Ketamine Helps Paramedica Presented with Difficulties of...

Trauma patients often present paramedics with difficult situations to handle. These patients most likely have multiple injuries that the paramedic must treat including internal and external injuries. The main concern in treating trauma patients is controlling the pain that the patient may be experiencing while not compromising the patients hemodynamic and respiratory state. The most common drugs used in pain management in the pre-hospital setting often cause undesirable side effects, such as respiratory depression, hypotension, apnea, and bradycardia. All of these side effects combined with a trauma patient who is already compromised can lead to a much bigger issue. What if there was a drug that could treat the pain, calm the patient, and not cause the nasty side effects of traditional pain management? Ketamine provides us the answer to this question. Ketamine was developed in the 1960’s as a dissociative anesthetic. In 1970 the federal government for human use approved it.5 It became very popular as a battlefield anesthetic because of its quick onset and ability not to knock out a patient’s respiratory drive. The first evidence of illicit drug abuse of ketamine was in the late 1970’s and early 1980’s on the west cost of the US.2 It can be know on the street as â€Å"Special K, Vitamin K, Jet, and Super Acid.†8 In its illegal form it is often used as a date rape drug.2 Ketamine is a NMDA receptor antagonist, it works to antagonize or inhibit the action of

Globalization The Economic And Financial Integration Of...

1.0 Introduction 1.1 Background The end of 20th century, more and more business are growing constantly, business are wanted to go global by expanding their business overseas. In today’s global market it reflects among the measures of economic activity going in the world economy. For the worldwide economy to be existing a rising share of the financial actions occurring between countries to country who live in distinctive nations. It can involve trade, investments, production labour and also viewing its economic situations in nations and between nations. Globalisation has similar content as global market but it is more abroad. Globalization can be considered as the growing economic and financial integration of economies around the globe.†¦show more content†¦The United States in known for having one of the largest luxury market worldwide. It had been investigated, United States extravagance deals have been generally quarter of the global sales on luxury goods. As the economy in the sales has been de veloping for as long as two years however because of having a high unemployment rate it frustrates the Business as shopper are not eager to spend. In the earlier year 2014, the US economy is recuperating pleasantly after because of a delayed time of modest growth. Distress esteem sales of luxury goods in the US have expanded every year since 2010. After a top twofold digit development in 2011 had been enrolled yet due the eased off because of unemployment, extravagance merchandise are not making much on deals but rather prone to ascend in 2014. In 2014 the development rate has expanded, due the interest from residential customers and visitor going to the US. This will permit extravagance merchandise industry to have noteworthy advantage from an increment on purchasers wages increase specially the US ladies who are the ones will build the business deals and development of extravagance products. 1.2 Aim The purpose of this report is to analyse the level of market demand for Amari Kartini’s luxury products in the United States of America. This report aims to address three main sections which are, Identification and justification of the

Positive Effects of Resistance Training †Free Samples to Students

Question: Discuss about the Positive Effects of Resistance Training. Answer: Introduction The code of ethics for nursing professionals in Australia is a guideline that helps to provide a framework to the healthcare professionals. this helps to comply with the United Nations human rights and social and cultural rights (Storch et al., 2013). In this assignment, relating with the given case study, ethical principles for physical restraining the patients will be discussed. Further alternative ways to eliminate the physical restrain from the process of patient control will be discussed in this section. The ethical code of nursing practice is an important guideline for practice as it helps to uphold the patients dignity, respect, and helps to promote the fundamental rights of them while receiving care in the healthcare facility (Nursing and Midwifery Board of Australia, 2018). Further, in this fundamental rights, the right of nursing professionals are also taken care of. While working in the emergency department of the hospital, where all the beds are occupied with critically ill patients, it is challenging to take equal care of each patient (Staunton Chiarella, 2017). Further, a situation arises where while collecting sample from Mrs. Stock, Mr. Bogg started yelling that created a chaos in the ED as me, RN moss and RN Pine were busy in collecting sample (Nursing and Midwifery Board of Australia, 2018). Therefore, physical restrain were the only option available to calm the patients. However, according to the code of ethics nurses should value respect and kindness for their patient s and others. Moreover, according to the code of ethics, if any trait of a patient seems harmful for other patients staying in the same ward, it is the responsibility of the nursing professionals to calm the patient. According to Cadore et al., (2014), using physical restrain for the benefit of the patient as it helps to provide security to other patients staying at the same ward. Nurses responsibilities The situation presented in the case study is difficult to maintain as both the patients, who have become vulnerable while the care process are critically ill and are not being able to stay stable on their own. Mrs. Stock has symptoms of urinary infection whereas Mr. Bogg has head injury while intoxication. Therefore, they both require nursing assistance. However, while taking sample of mid-stream urination of Mrs. Stock, I, RN pine and RN moss were busy holding Mrs. Stock, when Mr. Bogg started yelling due to intoxication and needed intravenous sedation. Therefore according to nursing ethics, we should provide healthcare treatment to patient in need. Whereas, in situations like this is our duty to manage the situation through thorough information, to create a healthy and sustainable environment for patient growth (Johnstone, 2015). Hence, physical restrain of Mr. Bogg was important so that we can collect sample from Mrs. Stock and start her medical treatment. However, we also maintai ned the ethical value and respect of other patient present in the ED ward as if physical restrain was not applied, Mr. Bogg could have harmed other patients too. Hence, we practiced kindness and were committed to our duties towards Mrs. Stock and other patients according to the nursing ethics value statement 2 (Nursing and Midwifery Board of Australia, 2018). However, this practice of physical restrain should have been replaced with other acts so that ethical code two, stating valuing and respecting each patient can be followed. In the nursing practice, there are five type of patient restrains are used including physical, chemical, mechanical, technological and psychological restrains. These restrains are not a solution. However, this can help the nursing professions to calm and control patients so that sustainable healthcare environment can be maintained (Johnstone, 2015). In the given case study we used physical restrain to control the patient however using mechanical restrain could be a better replacement of physical replacement. Further it will help the professional to comply with the nursing code of ethics. Using a Posey Vest with a zip at the back and clothes tied to each side of it, so that patients hand and legs can be moved freely. It is useful as it helps to restrict the patient from moving and does not apply any physical restrain (Thompson et al., 2006). Conclusion As a nursing professional, provide care to each individual equally is the prime aspect of care however, while practicing this, each nursing professional faces several difficulties. In this assignment, such difficulty of nursing professional were discussed with example of a ED ward scenario, where two vulnerable patients had to provided nursing assistance at the same time. Further, the assignment discussed the ethical ground using which the physical restrain was used to calm a patient. Furthermore, usage of other restrain techniques to control the patient was also discussed. References Cadore, E. L., Moneo, A. B. B., Mensat, M. M., Muoz, A. R., Casas-Herrero, A., Rodriguez-Maas, L., Izquierdo, M. (2014). Positive effects of resistance training in frail elderly patients with dementia after long-term physical restraint.Age,36(2), 801-811. Lachman, V. D. (2012). Applying the ethics of care to your nursing practice.Medsurg Nursing,21(2), 112. Ludwick, R., OToole, R., Meehan, A. (2012). Restraints or alternatives: safety work in care of older persons.International journal of older people nursing,7(1), 11-19. Nursing and Midwifery Board of Australia. (2018).Nursing and Midwifery Board of Australia - Code of ethics.Nursingmidwiferyboard.gov.au. Retrieved 23 March 2018, from https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx Storch, J., Makaroff, K. S., Pauly, B., Newton, L. (2013). Take me to my leader: the importance of ethical leadership among formal nurse leaders.Nursing ethics,20(2), 150-157.

The Boston Massacre free essay sample

On the evening of March 5, 1770, with a foot of snow on the ground, groups of Bostonians gathered around the Custom House on King Street. Some had buckets of water, after responding to a fire alarm. Others had clubs to defend themselves or perhaps to threaten the despised â€Å"lobsterbacks. † Private Hugh White was, in fact, being threatened by several wigmakers’ apprentices (Aron 24). When Captain Thomas Preston heard of Private White’s situation, he came with seven other soldiers to help. Words escalated into snowballs and stones, and the soldiers began to fight back with the butts of their guns. The crowd of Bostonians was growing and now numbered about 100 (24). Then, a huge chunk of ice came flying in from the mob and knocked Private Hugh Montgomery to the ground. He stood up and fired into the crowd and several other shots followed. The event is known today as the Boston Massacre. Clearly these happenings occurred so quickly that it is hard for historians to see which side was responsible. We will write a custom essay sample on The Boston Massacre or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, the Boston Massacre was the fault of the British because they made the decision to station troops in Boston, they failed to remove the troops despite the rising tensions between the soldiers and the colonists, they fired into the crowd of colonists, and two soldiers were convicted despite heavy British favor in the trial. The first reason that the British were at fault for the Boston Massacre was that the British made the decision to station the troops in Boston. In the winter of 1770, many Bostonians harbored deep resentment because of the presence of British military in their city (Linder). Two regiments of regulars had been quartered in Boston since September of 1768, when they had landed in response to a call by Governor Thomas Hutchinson to restore order and respect for British law. Trouble had arisen earlier that summer when Boston importers refused to pay required custom duties (Linder). This added to the anger in the colonies immensely. Now the colonists were further away from respecting British law than they were before. All of this information added to the obvious fact that if the troops were not in Boston, the Massacre could not have taken place, shows why stationing troops in Boston was a cause of the Boston Massacre. When the Redcoats were stationed in Boston, it also took work and pay away from Boston workers. Regulations made by the British allowed their soldiers to work part-time at civilian jobs (Aron 28). This only caused more problems between the soldiers and the colonists. Not only were the colonists required to pay taxes they did not support, but also some of them now had no income to pay the taxes. This unemployment caused tensions between colonists and soldiers to rise even more. Stationing the soldiers in Boston was one reason the British are to blame for the Massacre, but another reason the British are at fault for the Boston Massacre is that they failed to do anything about the rising tensions between the Bostonians and the redcoats. March 5 was not the first time soldiers and colonists fought (Aron 28). Fights between soldiers and civilians were on the rise in early March and by no means was March 5 the first time soldiers and workers clashed (28). On March 2, a fight broke out between soldiers and employees of John Grays Ropewalk after one of the employees insulted a soldier (Linder). A cable-making employee reportedly asked a passing soldier, Do you want work? When the soldier replied that he did, the employee told the soldier, Wee then, go and clean my shithouse. The angry soldier returned later with about a dozen fellow soldiers, and the fight ensued (qtd in Linder). It was only after the massacre that Governor Hutchinson removed the soldiers from Boston. Being the royal governor of Massachusetts, he should have noticed the growing tensions and done something about them earlier. If the troops had been removed earlier, the Massacre would not have happened. Hutchinson could have armed the soldiers with weapons such as clubs so that the soldiers would have been able to defend themselves, but at the same time would not have been able to kill anyone. The third and most obvious reason the British are to blame for the massacre is that the British soldiers fired into the crowd. When Hugh Montgomery was knocked down by a chunk of ice, he stood up and fired into the crowd (Aron 24). The other soldiers soon fired as well. The gunfire killed five people. Crispus Attucks, Samuel Gray, and James Caldwell died at the scene. Samuel Maverick died a few hours later, while Patrick Carr survived for nine days before dying of his wounds (Olson). Samuel Gray was killed by a single ball entering his head, Crispus Attucks was killed by two balls entering his chest, and James Caldwell was killed by two balls entering his back (â€Å"Boston†). Benjamin Frizell, who was standing near the west corner of the Custom House before and at the time of the gun discharges, declared that the first discharge was of only one gun, the second discharge was of two guns, the third discharge was of three guns, immediately followed by the fourth and final discharge of five guns â€Å"Boston†). He also declared that of the final discharge, two were from soldiers on the ground on Preston’s right side, but three discharges came from the balcony, or the chamber window, as the flashes appeared on the left side of Preston, and higher than the flashes of the other two discharges. This information shows that at least th ree soldiers were on the balcony and carefully took aim and shot at individuals in the crowd. While one may argue that the soldiers fired their guns in fear for their lives, that was certainly not the case for the three soldiers who fired from the balcony of the Custom House. As for the soldiers who fired on the ground, there are many other ways to disperse a crowd than by firing point-blank into it. Captain Thomas Preston is said to have given the soldiers the order to fire (â€Å"Boston†). This would remove the blame from the individual British troops, as they would have been acting on his command. Captain Preston’s statement, â€Å"On my asking the soldiers why they fired without orders, they said they heard the word fire and supposed it came from me†¦ but I assured the men that I gave no such order† shows that this was not the case at all (Preston). The soldiers may have heard the word â€Å"fire† come from the mob. Preston also recalls, â€Å"†¦ some persons at the same time from behind calling out, damn your bloods why don’t you fire? † (Preston). This information suggests that perhaps another soldier was calling for the others to fire since Preston was advanced in front of his men (Preston). Some historians speculate that it was Private Hugh Montgomery who was calling for the other soldiers to fire, because he was the first one to fire after being knocked down. Another theory is that when Preston ordered them not to fire, some of the nervous Redcoats, amidst all the confusion and confronted by an angry Boston mob, heard only the final word fire! and thus opened up on the unarmed Bostonians (Leddy). Whatever happened, the soldiers should not have fired unless they were sure that the order came from their officer. Whether or not the order to fire came from Preston, the fact remains that the British soldiers fired into the crowd of Bostonians, which places the blame squarely on the British. The stationing of troops in Boston, the failed recognition of heavy tensions that should have resulted in removal, and the British gunfire into the crowd are enough evidence to show British guilt by themselves, but the fourth and final reason the British are at fault for the Boston Massacre is that two soldiers were convicted in the trial despite heavy British favor. The Tory-filled jury was one of the reasons for the heavy British favor. Why the prosecutors did not object to a Tory-filled jury remains a mystery to historians (Aron 27). There are several theories as to why the prosecutors did not object to a pro-Tory jury. One is that the prosecutors feared that the soldiers, if convicted, would have been pardoned by Governor Hutchinson. This would have caused even more anger in the colonies and among patriot leaders and might have caused even more violence. Another theory is that at least one of the prosecutors was a Tory himself. Other historians believe that the prosecutors did not object to a jury full of Tories because, like John Adams, they were eager to show the world how fair they were. Still others have speculated that the prosecutors were not paying close attention because they were overconfident that no Boston jury would dare let the soldiers off (Aron 27). Paul Aron’s statement, â€Å"Whatever the reasons for the prosecution’s lapses, the trial was clearly stacked in favor of the defense,† perfectly sums up this information. Another fact that shows how the trial was in British favor is the fact that only two of the soldiers were convicted of anything. Captain Preston and six other soldiers were acquitted of murder. The two soldiers convicted were only convicted of the lesser crime of manslaughter. The six soldiers that were acquitted were only acquitted because of the British sympathizers in the jury. The soldiers had no defense other than that they thought they heard Preston give the order to fire. That would not have held up in court with a jury consisting of patriots and loyalists in an even ratio. The fact that two soldiers were still convicted despite all of the favor presented to them in the trial, shows their guilt even more clearly. The British are at fault for the Boston Massacre because they fired into the crowd. If the soldiers did not fire, there would have been no casualties and this event would have been labeled a riot instead of a massacre. More so, the blame for the Massacre falls squarely on the shoulders of the British troops because they acted without the order of Captain Thomas Preston. However, one cannot blame the Boston Massacre entirely on the British. The Americans clearly had their role in it as well. They were antagonizing and mocking the soldiers the whole time and some of them probably got what they deserved. In short, the Boston Massacre cannot be blamed entirely on the Americans or entirely on the British.

The Individuals with Disability Education Act

A Summary of the Six Key Components of the Original 1975 IDEA (Individuals with Disabilities Education Act) The Individuals with Disability Education Act (IDEA) was signed into law in 1975; however, it was originally called 1975 Education for all Handicapped Children Act (EHA) or Public Law 94-142. Before the development of the act, many disabled children were denied access to education and very few schools allowed in public schools.Advertising We will write a custom coursework sample on The Individuals with Disability Education Act specifically for you for only $16.05 $11/page Learn More Under the Act, the US has a goal of ensuring that all youths develop into independent, responsible, and respectable people in the society (Gargiulo, 2010 p.33). Therefore, the Act was developed to protect the rights and meet the needs of disabled children and their parents, as well as ensuring that all children got equal opportunity in education in the United States (La in, 2006, p.1). This original IDEA had six key components, which include free and appropriate public education(FAPE), individualized education plan(IEP), nondiscriminatory evaluation and Identification, the least restrictive environment(LRE), procedural due process and parental participation(Lee, 2005, p.259). The first important component of IDEA 1975 is free and appropriate public education (FAPE). FAPE implies that all the children with disabilities should have access to the special education and special services that they need irrespective of the severity of their disability conditions. This special education should be provided at the public cost and should equally meet state’s education standards (Tenor865, 2009). It requires a proper definition of the educational placement, services and setting that are most appropriate for students with disabilities (Lee, 2005, p.259). FAPE ensures that parents of such children do not pay for the special education and services that are offered to their children. The other component is nondiscriminatory testing and evaluation. This provides that, an unprejudiced assessment criterion should be applied to decide if a child qualifies to be provided with special education services (Lee, 2005).Not all disabled children qualify for services offered under the IDEA act, those with mere disabilities are usually left out. Only children with visual impairment, mental retardation, auditory impairment, language and speech impairment and those with severe emotional disturbance can qualify the services offered under IDEA. It also defines the kind of placement that can be used for a given child, depending on the type of need recorded. The assessment should be done by trained and qualified staff before a child with disability can start receiving special education (Tenor864, 2009, p.2).Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is aime d at ensuring that children are not prejudiced based on their cultural, racial, or language differences. It avoids overrepresentation of a particular group of people in the institutions that give these special needs services. This is particularly essential since most districts find high number of minority children enrolled in the special education schools (Lee, 2005, p.259). The individualized education plan (IEP) is another important component of the IDEA. Children have differing disabilities and different children will require different learning services and needs. Moreover, each student has specific learning goals and will require specific learning modifications and this should be put in consideration. The development of the IEP is required to optimize learning for each student and requires a joint work by a team comprising of parents, educational personal, and students in certain instances to develop a student education plan. The motive is to find the type of services needed by a particular student (Tenor864, 2009). Least restrictive environment is another component, which is concerned with the establishment of an independent and friendly learning environment for students receiving special needs and services where they can realize their full potential. This component of IDEA makes sure that handicapped children are educated along their fellow non-disabled children (Tenor864, 2009). The component provides that the children should have access to independent environment and be subjected to regular lessons as far as the disability condition can allow. The children can be subjected to residential treatment or they can be subject to full inclusions depending on their needs (Lee, 2005, p.259). The procedural due process is another component that ensures that the principles outlined in the act are completely followed by schools. The section provides for the rights of people concerned to be involved in the entire program. This includes the disabled children and the ir families, teachers, psychologists and other pertinent persons. The component â€Å"allows the parent to be represented by legal counsel, and to ask for an impartial trial if there is a disagreement about their child’s educational plan† (Tenor864, 2009, p.2). With this component, parents of children with disabilities have the right to reach the records of their children and make sure that the records are confidential (Tenor864, 2009).Advertising We will write a custom coursework sample on The Individuals with Disability Education Act specifically for you for only $16.05 $11/page Learn More The parents have the right to take part in IEP and should also be informed of any possible changes in the services, for instance, a change of the individualized education plan, a change in placement, or a shift in educational class of the child (Tenor64, 2009). It has the legal provisions for solving the differences between families and schools providi ng these special needs and services. Procedural safeguards are very important because they protect the rights for both the children and their parents. The other component is parental participation, which provides for the inclusion of parents in educational decision-making and setting of the learning objectives for children with disabilities and generally in IEP development (Lee, 2005, p.259). Much of the intervention to help a child with disabilities should follow the consent of parents or any other people responsible for the child. Parents should be informed more often of their children’s situation in schools and they must be consulted before any action about their children like new placements or change of services is taken. In addition, this component of IDEA ensures that parents are consulted before any disciplinary action is taken on their children. Summary of the Key Components of the Later IDEA Reauthorization The IDEA has had several developments since its inception. C hanges have been necessary to understand how laws can be put into practice and the necessary adjustments that can make them efficient and effective (LD Online, 2011). Public Law 99-457 (1986) One of the major changes that followed the 1986 amendment of the Education for all Handicapped Children Act was the addition of the infant and toddler component. This was characterized by provision of more services to infants and young children with disabilities from birth to the age of five. This was made possible by incorporation of a new pre-school program grant program which increased the money allocated to disabled children between three to five years of age by threefold (Cengage Learning, 2011a). Two parts, B and H, had the particular provisions on these interventions. The developments included an establishment of interagency council on early intervention which lead to the establishment of Early Intervention Program(EIP), the development of individualized family service plans(IFSPs) which join families in nurturing their handicapped children, promotion of public awareness programs on possible interventions, and putting families as the center of focus in these programs (Cengage Learning, 2011a).Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More There were also concerns on safeguard rules and effective transition of families between different systems and reduction of the likelihood of putting disabled children in various institutions while at the same time nurturing their potential for independent living in the society. Public Law 101-476 (1990) Amendment in 1990 saw the change in the name of the law. The law was there before known as Education for all Handicapped Children Act (EHA) and was renamed Individuals with Disabilities Education Act (IDEA) in 1990, its main aim being recognizing the child with disability (Cengage Learning, 2011b). Under the new provision, the term handicapped was removed and victims were termed as â€Å"children with learning disabilities.† The other important amendment was on the eligibility criteria. In effect, autism and traumatic brain injury were introduced as other exceptionally categories (Cengage Learning, 2011b). The amendments also provided for transition planning between systems a nd services for disabled children at the age of sixteen. Another amendment to the act at this time was the definition of Assistive Technology Devices and Services (ATDS) for the disabled children which can be included in the Individual Education Plan (IEP). Lastly, there were also concerns to extend the least restrictive environment so that children are educated along non-disable children (AT Laws, 2012). Public Law 105-17 (1997) This amendment yielded the most important changes for the IDEA, with the law being restructured from nine to four subchapters (Cengage Learning, 2011c). Other developments included much emphasis on the roles of the parents and families, students and other education stakeholders in promoting IEP programs for the students with disabilities. The amendment provided clarity on the extent to which the children with disabilities can be disciplined by the teachers in schools (AT Laws, 2012). The access to general education was also emphasized under the amendments. On the use of Assistive Technology and Devices and Services to aid in IEP, amendments were made to allow these devices to be used in various setting like at homes to make sure the students get fair and appropriate education. In addition, the act emphasized that teachers should include orientation and mobility services to specific students particularly those with visual and auditory impairment when using assistive technology and devices in IEP (AT Laws, 2012). IDEA 2004: Public Law 108-446 This amendment marked the final regulations on IDEA being the last amendment that has been made. The IDEA 2004 has four sections – A, B, C, and D. The first section defines the terms as used in the law and section B outlines how to source funds from the federal government to aid the eligible students with disabilities (LD Online, 2011). This defines the eligibility criteria and mechanisms for evaluation. Section C entails early intervention programs for the infants and toddlers with disabili ties whereas the last section focuses on how educational agencies can work effectively with these children with disabilities indeed the amendments on the act at this time allowed the disabled children to take part in various operations and programs under the IDEA(US Department of Education, 2008). IDEA amendment in 2004, allowed local government agencies to conduct child find activities and make sure that there is fair distribution of resources among the handicapped children in their locality. In addition local government agencies were allowed to deliver special services to private schools and to decide the right amount of money to spend on the disabled children in their area. Lastly, the amendments of the act in 2004 lead to the corporation of new consultation rules for private schools which host disabled children (U.S Department of Education, 2008). Summary of IDEA Guidelines of Referring Students with Suspected Disabilities The first step involves identifying a child needing spec ial education and services. This can be done through child find which consists of government agents who identifies disabled children in each state and through referral by a parent or other people who wants a child to be evaluated for disability. Secondly, the chosen child is then evaluated for the disability. The consent of the parent to a child suspected of disability is necessary in the initial evaluation of the child. Evaluation is a vital step in referring children with suspected disabilities because with this it is possible to know whether the child is eligible to special needs and services. Parents are can call for reevaluation of their child if they are dissatisfied with the results obtained (National Dissemination Center for Children with Disabilities, 2011). The third step is to decide whether the child is eligible for the special education and services based on the evaluation results. A certain level of disability is required for a child to qualify for the special educatio n and services under IDEA. As a result not all disabled children are eligible for the special education and services but those with extreme disabilities. At this stage, parents may be summoned to hear eligibility decision made on their children. After determination of eligibility of the child, within a month a team is selected to focus on the child and set up Individual Education Plan for the child. An IEP team meeting is then organized; this meeting is attended by teachers, psychologists, special teachers and other pertinent persons who have knowledge about the child. The meeting is then held and the IEP team determines the best services to offer to the child. All this is done with the consent of the parent and if they disagree, their mediation and options may be considered.This step culminates with a well written IEP for the child (National Dissemination Center for Children with Disabilities, 2011). Provision of services to the child then follows; special education and services ar e provided to the child based on the IEP. All the parties involved are given a copy of the child IEP for them to know their responsibilities which include: modifications, accommodations and support. The parties include; parents, teachers and special service providers who have the responsibility of supporting the child daily through various means. Services are offered to the child for a given period after which a progress report is filled by IEP team. Reports are prepared and presented to the parents and other concerned people occasionally to determine effectiveness of the IEP to the child. With these reports, the IEP is reviewed and amendments can be done on it for the benefit of the child. Normally, IEP review is done on annual basis unless parents request for frequent reviews. The last step is to review the child to know how he/she is progressing. This review is usually done after every three years although the review can be done more often if situations demand that or on parent o r on teacher request (National Dissemination center for Children with Disabilities, 2011). Some Other Intervention Concepts In accomplishing the above procedures, certain procedures also need to be followed as interventions to help the children with disabilities. The referral process may be detailed and time consuming; however, there is enough evidence indicating eligibility. In this case, an intervention can be given while the evaluation process is underway – this is termed as pre-referral interventions. The identification of disability, evaluation for eligibility, and the subsequent delivery of the special need services involve the participation of different people including educational professionals, parents, students (in possible cases) and other education stakeholders. If the child is found eligible, parents and educators have to meet to arrange for individualized education program to help the child (National Dissemination center for Children with Disabilities, 2011). Me etings are held between the parents and educators to discuss the conditions such as placement of special services. There is also a need to cascade service delivery options. This intervention is necessary due to the different needs met by children with disabilities. It involves developing a learning environment that accommodates all children by ensuring that the instructor provides special attention to the students with special education needs. Early intervention concepts should also be put in place by use of early education programs which are useful in identification of children with disability. Young children are unable to speak and due to that, they only express themselves by crying, pushing or even gesturing. Some children have a challenging behavior which does not respond to efforts of early educators and parents who find it hard to meet the children needs. This lot of children may need an individualized plan where they will be monitored closely to find out their problems in tim e. This is very important for social and mental development and can be used to identify children with special needs who can benefit from the provisions of the IDEA (National Dissemination Center for Children with Disabilities, 2011). Early intervention services are also referred to as part C services provided under the IDEA act. These measures are there for infants who are handicapped or have developmental delay. Such children are evaluated to decide their eligibility to receive early intervention measures. References AT Laws. (2012). Special Education Laws and Legislation. Retrieved from: http://www.atto.buffalo.edu. Cengage Learning. (2011a). The Education for All Handicapped Children Act Amendments of 1986 (PL 99-457). Retrieved from: http://college.cengage.com/education/resources/res_prof/students/spec_ed/legislation/pl_99-457.html. Cengage Learning. (2011b). The Education for All Handicapped Children Act Amendments of 1990 (PL 101-476). Retrieved from: http://college.cengage.co m/education/resources/res_prof/students/spec_ed/legislation/pl_101-476.html. Cengage Learning. (2011c). The Individuals with Disabilities Education Act Amendments of 1997 (PL 105-17). Retrieved from: http://college.cengage.com/education/resources/res_prof/students/spec_ed/legislation/pl_105-17.html. Gargiulo, R. (2010). Special Education in Contemporary Society: An Introduction to Exceptionality. Fourth Edition. Thousands Oaks: SAGE Lain. (2006). IDEA: A Breakdown of Its Components, Amendments, and Referral Process. Retrieved from: http://www.associatedcontent.com/article/53212/idea_a_breakdown_of_its_components_pg2.html?cat=25. Lee, S. (2005). Encyclopedia of school psychology. Thousand Oaks: SAGE LD Online. (2011). IDEA 2004. Retrieved from: http://www.ldonline.org/features/idea2004. National Dissemination Center for Children with Disabilities. (2011). 10 Basic Steps in Special Education. Retrieved from http://nichcy.org/schoolage/steps. Tenor864. (2009). A Look at the Individuals with Disabilities Education Act. Retrieved from:http://www.associatedcontent.com/article/1656837/a_look_at_the_individuals_with_disabilities_pg2.html?cat=17 U.S Department of Education. (2008).The Individuals withDisabilities Education Act: Provisions Related with Children with disabilities Enrolled by their Parents in Private Schools. Washington DC.Retrieved from: http://www2.ed.gov. 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8 Common Questions Parents Ask Teachers

8 Common Questions Parents Ask Teachers If you really want to make a great impression on the parents, then you must be ready to answer any question they might have for you. Here are 8 of the most common questions teachers receive from parents as well as some advice on how to answer them. 1. How Do I Help My Child With Technology When I Dont Know Anything About It? Many parents are far behind when it comes to staying up-to-date with the latest tech tools. Often, the child is the most tech-savvy member of the household. So, when a parent doesnt know how to help their child with their tech, they might come to you for advice.   What to Say - Tell parents to ask the same questions they would if they werent using technology for their homework. Questions like What are you learning? and What are you trying to accomplish? 2. How Can My Child Be Successful in School? Parents want to know what can they do at home to help their child be successful in school. They might ask for details on how you grade and if there is anything that they can do to make sure their child receives an A.   What to Say - Be truthful, show them how you grade, and share your expectations for your students. Remind them its not all about the grades, but how the child is learning. 3. Is My Child Behaving in School? If a parent asks you this question, you can probably assume that the child has behavioral issues at home as well. These parents often want to know if their childs behavior at home is transferring to their behavior in school. And, though there are instances of children acting out at home and presenting the opposite behavior in school, misbehaved children often act out in both spaces.   What to Say - Tell them how you see it. If they are indeed acting out, then you need to come up with a behavior plan with the parent and the student. There may be something going on at home (divorce, sick relative, etc.) Do not pry, but you can prompt the parent to see if they will tell you. If they are not acting out in school, reassure the parent and tell them they neednt worry.   4. Why Do You Give so Much/so Little Homework Parents will have strong opinions on homework volume no matter how much you give. Be receptive to their feedback, but remember that you are the teacher and it is ultimately up to you to decide what is best for your students and your classroom. What to Say - If a parent asks why you give so much homework, explain to them what their child is working on in school, and why its important to have them reinforce it at night. If a parent asks why their child never gets homework, then explain to them that you dont feel its necessary to bring work home when they could be spending time with their family. 5. What Is the Purpose of the Assignment? This parent question usually arises after a long night of sitting with their frustrated child. You have to remember that the way they pose the question (which is usually out of frustration) may come off as aggressive. Be patient with this parent; they have probably had a long night.   What to Say - Tell them that you are sorry that they may have a hard time and that you are always available via text or email to answer any questions. Make sure to communicate to them the  specific purpose of the assignment and reassure them that next time they have an issue that you are always there to answer their questions. 6. We Are Going on Vacation, Can I Have All of My Childs Homework? Vacations during school time can be hard because a child misses out on a lot of classroom time. It also means that you have to take the extra time to prep all of your lesson plans far ahead of time. Make sure to communicate your policy for vacation homework in the very beginning of the school year and ask that they give you at least one weeks notice. What to Say - Provide the parent with what you can and let them know that their child will likely have other things to make up when they get back. 7. Does My Child Have Friends? The parent just wants to make sure that their child is having a good experience in school and isnt being bullied or excluded.   What to Say - Tell them that you will observe their child and get back to them. Then, make sure that you do that. This will give the chance for you to pinpoint the time of day the child is having difficulty (if any). Then, the parent (and you) can talk to the child and come up with some solutions if need be. 8. Is My Child Turing in Their Homework on Time? Usually, this question comes from parents of 4th and 5th graders because this is the time when students gain more personal responsibility, which can take some adjustment.   What to Say - Offer the parent some insight into what their child is handing in and what they are not. Communicate your rules and expectations are for the student. Talk with the parent about things that they can do at home to help the child maintain responsibility, as well as what they can do in school.

EU ban on Tobacco advertising Essay Example | Topics and Well Written Essays - 2000 words

EU ban on Tobacco advertising - Essay Example This essay "EU ban on Tobacco advertising" outlines the negative effect of the tobacco products' advertisements and why it was restricted in the EU. The advertising of tobacco products, mostly cigarette smoking by the tobacco industry through a various forms of media including television, newspaper, magazine, direct mail, sale points, billboards, radio and sponsorship is called tobacco advertising. As part of their marketing strategy, tobacco companies use the help of advertisements and promotional schemes to boost sales and earn higher profits. On 7 December 1941 serious restrictions was imposed upon the advertisements of tobbaco. Opposition is against the advertisements trying to portray smoking as safe or as a representation of masculinity. They do not do any good except for giving misleading claims and leaving a bad impact on the young and pure minds of teenagers and youth. Pasting advertising posters and brochures along racing tracks, stadiums and rail tracks was outlawed as it give a vast exposure of this unhealthy product. Cooperation and support of anti-tobacco activists and NGO workers was highly encouraged. Advertising done through loudspeakers in stadiums during games and mail (postage stamps) was also banned. Companies use such advertising to create brand loyalty and brand image to consumers so that they choose their brand of cigarette amongst others available. Tobacco companies apportion principally large budgets for their advertising campaigns and strategies also to seek quick responses and to stimulate demand over a longer period of time. The Federal Trade Commission claimed that cigarette manufacturers spent $8.24 billion on advertising and publicity in 1999 which was the highest amount ever at that time. Later in 2005, the amount rose to $13.11. The increase, despite restrictions on the advertising in most countries, was an effort to target younger audiences mostly teenagers who get influenced easily by promotional offers and giveaways such as Zippos, ashtrays and lighters. Casey Stoner: Australia's new Marlboro Man He has become a role model to kids worldwide who see him (Sydney Telegraph picture) racing in his bike, his whole outlook endorsing a tobacco brand Tobacco companies bribe and give expensive prizes to retailers who stock cigarettes and cigars. The European Union have precised that the advertising of tobacco should not be allowed. The European Union (EU) is an economic and political union of 27 member states, located in Europe that have agreed to act collectively on a standardised system of laws and a wide range of issues rather than nationally. Certain legal requirements are enforced upon the packaging of tobacco cigarettes by some countries. For example in the countries of the European Union, cigarette packs must have a label notifying the health hazards associated with smoking. One of the ways was inserting cards into the packet of cigarette giving an illustration of how to quit smoking. An example of tobacco packaging carrying health warnings is shown below: For the benefit of peoples of EU, the Commission is stressing theentry into force of the EU tobacco advertising ban and to start its action, initiated three years ago. The EU directive of 2003 has a wide ban on tobacco advertising in all forms of the print media, on radio and over the more technologically advanced medium, the internet. It also prohibits tobacco sponsorship of cross-border cultural and sporting events notably Formula One racing and the European Football Championships. Most EU countries, except for Germany,have either passed the necessary laws or are in the course of