurrent aspiration. PHYSICAL EXAMINATION A thorough general physical examination is extremely important in the approach to a child with respiratory disorder. Recording the anthropometry is as important as are the presence of cyanosis, pallor and clubbing. Use of accessory muscles of respiration may indicate severity of respiratory distress and intercostal recession may point towards airway obstruction and a non-compliant lung. Supraclavicular and cervical lymph nodes should form part of the exanination routinely. Upper Airway An examination of the upper airway will indicate presence of nasal foreign body or infection, tonsillar enlargement, or narrowing of the glottis. The position of the trachea should be noted during examination of the neck. Deviation to one side may be seen with pneumothorax, neck mass, unilateral pulmonary agenesis or hypoplasia, or unilateral hyperinflation (as seen with foreign body or congenital cystic lung disorders). Chest Inspection Inspection forms the first component of chest examination. Presence or absence of any deformity should be noted, as should the general shape of the chest. A barrel chest (increased anteroposterior dimension) denotes obstructive lung disease. The severity of this deformity shows increased lung volumes (functional residual capacity, residual volume, total lung capacity, functional residual capacity/total lung capacity ratio, and residual volume/total lung capacity ratio) and is associated with radiographic findings of hyperinflation in children with poorly controlled asthma. Pectus carinatum (â€Å"pigeon breast†) or pectus excavatum (â€Å"funnel chest†) may be seen in patients who have chronically increased work of breathing, as in pulmonary fibrosis, cystic fibrosis, or poorly controlled asthma. The respiratory rate, preferably noted with the child at rest or asleep, is a very important indicator of pulmonary illness (though fever and metabolic acidosis can have an inc reased respiratory rate in the absence of pulmonary disease). Nasal flaring to reduce nasal resistance to airflow and the use of accessory muscles of respiration such as the sternocleidomastoid muscles indicates respiratory distress as do retractions or indrawing of the skin of the neck and chest. Respiratory distress may also be seen in children with neuromuscular disorders. An objective way of assessing the degree of dyspnea is asking the child to count and noting the highest number reached in a single breath. The respiratory pattern and depth may also point towards a particular pathology. Shallow and rapid respiration is seen in children with restrictive lung disease. Similarly, rapid and deep respiration (hyperpnea), can be seen in children with hypoxia and metabolic acidosis while alkalosis results in slow, shallow breaths. Hyperpnea alternating with apnea (Biots respiration) is associated with central nervous lesions involving the respiratory centers. Cheyne-Stokes respirations seen in comatose patients is marked by gradually increasing and decreasing respirations. Likewise, the relative length of the respiratory phases (the inspiratory/expiratory ratio) is important. As the inspiratory and expiratory phases are roughly equal, a prolonged expiration may indicate obstructive diseases such as bronchiolitis, acute exacerbations of asthma, and cystic fibrosis. While some abdominal breathing, is normal up to 6 or 7 years of age, conspicuous respirations of this type in a child, however, generally reflect a pulmonary abnormality such as pneumonia, or respiratory muscle weakness. Palpation: Although more generally thought of in terms of the abdominal examination, palpation is important in the respiratory examination as well. It is used to confirm the visual observations of chest wall shape and excursion. Palpation is performed by placing the entire hand on the chest and feeling with the palm and fingertips. Friction rubs may be felt as high-frequency vibrations in synchrony with the respiratory pattern. Tactile fremitus, the transmission of vibrations associated with vocalization, is at times difficult to assess in children because of a lack of cooperation and a higher-pitched voice; lower-pitched vocalization is more effectively transmitted. It is best felt with the palmar aspects of the metacarpal and phalangeal joints on the costal interspaces. Decreased fremitus suggests airway obstruction, pleural fluid, or pleural thickening, whereas increased fremitus is associated with parenchymal consolidation. Occasionally a â€Å"thud† can be felt high in the chest or in the neck, a finding suggestive of a free tracheal foreign body. One can also assess chest excursion by placing the hands with the fingertips anterior and thumbs posterior and noting the degree of chest wall movement, comparing excursion of one side with the other by noting the movement of the thumbs away from the midline (the spinous processes). The point of maximal impulse, frequently shifted to the left in cardiac disease, may be shifted inferiorly and to the right in severe asthma, a large left-sided pleural effusion, or a tension pneumothorax. With massive left-sided atelectasis, it may be shifted to the left. Percussion: Percussion should be performed with the child upright with the head in neutral position, and using the indirect method (a single finger from one hand strikes on a finger of the other hand placed on an interspace). A gentle force should be used so as to avoid causing injury, especially in a young child). Sounds commonly elicited by percussion of the chest are as follows: Tympany : Normally heard with percussion of the abdomen, is seen in the chest with a massive pneumothorax. Resonance: This is the normal state in the chest; it is sometimes called vesicular resonance. Hyperresonance: Accentuation of the normal percussion is seen with states of hyperinflation like emphysema, asthma, or free intrapleural air. Coin test: A resonant metallic sound heard with a stethoscope when tapping a coin that is held flat against the chest with another coin; it indicates a pneumothorax. Dullness: A flat, thud-like sound, this sound is associated with pleural fluid or parenchymal consolidation. Flatness: This sound can be mimicked by percussing over muscle; its presence in the chest suggests massive pleural effusion. Auscultation: Auscultation of the chest should be performed with the age appropriate stethoscope (with chest pieces for premature infants, infants, children, and adolescents/adults). The diaphragm of the chest piece (pressed tightly against the skin) is used to filter out low-pitched sounds, thereby isolating high-pitched sound, and the bell (held lightly on the chest) is used preferentially to isolate low-pitched sounds. The upper lobes are best heard by listening anteriorly in the infraclavicular regions, the lower lobes by listening posteriorly below the scapulae, and the right middle lobe and lingula by listening anteriorly lateral to the lower third of the sternum. All lobes can be heard in the axillae. It is also important to specify the timing (continuous, early, or late), pitch (high, medium, or low), and character (fine, medium, or coarse) of sounds. These sounds can be divided into breath sounds (produced by the movement of gas through the airways), voice sounds (modifi cations of phonation not heard distinctly in the normal state), and adventitious sounds (neither breath or voice sounds). Breath Sounds Vesicular breath sounds are the sounds heard during respiration in a healthy individual. They are low-pitched, with a relatively longer inspiratory phase and a shorter expiratory phase and are louder on inspiration. These sounds emanate from the lobar and segmental airways and are then transmitted through normal parenchyma. Bronchial breath sounds are usually louder than vesicular sounds and have short inspiratory and long expiratory phases. They are higher pitched and louder during expiration. They may be the result of consolidation or compression (i.e., airlessness) of the underlying parenchyma. A similar sound can be heard by listening directly over the trachea. Bronchovesicular breath sounds, as the name implies, are intermediate between vesicular and bronchial sounds. The respiratory phases are roughly equal in length. This sound is felt to be indicative of a lesser degree of consolidation or compression (airlessness) than bronchial sounds. Bronchovesicular (and sometimes bronchial) breath sounds can occasionally be heard in normal individuals in the auscultatory triangle (the area in the back bound by the lower border of the trapezius, the latissimus dorsi, and the rhomboideus major muscles) and the right upper lobe. Wheezes are continuous musical sounds, more commonly expiratory in nature, and usually associated with short inspiratory and prolonged expiratory phases. They can be of single (monophonic) or multiple (polyphonic) pitches, which are higher pitched than vesicular sounds. These can often be very difficult to distinguish from snoring and upper airway sounds such as stridor. Stridor is a musical, monophonic, often high-pitched sound, usually thought of as inspiratory in nature; it can be expiratory as well, such as when produced by partial obstruction of a central, typically extrathoracic airway. Its presence in both inspiration and expiration suggests severe, fixed airway obstruction. Voice Sounds The normal lung parenchyma filters vocalization so that whispered sounds are not usually heard during auscultation and normally spoken syllables are indistinct. Bronchophony is the distinct transmission of spoken syllables as the result of an underlying consolidation or compression. More severe consolidation or compression results in the transmission of whispered sounds or whispered pectoriloquy. Egophony is very similar to bronchophony but has a nasal quality as well. It may reflect an underlying effusion, consolidation or compression, or both conditions. Adventitious Sounds Fine crackles are thought to be the result of the explosive reopening of alveoli that closed during the previous exhalations. These occur exclusively during inspiration and are associated with conditions such as bronchitis, pneumonia, pulmonary infarction, and atelectasis. They can also be normal when heard in the posterior lung bases during the first few breaths on awakening. They may be imitated by rolling several strands of hair between the thumb and forefinger in front of the ear or by pulling apart Velcro. Hamman’s sign, also called a mediastinal crunch, is the finding of crackles associated with systole and is suggestive of pneumomediastinum. Coarse crackles are popping sounds likely produced by the movement of thin fluids in bronchi or bronchioles. They occur early in inspiration and occasionally in expiration as well, may be audible at the mouth, and may clear or change pattern after a cough. They can sometimes be heard in the anterior lung bases during exhalation to residual volume. An example of these sounds is the crackles typically heard in patients with cystic fibrosis. Rhonchi (sometimes more descriptively called large airway sounds) are gurgling or bubbling sounds usually heard during exhalation. These sounds are the result of movement of fluid within larger airways. In individuals with pleural inflammation, a pleural friction rub may be heard. This loud, grating sound may come and go over a short period of time. It is usually associated with a subpleural parenchymal inflammatory process. OTHER SIGNS AND SYMPTOMS Clubbing: Clubbing is the broadening and thickening of the ends of the fingers and toes that occur as the result of connective tissue hypertrophy and hyperplasia and increased vascularity in the distal phalanges, in response to chronic hypoxia. It can be confirmed clinically by checking for Schamroth’s sign. Causes of clubbing are as follows: Bronchiectasis Severe pneumonia, lung abscess, or empyema Interstitial lung disease (autoimmune and infectious) Pulmonary arteriovenous malformation Hepatopulmonary syndrome Pulmonary malignancy Cyanotic congenital heart disease Bacterial endocarditis Inflammatory bowel disease Thyrotoxicosis Familial Cyanosis: The use of cyanosis as a clinical indicator of hypoxemia is confounded by a number of factors such as skin pigmentation, poor lighting, the presence of nail polish, or hypothermia. Cyanosis occurs when the concentration of reduced arterial hemoglobin exceeds 3 g/dL. Clinical impression of cyanosis should be verified by arterial blood gas analysis or pulse oximetry. Pulsus paradoxus: Pulsus paradoxus (fluctuation in systolic blood pressure with respiration) may sometimes be associated with obstructive pulmonary disease. The arterial pressure falls during inspiration and rises with exhalation. It is quantified as the difference between the systolic pressures measured during inspiration and expiration. Pulsus paradoxus is useful in evaluating children with cystic fibrosis and asthma, in which a value of more than 15 mm Hg has been found to INVESTIGATION:

Revenue Cycle Management Essay -- essays research papers

Synopsis - Integrated solution for Revenue Cycle Management and Medical Records Overview Physician practices are being called on to do more than ever before. Today’s physicians must treat more patients, document interactions more meticulously, wrangle with more complex managed care rules, keep track of an ever-expanding array of drugs, submit and track claims and pay rising malpractice insurance bills. In many cases, physicians must treat 20 percent more patients than they did five years ago to generate the same revenue. In the face of these burdens, some practices are struggling to remain financially viable. For many practices, the biggest impediment to meeting these challenges is continual administrative burden, a lack of automated clinical documentation, and inefficient practice workflow systems. Despite the dramatic advances in many areas of healthcare technology over the past several years, most physician practices—especially small and midsize ones—are still using the same manual and paper-based office management systems they’ve used for decades. With mounting pressure from insurers, government agencies, and patients, physician practices need to reexamine the ways they work and interact. As physicians see more patients and insurers demand reformed documentation for rapid processing of claims, the manual healthcare systems that were adequate in the past will become less and less able to meet new demands. The problem The paperwork burden among solo/small group physician...

Organisational Business Practices Essay

Organization is a principle of life. We seek the help of organizations to meet our day to day requirements such as to feeding, clothing, educating entertaining, protecting etc. However, organizations are not contemporary creations. Modern society has more organizations which are fulfilling a larger category of societal and personal needs. Organizations are so encompassing in the modern life that it is sometimes easy to overlook that each may be regarded as an entity with a specific contribution and specific goals. Organization is a system of consciously coordinated activities of two or more persons in order to achieve a common goal. It is a system of four major internal interacting components such as: task, people, technology and structure. Organizations are said to be open systems. A number of metaphors can be used to think and explain about the nature of organization. There are eight archetypical metaphors of organization: Machines, Organisms, Brains, Cultures, Political Systems, Psychic Prisons, Flux and Transformation, Instruments of Domination. General Discussion Document: Director of Marketing is proposing to introduce a new process of sales at Superior Sales Corporation for which there will be changes as per the present set up. Staff are likely to resist the change hence some suggestions are placed to reduce the resistance. Organization Structure: Functional superiority can only be achieved if there is enough reliability and focus within each business unit. Elites are those specialized organizational units with closeness to power and having superior capability. Their functions signify a particular organization’s typical capability. It is, important that more than one such elite function exist. They need to be complementary so as to make sure that they serve as a check on another. Pluralist are those essential forces that play a important role in decision making. The tension that is created amongst these forces stimulates thoughts and lead to self-improvement and competitiveness, Elite functions bring main strengths to an organization, but must assist with the whole to attain shared results. The stronger and more competent the elites are, the more difficult it is to achieve cross-functional teamwork. The organization’s challenge is therefore to ensure that these functions are on a par with that of competition, but at the same time they need to ensure that they respond to market demands by cutting across these functional compartments. Organization Cultures: Organizations are mini-societies that have their own distinctive patterns of culture. Culture is a modern concept used in a social sense to refer broadly to civilization and social system. Its increasing use within the social sciences has led to definitions of varying generality, which develop in a host of ways. Culture is that complex whole which includes knowledge, belief, law, morals, custom, and any other capabilities and habits acquired by man as a member of society. There is a growing literature of relevance how organization can be understood as a cultural phenomenon. It is valuable to understand the relationship between culture and industrialization. The greatest strength of this metaphor is that it shows how organizations rests in shared systems of meaning, values, ideologies, beliefs and other social practices that ultimately shape and guide organized action. Reactive and Proactive Changes: Forces for change arise out of an organization’s interaction with elements in its external or internal environment. The action of competitors, suppliers, government units or public groups may have substantial impacts on change. Social and cultural factors such as life styles, values or beliefs also lead to important changes. Forces of change may also arise from within an organization depending upon different phases of growth or demands made by different interest groups. Reactive changes occur when these forces make it necessary for a change to be implemented. Proactive change takes place when some forces to change lead an organization to conclude that a particular change is desirable and goes about in initiating the change in a planned manner. The difference between reactive and proactive changes corresponds to that between reflexive behavior and purposive behavior. Reactive change, like reflexive behavior, involves a limited part of the system whereas proactive change and purposive behavior coordinate the parts of the system as a whole. Organizational change has noted that many participants respond with dogged resistance to altering the status quo. In the industrial phenomenon workers have at times sought, in extremely violent fashion, to block the introduction of new technology. Supervisors and lower level managers have balked at large scale projects in job redesign and job enrichment; even low level employees, the presumed beneficiaries of such projects, have fought such changes. Senior managers have fought pitched battles against realignment of corporate structure. Even the proposal by a course coordinator to adopt a different style of presenting the report is capable of touching off a frenzy of defensive tactics to resist change. Such behavior may be either overt or covert. Overt resistance may take the form of employees deliberately failing to do the things necessary for successful change or simply being unenthusiastic about the change. The absence of overt resistance does not mean that resistance is not present, as resistance may be hidden from direct observation. Covert resistance can be more detrimental to change than open resistance because it is harder to identify and eliminate. There are at least two sets of factors which explain the process of resistance. One set relates to the personality and the other relates to the social system. Decreasing the Resistance: Managers who have been responsible for implementation have developed personal perspective consisting of assumption and strong feelings about how change should be introduced. These philosophies fall into two camps, either tops-down or bottoms-up. The Tops-down Strategy: The advocates of this strategy believe that, in general, people resist changes and require direction and structure for their well being as well as to work efficiently and effectively. The basic psychological contract between employees and management, it is assumed, is one in which the employee provides work, effort and commitment and expects in return pay, benefits, and a clear definition of what is expected to be done. It follows that it is the management’s responsibility to design the changes it deems appropriate and to implement these thoroughly but quickly by directives from the top. The Bottoms-up Strategy The advocates of this approach profess what to them is a more enlightened view of human nature. They argue that people welcome change and the opportunity to contribute to their own productivity, especially if the change gives them more variety in their work and more autonomy. These managers assume people have a psychological contract which includes an expectation that they be involved in designing change as well as in implementing it. Commitment to change, they say, follows from involvement in the total change process and is essential to successful implementation.

Free Essays on Australians Wartime Leaders

Australians Wartime Leaders: Robert Menzies: Robert Menzies was Australia’s longest serving Prime Minister and was elected in 1939, he headed the United Party until he resigned and started the Liberal Party. Robert Menzies committed Australia to war in Late 1939. After this speech Australians weren’t as encouraged to join the war effort because of their experience with WW1. Australia struggled to make the necessary 20,000 troops. Menzies didn’t introduce conscription because he believed that the many campaigns would help make the required amount of soldiers that he had promised to Britain. (10,000). this group of men were called the 6th Division. . The Menzies government were the first to introduce rationing which was used because of the shortages and lack of many needed raw materials. In 1939 the Menzies government also passed the National Security Act. This gave the government more power over the people allowing them to imprison the perceived internal â€Å"threats† such as German and Italian born citizens In 1947 Menzies opposed the banning of the communism party but 2 years later he had changed his mind. This is due to the widespread fear of communism in Australia. John Curtin: John Curtin was one of Australia’s Prime Ministers during both world wars. In 1941 John Curtin became Prime Minister following the termination of the Menzies Government. He was responsible for the alliance between Australia and the U.S because he saw that they were the only country who would be able to avoid a Japanese invasion of Australia. This agreement was made after a disagreement with Winston Churchill in which he argued that Australian troops (7th Division) needed to be brought home to defend Australia, Winston Churchill disagreed. In the end the troops were sent home. In 1943 John Curtin revised the defence act; this allowed the military to be sent to limited areas in the South-West pacific outside Australia. Just one ye... Free Essays on Australians Wartime Leaders Free Essays on Australians Wartime Leaders Australians Wartime Leaders: Robert Menzies: Robert Menzies was Australia’s longest serving Prime Minister and was elected in 1939, he headed the United Party until he resigned and started the Liberal Party. Robert Menzies committed Australia to war in Late 1939. After this speech Australians weren’t as encouraged to join the war effort because of their experience with WW1. Australia struggled to make the necessary 20,000 troops. Menzies didn’t introduce conscription because he believed that the many campaigns would help make the required amount of soldiers that he had promised to Britain. (10,000). this group of men were called the 6th Division. . The Menzies government were the first to introduce rationing which was used because of the shortages and lack of many needed raw materials. In 1939 the Menzies government also passed the National Security Act. This gave the government more power over the people allowing them to imprison the perceived internal â€Å"threats† such as German and Italian born citizens In 1947 Menzies opposed the banning of the communism party but 2 years later he had changed his mind. This is due to the widespread fear of communism in Australia. John Curtin: John Curtin was one of Australia’s Prime Ministers during both world wars. In 1941 John Curtin became Prime Minister following the termination of the Menzies Government. He was responsible for the alliance between Australia and the U.S because he saw that they were the only country who would be able to avoid a Japanese invasion of Australia. This agreement was made after a disagreement with Winston Churchill in which he argued that Australian troops (7th Division) needed to be brought home to defend Australia, Winston Churchill disagreed. In the end the troops were sent home. In 1943 John Curtin revised the defence act; this allowed the military to be sent to limited areas in the South-West pacific outside Australia. Just one ye...

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buy custom Custom Coursework essay According to William S. Wallaces book Field Manual 3-0; Headquarters, Department of the Army, simultaneity involves concurrent combination of defensive as well as offensive tasks which will effectively destabilize the enemy and ensure that peace is achieved. The operational commanders must be well versed in information about the scope of operation of the enemy and, civil conditions. They are also obliged to establish the most appropriate actions that will stall the enemy's operations and the enemy's effective synchronization (Wade, 2008). Simultaneity also involves subjecting the enemy to more demands so that they are not able to cope with in-depth operations. Thishinders the enemy's further reactions. For success to be achieved during an operation, the strategies set by the operational commanders must be adhered to by the tactical commanders in the battle field./p> Synchronization, on the other hand, is anarrangement of military response, such as timing, proper strategies or decisions, as well as selecting the place to execute them. It is the act of executing several related tasks simultaneously in different areas in order to achieve the success. The army's operational initiative is to clearly define ways of action throughout their mission in order to attack, capture and exploit their mission or initiative. The initiative is the source of the army's spirit to accomplish the mission which is to seize, exploit and pursue to realize the desired results. To achieve the initiative, the commander must be able to assess the situation on the ground and be ready to take the necessary risks as well as exploit the available opportunities.The initiatiave forms the spirit of all army's operations and directly affects their performance or success (Wade, 2008). Lethal actions during operations are characterized by swift actions towards the enemy. This also involves attacking the enemy at the time when they least expect and employing the methods which the enemy least expects you to use. This shock emanating from sudden violence will stall all enemy's strategies and stability hence the mission is accomplished. Nonlethal actions are characterized by the soldiers providing civil supportto the people during reconstruction as well as ensuring stability. This may also involve supporting the residents economically, and also helping establish the infrastructure, such as communication links. The army can encourage people to stop supporting the enemy and only cooperate with the army, which makes it hard for the enemy to effectively operate. This rapport between the army and the people paralyses the enemy (Wallace, 2008). Buy custom Custom Coursework essay