Final Exam Solved Essay

Hahn Company utilizes the level of deals technique for recording awful obligations cost. For the year, money deals are $300,000 and credit deals are $1,200,000. The executives appraises that 1% is the business rate to utilize. What changing section will Hahn Company make to record the awful obligations cost? 2) Using the level of receivables strategy for recording terrible obligations cost, assessed uncollectible records are $15,000. On the off chance that the equalization of the Allowance for Doubtful Accounts is $3,000 credit before alteration, what is the measure of terrible obligations cost for that period? 3) Intangible resources. Immaterial resources are the rights and benefits that outcome from responsibility for lived resources that 5) The book estimation of an advantage is equivalent to the 6) Gains on a trade of plant resources that has business substance are 7) Ordinary fixes are consumptions to keep up the working effectiveness of a plant resource and are alluded to as 8) Costs caused to build the working proficiency or valuable existence of a plant resource are alluded to as 9) When an enthusiasm bearing note develops, the equalization in the Notes Payable record is 10) The intrigue charged on a $200,000 note payable, at a pace of 6%, on a 2-month note would be. On the off chance that a partnership gave $3,000,000 in securities which pay 10% yearly premium, what is the yearly net money cost of this getting if the annual duty rate is 30%? 12) Hilton Company gave a four-year enthusiasm bearing note payable for $300,000 on January 1, 2011. Every January the organization is required to pay $75,000 on the note. By what means will this note be accounted for on the December 31, 2012 asset report? 13) An enterprise gave $600,000, 10%, 5-year securities on January 1, 2011 for 648,666, which mirrors a successful loan fee of 8%. Intrigue is paid semiannually on January 1 and July 1. On the off chance that the company utilizes the powerful intrigue strategy for amortization of security premium, the measure of security intrigue cost to be perceived on July 1, 2011, is 14) When the successful intrigue technique for security rebate amortization is utilized 15) If an organization has just one class of stock, it is alluded to as 16) Capital stock to which the contract has alloted a worth for every offer is called 17) ABC, Inc. has 1,000 portions of 5%, $100 standard worth, total favored stock and 50,000 portions of $1 standard worth normal stock extraordinary at December 31, 2011. What is the yearly profit on the favored stock? 18) Manner, Inc. Has 5,000 portions of 5%, $100 standard worth, noncumulative favored stock and 20,000 portions of $1 standard worth regular stock extraordinary at December 31, 2011. There were no profits pronounced in 2010. The top managerial staff announces and delivers a $45,000 profit in 2011. What is the measure of profits gotten by the regular investors in 2011? 19) When the selling cost of treasury stock is more prominent than its cost, the organization attributes the distinction to 21) Marsh Company has other working costs of $240,000. There has been an expansion in prepaid costs of $16,000 during the year, and gathered liabilities are $24,000 lower than in the earlier period. Utilizing the immediate strategy for detailing incomes from working exercises, what were Marsh’s money installments for working costs? 22) Where might the occasion bought land for money show up, if by any means, on the aberrant articulation of incomes? 23) In playing out a vertical examination, the base for cost of products sold is 24) Blanco, Inc. has the accompanying salary explanation (in millions): Using vertical examination, what rate is appointed to Net Income? 25) Dawson Company gave 500 portions of no-standard basic stock for $4,500. Which of the accompanying diary sections would be made if the stock has an expressed estimation of $2 per share? Andrews, Inc. paid $45,000 to repurchase 9,000 portions of its $1 standard worth regular stock. This stock was sold later at a selling cost of $6 per share. The passage to record the deal incorporates a 27) Which of coming up next is a crucial factor in having a powerful, moral corporate culture? 28) Two people at a retail location work a similar sales register. You assess this circumstance as 29) The Sarbanes-Oxley Act forced which new punishment for officials? 30) The Sarbanes-Oxley Act necessitates that all traded on an open market organizations keep up an arrangement of inward controls. Inner controls can be characterized as an arrangement to

The Modern Prometheus Essay Example for Free

The Modern Prometheus Essay Such is the caption that goes with Mary Shelley’s exemplary, Frankenstein. We’ve all knew about the well known beast made by Dr. Victor Frankenstein. Be that as it may, relatively few know why the story is captioned, â€Å"Or, The Modern Prometheus†. Actually, many may not make the association with the tale of the antiquated Greek god who carried fire to people, his own creation, and was forever rebuffed for it. Be that as it may, explanatory examination uncovers many similitudes between the characters, and demonstrates Shelley’s caption to be precise. The two stories manage subjects of exceeding cutoff points, brutal results, and exercises realized, which add to the general topic of â€Å"don’t conflict with the guidelines of nature†; subsequently approving the Prometheus suggestion. The subject of violating limits stands apart as one of the most evident similitudes in the two stories. Victor Frankenstein was fixated on opening the â€Å"mysteries of creation†. He communicates this by saying, â€Å"I gathered the instruments of life around me, that I may imbue a sparkle of being into the dead thing that lay at my feet.†For Frankenstein, this is an improper demonstration that conflicts with all the laws of nature, as he is in no situation to play out this training. He is violating his cutoff points as a human by playing out the activity of a godlike; basically, he’s â€Å"playing God†. Shelley utilizes this as an implication to the Legend of Prometheus. Prometheus was tender of his creation, man. For them, he took fire from the sky and skilled it to them, a lot to Zeus’s alarm. Here also, Prometheus violated his cutoff points by taking from a higher god, similarly as Frankenstein did in an alternate way. Shelley utilizes this reference to show that the two characters have gone more remote than their ethics direct, both through the basic topic of creation. Blinded by their aspiration towards creation, the two of them conflicted with the laws of nature; Frankenstein through the genuine act of creation, and Prometheus through gifting the fire. By violating their cutoff points, both Frankenstein and Prometheus have set themselves up for some serious repercussions to their activities. Obviously, upsetting the laws of nature has some entirely cruel outcomes. The two characters suffer discipline for their activities. In the wake of forsaking his creation, Dr. Frankenstein is tormented by the beast killing his sibling, William. Frankenstein discovers this out by means of a letter, wherein his dad shouts, â€Å"William is dead! That sweet kid, whose grins enchanted and made me feel good inside, who was so delicate, yet so gay! Victor, he is murdered!†Frankenstein’s torment proceeds as the beast kills a greater amount of his friends and family, including his companion, Henry, and his better half, Elizabeth. This winds up being another mention to Prometheus; as in the wake of discovering he took fire from the divine beings, Zeus condemned Prometheus to endless discipline. He was to be bound to a shake and have his liver pecked out. His liver developed back every day, so he would need to persevere through this for the entirety of forever. Shelley utilizes this suggestion to advance the point that one must languish over overstepping the laws of nature. Her reference accentuates that disrupting these norms are in a general sense wrong, and that the culprits must compensation for their bad behaviors. Through their hopelessness, the two characters become familiar with their exercise, with each character being tried in an alternate manner. Frankenstein is placed into a circumstance where he is approached to make a mate for his beast, however ultimately demolishes his new creation. The psychological experiencing he persevered through his first creation slaughtering his friends and family trained him to reconsider before messing with something he can't control. This also is a keenly made reference to Prometheus, as Zeus requested one of the divine beings to make a lady of dazzling excellence, who was additionally fit for untruths and duplicity. He offered this goddess, Pandora, to Prometheus as a buddy. Nonetheless, Prometheus rejected this blessing, â€Å"knowing very well indeed that no good thing would come to him from the gods.†He learned not to take further things from the divine beings. This suggestion shows that the characters have in fact understood that conflicting with nature can just have unfavorable impacts, and underscores the point that conflicting with these basic laws isn't right and improper. They understand that obliviousness towards these laws can have difficult results, and that it’s just not justified, despite any potential benefits. Frankenstein needed to gain proficiency with this the most difficult way possible, as did Prometheus. All in all, Mary Shelley’s suggestions to the Legend of Prometheus in her novel, Frankenstein, are absolutely legitimate and both apply to overstepping the laws of nature. The two characters were engaged with creation and endured the results. In the wake of suffering tiresome mental and physical discipline, each character additionally demonstrated that they took in a significant exercise. We can see that Frankenstein is a cutting edge retelling of the Legend of Prometheus. On numerous occasions, Frankenstein is tormented by the unfriendly impacts of making life, and discovers that conflicting with the laws of nature can just prompt torment and languishing. He demonstrates this by declining to complete his monster’s lady of the hour, similarly as Prometheus wouldn't take Pandora from Zeus. To be sure, Mary Shelley’s choice to caption her book, â€Å"Or, The Modern Prometheus† is fitting and insinuating.

Whats On Your Pull List August 5, 2015

Whats On Your Pull List August 5, 2015 My dear comic friends, forgive me. Because by the time this post runs, I will not have been to my LCS in almost a month. I KNOW. Its terrible. But somehow July got crazy, and sometimes my work schedule conflicts with their open hours, and [insert lots of other excuses here]. Which means Im gonna have a whopper of a pull list to pick up! Or at least, a whopper for me. After June, I decided to ditch everything Secret Wars-related, with the exception of Ms. Marvel and Infinity Gauntlet Im planning on trying to read everything else in trades if possible, or just borrow my friends copies, because talk about information overload. Which leaves me with . Lumberjanes #16 by Noelle Stevenson, Shannon Watters, Brooke Allen, Maarta Laiho, and Aubrey Aiese cover by Brooke Allen and Kat Philbin If there are not actual mermaids in the issue I will lose my mind, BECAUSE THIS COVER IS MY EVERYTHING. Im trying hard not to count down too much to Stevensons departure from Lumberjanes, but its hard not to have it in my head. Lets focus on the positive we still have #17, and the continuing mystery of Abigail, and I have a lot of faith that the team will continue to deliver amazing hijinks. Also for the record I am still dying to know who Jo is. Jem and The Holograms #5 by Kelly Thompson, Sophie Campbell, M. Victoria Robado, and Shawn Lee Can we talk for a second about this cover?? Because I am So Here for an actual Holograms v. Misfits food fight. And otherwise its an excellent visual metaphor. But I really want a real food fight. And also to know WHAT HAPPENS after the cliff-hanger in #4, because that was some serious drama. Wayward #10 by Jim Zub, Steve Cummings, and Tamra Bonvillain If you are not reading Wayward yet, this is NOT the place to start but it is the end of the second arc, which means a trade should be coming forthwith! And this second arc has been amazing. I wasnt sure how I felt about the introduction of a new main character, but the way that Zub and Cummings have pulled it all together is highly satisfying. The essays on Japanese mythology at the end of each issue continue to be great, and the world just keeps getting more and more interesting. (Not to mention more terrifying, because OMG spider monsters.) Ms. Marvel #17 by G. Willow Wilson and Adrian Alphona cover art by Kris Anka I just. Do I need to tell you how excited (and nervous) I am for this issue? That! Is! Carol! Danvers! Its the dream team, the uber-duo, the be all and end all of superhero match-up possibilities. Ok maybe not the be all and end all, Storm would have to be involved for that. But this comes PRETTY CLOSE and I will take it. What is going to happen to Captain and Ms. in the epic battle for New York?? Will I be able to stand the wait to find out?!??! ALKa;lskdjfaslghepoiahg;alskbasl;dkgjasdkjfhpeiwate;laskgjasvas! Sign up to The Stack to receive  Book Riot Comic's best posts, picked for you.

Becoming A Licensed Professional Engineer - 1674 Words

Introduction To become a licensed professional engineer (PE), states have enacted strict standards to ensure the publics safety. These standards define the required education, specified time working for a licensed Professional Engineer, and passing a state licensing exam. In addition to all these requirements, PE’s also have to fulfill strict continuing education requirements related to their chosen specialty (NSPE 2014). Even with these strict standards, mistakes happen. The question that has to be asked is, should the Engineer of Record be held responsible, to any degree, for injury or death to builders or bystanders that occurs during the construction of his/her design? If an engineer has acted with due diligence during the design phase of a construction project, they should not hold any liability for the actions of another. Ultimately the responsibility belongs directly to that of the workers and construction contractors. This paper will show how proper design, and a moral responsibility to the public is enough within the engineering profession. Moreover, when accidents do happen on the jobsite the engineer of record cannot be used as the scapegoat. The engineers responsibility through design Engineers hold a unique role in the design of any project. They also hold a special trust within the public as they have specific knowledge and experience within their chosen specialty. However, there is one thing engineers are not; they are not construction experts.Show MoreRelatedEssay on Civil Engineering at a Glance1408 Words   |  6 Pagesof a civil engineer is diminishing rapidly; however, more buildings and roads are being constructed. Becoming an engineer is not an easy task to complete. Many years of college and post-education training are required to gain the ability to be titled an engineer, especially a civil engineer. Civil engineers draft and design large construction projects including roads, building, airports, water shed lakes, dams, bridges and other various public works systems. Sometimes, civil engineers are asked toRead MoreI Want Into Architecture When I Graduate From High School850 Words   |  4 Pagesexperince in a related occupation to apply for a job in most fields. For those working a internship/residencey there is on-the-job-training. In order for a architect to gain practical knolwedge they need to do a internship. There are three steps to becoming a licensed architect one must complete a proffesional degree in architecture, gain relevant experince through a paid internship, and pass the architectect registration exam. Most architects earn their profesional degree through a 5-year bachelor of architectureRead MoreThe Importance Of Civil Engineering1102 Words   |  5 Pages1771 with John Smeaton being the first person to call themselves a civil engineer. 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I thought my adviser would be excited, but I guess not. â€Å"What black engineer do you know?† My classmates in pre-engineering teased and bullied me for multiple reasons:Read MoreEssay on Computer Hardware Engineering1442 Words   |  6 Pagesimproving and the latest advancements have become astonishingly powerful. Computer hardware engineering is the designing, building, and testing of computer hardware and computer systems. Computer hardware engineers acquire a persistent and detail- oriented nature. Through their work, computer hardware engineers get a wide range of opportunity, but they are also loaded with seemingly endless work on their hands. Ultimately, computer hardware engineering provides a cause for innovative thinkers and creative

What Was The Overall Impact Of The Harlem Renaissance

21. Why is the Wall Street Crash of 1929 considered the beginning of the end of the Harlem Renaissance? The financial support of African Americans by rich whites came to end after the Wall Street Crash. 22. Who is the author of Their Eyes Were Watching God and when was it published? The author of Their Eyes Was Watching God is Zora Neal Hurston and was published in 1973. 23. What was the overall impact of the Harlem Renaissance? The Harlem Renaissance help to how American view African American and their culture. The integration of black and white cultures during this time marked the beginning of black urban society and set the stage for the Civil Rights Movement and liberty and prosperity for all races. 24. What foundation did African†¦show more content†¦How does he describe the â€Å"New Negro†? Alain Locke was born on September 13, 1885, in Philadelphia. He was a writer, philosopher, and educator. He enjoyed the arts. He attended Harvard University, Hartford College, Oxford and Humboldt University of Berlin. He was a guest editor of for â€Å"Harlem Mecca of the New Negro† in March 1925 and in December of the same year the issue was expanded into The New Negro which is a collection of writings by African Americans. Locke himself contributed five of his essay which was â€Å"Forward†, â€Å"Negro Youth Speaks†, â€Å"The Negro Spirituals†, â€Å"The New Negro† and â€Å"The Legacy of Ancestral Arts†. The essay â€Å"The New Negro† is referring to African Americans who would not accept Jim Crow Laws quietly. They will speak out for justice and dignity. 29. Summarize â€Å"The Negro Digs Up His Past† by Arthur Schomburg. The Negro Digs Up the Past discuss how the generations need to know where they came For upcoming generations to learn about the struggle and freedom and advancement of African American. How African Americans did not receive credit for their contributions To America. 30. 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Becker Muscular Dystrophy Medical Genetics Health And Social Care Essay Free Essays

string(55) " demand for and effectivity of specific interventions\." Muscular dystrophy is a familial upset that bit by bit weakens the organic structure ‘s musculuss. It is caused by incorrect or losing familial information that prevents the organic structure from doing the proteins needed to keep healthy musculuss. There are different types of muscular dystrophies that consequence different musculuss and consequences in different grades of musculus failing. We will write a custom essay sample on Becker Muscular Dystrophy Medical Genetics Health And Social Care Essay or any similar topic only for you Order Now But specifically two types are of import: Duchenne muscular dystrophy Becker muscular dystrophy. Duchenne muscular dystrophy: Duchenne muscular dystrophy ( DMD ) is a terrible recessionary X-linked signifier of muscular dystrophy characterized by rapid patterned advance of musculus devolution. It is normally seen in males ( 1 in 3500 ) . Females are largely bearers, specifically do non demo any symptoms. The upset is caused by mutant in DMD cistron, located in human chromosome Xp21. DMD may ensue from m-RNA that contain out-of-frame displacement ( omissions, interpolations or splicing site mutants ) .This cistron codifications for Dystrophin protein, an of import structural constituent of musculus tissue. Dystrophin is responsible for linking the cytoskeleton of each musculus fibres to the underlying basal lamina through a protein complex incorporating many fractional monetary units. Symptom: The chief symptom of DMD is a progressive neuromuscular upset, is muscle failing associated with musculus blowing with the voluntary musculuss being affected, particularly pelvic and calf musculuss. Awkward mode of walking, running or stepping Frequent falls Fatigue Skeletal malformations ( scoliosis ) Increased lumbar hollow-back, taking to shortening of hip-flexor musculuss Pseudohypertophy of the calf musculuss Cardiacmyopathy is common Grower ‘s mark is seen in people who has terrible damage of lower appendages. DUCHENNE MUSCULAR DYSTROPHY ( DMD ) is a familial disease in which the musculus of a patient ( male child ) suffers progressive harm, due to miss of dystrophin protein. It is a long unwellness in which the musculuss of a patient become bit by bit weaker and it later effects indispensable mechanism ( respiratory system, nervous system, bosom etc ) of the organic structure taking finally to decease of the DMD patient during early Twentiess ( 15 + year. ) Diagnosis: Deoxyribonucleic acid trials Prenatal trials Muscle biopsy Deoxyribonucleic acid trials: The musculus -specific isoform of the dystrophin cistron is composed of 79exons, and DNA testing and analysis can normally place the specific type of mutant of the coding DNAs that are affected.DNA trial confirms the diagnosing in most instances. Prenatal trials: If one or both parents are bearers so there is a opportunity of inheriting to the following coevals, for this there are some antenatal trials. At 11-14 hebdomads of gestation chorionic villous sampling, at 15 hebdomads amniocentesis, at 18 hebdomads foetal blood sampling is done. Muscle biopsy: A little sample of musculus tissue is taken with a scalpel and a dye is applied that reveals the presence of dystrophin. Creatine kinase ( CPK-MM ) degrees will be high in blood watercourse. Familial testing can uncover familial mistakes in Xp21 cistron. Treatment: Corticosteroids such as Pediapred and deflazacort addition strength and energy of musculuss. Beta -2 agonists besides increase musculus strength Physical therapy is helpful to keep strength, flexibleness, and map Orthpaedic contraptions ( such as braces and wheelchairs ) may better mobility and self-care Stem cell replacing. Case survey: An 18-month-old male child was referred for neuromuscular rating and intervention following a visit with the household ‘s community baby doctor. Earlier lab work had revealed a Creatine Kinase ( CK ) degree of over 15,000 – consistent with neuromuscular disease. The male child ‘s female parent reported a household history of Duchenne Muscular Dystrophy ( DMD ) on her side. She has older kids, including another male child who is unaffected. Evaluation by a brain doctor, including a musculus biopsy, indicated the presence of DMD. The male child was referred to a paediatric rehabilitation medical specialty doctor for farther rating. Physical scrutiny showed the kid ‘s musculus tone was decreased, and he had pseudohypertrophy ( enlargement ) of his calf musculuss. He had full scope of gesture in his weaponries and legs, and was walking by himself. His female parent reported that he began walking at about 14 months of age. Although he moved reasonably good from sitting to standing, he did utilize a modified Gowers manoeuvre ( forcing up with his custodies on his articulatio genuss and legs, with his underside up, to accomplish a standing place ) . This is typical with Duchenne dystrophinopathy, bespeaking lower appendage failing around the hips and articulatio genuss. Neck musculus and upper appendage strength was satisfactory. The kid ‘s cognitive map appeared to be normal, and he was synergistic. His female parent reported that he participates good in age-appropriate activities with his equals. However, she did notice that he tired more easy than other kids his age. These findings are characteristic for DMD at an early age. The doctors discussed the kid ‘s hereafter with his parents, including possible intervention options as his disease progresses. Those options include assistive devices ( such as braces and mobility devices ) , physical and occupational therapy appraisals and intervention, and drug therapy. A familial counsellor interviewed the household and arranged for molecular familial testing to see if the kid has a cistron omission associated with DMD. Familial testing can assist nail the exact nature of DMD, every bit good as aid place if other household members could be affected. Referrals were besides made to societal services, to assist both the kid and his household place their strengths and demands within their community. As portion of the intervention program, the doctors recommended that the kid return to the neuromuscular clinic every six to twelve months for re-evaluation and necessary intercessions as he grows and develops. Timely intercessions, to assist forestall or decelerate complications related to DMD, will assist the kid maintain the best possible quality of life and might increase length of service. The male child was scheduled to undergo baseline testing of his strength, scope of gesture and functional ability by one of the healers the following clip he returns to clinic. Baseline proving can assist set up current map, every bit good as quantify the demand for and effectivity of specific interventions. You read "Becker Muscular Dystrophy Medical Genetics Health And Social Care Essay" in category "Essay examples" Future baseline testing by cardiology and pulmonology services can besides assist the determination devising procedure. BECKER MUSCULAR DYSTROPHY: Becker muscular dystrophy is similar to Duchenne muscular dystrophy, but is less common and progresses more easy. This affects about 1 in 30,000 male childs than in females. This is a familial X-linked disease characterized by the change of the distrophin cistron merchandise, a structural protein of import for keeping unity of skeletal and cardiac musculus cell cytoskeleton. Changes are normally due to inframe omissions or point mutants of the distrophin cistron, which is located on the chromosome Xp211. The skeletal musculus in this patient besides showed about all of the histological characteristics of Becker muscular dystrophy, including mortification, regeneration, endomysial fibrosis, dividing fibres and unnatural fluctuation in fiber size. Cardiac failure is the most common cause of decease in Becker muscular dystrophy patients. It is postulated that impaired myocardium leads to an increased work load on the left ventricle, leads to go forth ventricular expansion and mitral valve distension. This patient had terrible myocardiopathy with left and right ventricular expansion and mitral and tricuspid valve distension. Pulmonary vascular thickener suggests the presence of left bosom failure with subsequent development of pneumonic high blood pressure taking to right ventricular distension and possible right bosom failure. Symptoms: Many childs with muscular dystrophy can follow normal form of development during first few old ages of life. But in clip the symptoms began to look. A kid with MD may get down to falter, toddle, hold trouble in traveling upstairs, and a toe walk. A kid may get down to fight to acquire up from sitting place or hold difficult clip in forcing things like waggon. Childs with MD develops enlarged calf musculus ( pseudohypertrophy ) as musculus tissue is replaced by fat. Frequent falls Trouble in running, hopping, leaping Loss of musculus mass Breathing jobs Congestive bosom failure Loss of balance and coordination, weariness Trials: CPK blood trial Electromyography ( EMG ) nervus proving Muscle biopsy or familial blood trial Diagnosis: The trials to find what type of MD is involved and to govern out other diseases that could do the job. These might include a blood trial to step degrees of serum creatine kinase, an enzyme that ‘s released into the blood stream, when musculus fibres are deteriorating. Elevated degrees indicate that something is doing musculus harm. The physician besides may make a blood trial to look into the Deoxyribonucleic acid for cistron abnormalcies or a musculus biopsy to look for forms of impairment and unnatural degrees of dystrophin, a protein that helps muscle cells maintain their form and length. There are several major signifiers of muscular dystrophy, which can impact the musculuss to changing grades. In some instances, MD starts doing musculus jobs in babyhood ; in others, symptoms do n’t look until maturity. There is no remedy for MD. Doctors are working on bettering musculus and joint map and decelerating musculus impairment so that those with MD can populate as actively and independently as possible. Treatment: There is no known remedy for Becker muscular dystrophy. The end of intervention is to command symptoms to maximise the life of the affected individual. Doctors prescribe steroids to assist maintain a patient walking for every bit long as possible. Activity is encouraged. Inactivity ( such as bed remainder ) can do the musculus disease worse. Physical therapy may be helpful to keep musculus strength. Orthopedic contraptions such as braces and wheelchairs may better mobility and self-care. Familial guidance may be recommended. Daughters of a adult male with Becker muscular dystrophy may transport the faulty cistron and could go through it onto their boies. Examples: ( dual heterozygote ) : Becker muscular dystrophy and X-linked colour sightlessness Jonathan, a 10-year-old male child, has Becker muscular dystrophy and colour sightlessness. His female parent, Mary, has normal colour vision, but her two brothers and maternal uncle have red-green colour sightlessness. Based on her household history, Mary is an obligate heterozygote, or bearer, of the X-linked cistron mutant for colour sightlessness. Molecular proving confirms that she besides carries a omission in one of her X-linked DMD cistrons, which accounts for the Becker muscular dystrophy in her boy. Though the two conditions are unrelated, Mary is known to be heterozygous at two separate venues on the X chromosome and is hence a dual heterozygote. Case survey: A 28 twelvemonth old adult male was admitted for haemoptysis, dyspnoea, febrility, icinesss, sickness, emesis, and icterus. At age 12 old ages, he was noted to hold scoliosis, and he described trouble running. Additional clinical findings at the clip of his first rating were enlarged calf musculuss, atrophic thoracic musculuss, elevated creatine phosphokinase degrees, every bit good as an unnatural EMG and musculus microscopy. The patient was was non followed for his status between the ages of 12 and 24 old ages. At the age of 24 old ages, echocardiography showed a badly dilated left ventricle with terrible planetary hypokinesis, mild atrial expansion, possible mural apical thrombus, and a little pericardiac gush. The patient was placed on Vasotec and Lanoxin. Repeat echocardiogram at the age of 27 old ages showed similar findings, and the patient was placed on Coumadin anticoagulation to forestall cardiac mural thrombi and emboli. Four months prior to his concluding admittance, he w as hospitalized briefly for pneumonia and left ventricular bosom failure with pneumonic congestion. Given his deteriorating cardiac position, the patient was later placed on the cardiac organ transplant list two hebdomads prior to admittance. Past medical history revealed that his younger brother was diagnosed at age 14 old ages with dilated myocardiopathy that resulted in decease three hebdomads following the oncoming of terrible acute congestive bosom failure. Two other siblings and his parents are free of bosom disease. When admitted, the patient had haemoptysis, dyspnoea, febrility, icinesss, sickness, emesis, and icterus. His international normalized ratio on admittance was 6.6, and his white blood cell count was 16,400/uL. A chest X ray showed a mass-like consolidation of the right lower lobe of lung. He continued to hold episodes of haemoptysis, elevated white blood cell counts and elevated international normalized ratios asking Vitamin K therapy. Five yearss after admittance, the patient noted chest firing following bronchioloalveolar lavage. Shortly thenceforth, he was found to be asystolic without respirations. Cardiopulmonary resuscitation failed, and the patient died. The necropsy was limited to the thorax. How to cite Becker Muscular Dystrophy Medical Genetics Health And Social Care Essay, Essay examples

Internet and Online Games Addiction free essay sample

Introduction Playing games is a natural part of growing up. It’s one way that kids learn to socialize and compete. Computer and online games, in most instances, are no more dangerous than other games that kids play. But sometimes, computer and online games become more than just play. They become an addiction. And when they become an addiction, your child’s psychological and physical well-being may be in jeopardy. Escaping into games When your kids play games online, is it play? Or is it something darker? Addiction to computer and online games is a real and growing problem.It affects both kids and adults. Often the most addictive games are the online multi-player games. They include role-playing, endless levels of achievement, and an IM or chat function. Groups of players play and chat online, creating a fantasy world that provides an escape from real life. Kids can get caught up in this fantasy world to the exclusion of their real life responsibilities. We will write a custom essay sample on Internet and Online Games Addiction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What gaming addiction looks like? Playing online or computer games is an innocent hobby that can become a pathological behavioral problem, in which playing games becomes more important than other aspects of life.Addicted kids spend hours on the computer to the exclusion of other activities. They lose interest in their school, fail to turn in homework assignments, and their grades suffer. They turn their backs on their friends, preferring to stay at home on the computer with their â€Å"online friends†. Much of their conversation may revolve around the games they’re playing. They may be inordinately proud of their gaming successes. If you challenge them about the time they spend at the computer, they try to hide their gaming activity. Physical warning signs include sleeplessness, dry eyes, and carpal tunnel injury.A recent study by Harris Interactive reports that nearly one in 10 kids between 8 and 18 are addicted to online gaming. †  There are many reported cases of addiction to online gaming: teens who become reclusive; students whose grades drop precipitously; kids who drop out of high school to play games; kids who play games 60 or more hours each week; and more. This isn’t, by the way, a problem that’s exclusive to kids. Adults get caught up in it, too; turning their backs on their families, losing jobs, threatening their financial well-being, and losing spouses. Other gaming dangers Online gaming addiction opens kids up to other dangers, too. Chatting online with other game players may expose them to online predators. Predators go where kids go online, and where better than a fantasy world that includes children? Also, gaming addiction can take a toll on your pocketbook. Many popular online games require that players buy the game, and then pay monthly subscription fees. Tools, accessories, and additional characters cost even more. It is possible to spend hundreds of dollars a month on monthly fees and add-ons.According to an article in Bay Area Parent,† Ã¢â‚¬   a 14 year old boy used his mothers credit card to buy online a set of gaming accessories, including â€Å"magical dragon armor and 100 pieces of virtual gold. † His mother noticed unusual activity (amounting to $600) on her statement and quickly figured out what had happened. One can buy additional characters and accessories from the gaming Web site and there are cyber shopping malls where one can pick up accessories like virtual Elvin bows, mystical armor or a sword of fire.One site listed a complete World of Warcraft character for sale at the extravagant beginning bid of $1,600. Finally, maintaining an open connection between your computer and a gaming Website/chat room, may lead to intrusion and possible theft of your identity and financial records on your home computer or network. It’s always a good idea to have good Internet security software installed on your computer. It’s even more important when your computer is used for online gaming. Parenting is the best prevention Good parenting goes a long way toward preventing addiction to online gaming. Make sure you know what games are installed on the computer your child uses. Check browser history logs to see where they’ve been on the Internet. Engage your children in regular conversations about their lives. Have dinner together every day. If they spend more than an hour a day in front of the computer, ask them what’s going on. If their grades suffer or their friends stop calling, ask why. If you detect a problem or a behavioral change, address it immediately; don’t let it slide. If you detect addiction, address it. Limit computer time.Put the computer in a public area of the home. If the problem persists, perhaps you should seek professional psychological help. A gaming addiction is very similar to other addictions, such as drugs, alcohol, or gambling. Helping a child beat the addiction may require expertise that a parent can’t provide. According to Dr. Douglas Gentile, Director of the Media Research Lab at Iowa State University and the director of research for the National Institute on Media and the Family, states, It is important that people realize that playing a lot is not the same thing as pathological play.For something to be an addiction, it has to mean more than you do it a lot. It has to mean that you do it in such a way that it damages your life. †Ã¢â‚¬  Ã¢â‚¬  Ã¢â‚¬   In other words, many, if not most, kids who play online games are just playing games. It’s a healthy part of their life. If you see that game playing is becoming damaging to some aspect of their life, it’s time to act. Addicted to games: Internet game addiction One form of internet addiction is gaming addiction. Internet gaming addiction and getting lost in playing video games has been recognized a long time.Recently I saw a interview with a person claiming to have been hooked on pac -man probably 20-30 years ago. We probably had a little growth in this problem when people (kids) started hooking up lots of computers together and playing games on few computers at the same time (on a LAN). These tournaments were often at first related to games like Counterstrike. But the rise of the problem came with the internet and high speed internet connections. Now it is so easy to play with lots of people all over the world 24 hours a day 7 days a week. Therefore has the problem we can name Internet game addiction grown to a big problem. Media attention has been growing past 3 years at the same time interest in playing online games like World of Warcraft has grown, so has the problem. Some people will say this games can never been a obsession or addiction, but the truth is Kids and adolescence are stop showing up in school and in worst cases we have seen people have been committing suicides. Recently we have seen case of child neglect in relation to the parent’s internet game addiction. These cases of problems with gaming addiction will grow and we will see more stories on the news on this problem.Types of Online games that is addictive Massive multiplayer Online Role Playing Game Addiction (MMORPG-A) Those games that seems to most addictive are multiplayer games when the player playes a role of fictous character in virtual world and other characters are played by other real people somewere in the world. What makes these games addictive is probably that you are not just able to save and come to the game again after a week. When you stop playing this virtual world is still there and you are missing the action. The action is happening 24 hours a day 7 days a week.Most popular games MMORPG (massive multiplayer online games), these are games like World of Warcraft. World of Warcraft started in 2004 and there are 7,6 million playing the game in the biggest world of WOW Azeroth. If Azeroth was a real country it would be the 96 biggest in the world. We also have what can be named MMOFPS (massive multiplayer online first person shooters) like e. g counterstrike. Manage video Game addiction If someone at your home has a problem with internet games, you have a child that does not show up in school, getting bad grades and falling asleep in class and not doing anything else than playing the game. There are not just kids hooked on those games, there are also adults getting fired after not being able to show up for work or on the verge of getting fired. First you have to realize if the problem has become huge: 1. It is not going away by itself, something needs to be done. My experience is that too many often I meet parents 1-3 years after the problem became big 2. If the problem is really big the person almost never can try to control it him/her and most likely you need to stop playing the games and only use the computer for something else.Maybe you can rethink game playing (with strict rules) after 1-2 years Still it is important to try to change the addictive behavior and try to work with the person on this problem and not against. They need to feel they have something to say on how you are going to change it. Tools to manage Internet Game Addiction 1. Monitoring the time spent online. You can either both you and the person with the problem uses a spreadsheet to monitor it separately for a week to see how much time is used online and on the game. You can also use the monitoring tool in responsible Surfing to calculate the time accurately on the computer.Read more about: How to monitor games and applications! 2. Decide what can be done and what not to be done. a. Use the game addict profile in Responsible Surfing to both set amount of time that is allowed online, this can be done by setting hours per each day and when in the day, amount per week and month. This is good so you do not need to argue about the time. Read more about: How to control time spent online b. Block addictive role playing games in the database of Responsible Surfing, if you have decided no role playing game.Read more about: How to block online game with Responsible Surfing software c. Set what application is allowed and what application is not allowed. Read more about: How to block applications d. Have a weekly meeting about the result and try to find something new to do e. Consider therapy, most people who are addictive to games have some other problem, social phobia, low self-esteem, have been victim of bullying and etc. It is better to first manage the internet addiction and settle the anger. f. Try to use the time to heal the family and spend time together.

The Mammy Essays

The Mammy Essays The Mammy Essay The Mammy Essay Mammies, Matriarchs and Other Controlling Images Patricia Hill Collins: Black Feminist Thought Chapter Main Concepts: As it relates to African-American women, the intersecting oppressions of race, class, gender and sexuality could not continue without powerful ideological justifications for their existence, which is perpetuated through controlling images. Controlling societal images is one of the many powers held by the dominant group (white males) in the U. S. to manipulate ideas about black womanhood. Through the perpetuation of these controlling images of the black woman as the mammy, matriarch, welfare queen, jezebel/hoochie and black lady, black women become objects instead of subjects ? i. e. domestic workers are often referred to as â€Å"work mules/animals† or â€Å"girl† Like other people of color and subordinate groups, black women are seen as the â€Å"other† in our society. By not belonging, black women emphasize the signifi cance of belonging. ? Black feminist thought derives from this kind of thinking, as a means to resist these controlling images. Black women insist on the right to establish and define their own reality Controlling Images and Black Women’s Oppression During this slavery era images of black women were socially constructed to maintain their subordination Unlike Black women, white women were encouraged to possess four cardinal virtues: piety, purity, submissiveness and domesticity ? Mammy: Asexual, faithful, obedient domestic servant; yardstick used to measure all black women behavior Image aims to influence maternal behavior; raises children to know place in society Matriarch: Spends too much time out the home working; overly the aggressive; emasculates husbands and lovers; unfeminine. Unlike mammy, she is the â€Å"bad† black mother Introduced in a government report on Black poverty in 1965 called the Negro Family: The Case for National Action (Moynihan report) ? The report blamed black mothers for their childrens failures; working lead to a lack of attention and care; delinquency; Further a sserts that slavery destroyed black families by reversing roles of men and women Black backlash- Diverts attention from the reality of political and economic inequalities that shape black children experiences ? Welfare Queen: Makes use of social welfare benefits to which they are entitled by law; Lazy; fails to pass on work ethic; alone; updated version of â€Å"breeder woman† during slavery This image provides justification for the efforts to control black women’s fertility to the needs of a changing economy ? i. e. during slavery children were valued as property the more slave children you have the more assets you have After WWII black women and their children seen as a economical liability During the 1980s, despite Reagan and the Republicans opposition, Black women and children could not be forced to work, and Black men dropped out of legitimate labor force ? Prison Industrial Complex ? Jezebel/ Hoochie: Represents a deviant black female sexuality; originated un der slavery to justify the many assaults against slave women by white men ? These women are seen as having a strong sexual appetite which leads to an expected outcome of increased fertility Hoochie unlike the Jezebel is an image accepted by the Black community ? Three types of hoochie: plain, gold digger, hoodrat Normal female heterosexuality is expressed in terms of true white womanhood unlike the black â€Å"hot momma† Because of black women sexual appetite is seen as inappropriate or worst, insatiable, black women are characterized as freaks and become stigmatized in society Black women sexuality and fertility is defined by the dominant group (white men) ? Black Lady: Combination of the mammy and matriarch Claire Huxtable, The Cosby Show Controlling Images and Social Institutions Schools, news media and government agencies constitute important sites for reproducing controlling images usually based on the idea of black women having some kind of deviant sexuality ? Social science research; AIDS and teen pregnancy ? Popular culture; Black hip hop music ? Accessibility to birth control measures Controlling images are also perpetuated in Black institutions ? Family, church and civic organizations are all sites where controlling images of black women are simultaneously resisted and reproduced. Color, Hair Texture and Standards of Beauty Despite the resistance of Black women to being objected as the â€Å"other†, controlling images still influence their lives, becoming even more visible. They impact how Black women interact with the world ? Speaking standard/proper English somehow makes you less black i. e. â€Å"I never think of you as black†; â€Å"I don’t see race when I’m with you† The binary thinking between Black and white beauty: ? Thin, white, blonde hair and blue eyes are not beautiful without the â€Å"other†, full lips, broad noses, dark skin and kinky hair White skin and straight hair privileges white women by being the standard of beauty; No matter what a Black woman subjective reality is, she’ll never meet the main stream standards of beauty All women in U. S. are objectified, and their value determined by how they look, but Black is the most â€Å"un-American† Black Women’s Reactions to Control ling Images Historically African American literature by women writer’s usually provide a comprehensive view of Black women struggles to form positive self-definitions in face inferior images Many fictional characters of Black women have themes of pain, violence and death that make up their lives; experiences of internalized oppression ? These characters use drugs, alcohol, excessive religion, and even retreat into madness to attempt to escape painful black female realities ? Denial is another response to controlling images; â€Å"I’m not like the rest† Black female writer’s also document the responses of positive self-definition by Black women ? The Color Purple (the conclusion) ? Waiting to Exhale ? How Stella Got Her Groove Back

Law of Constant Composition in Chemistry

Law of Constant Composition in Chemistry In chemistry, the law of constant composition (also known as the law of definite proportions) states that samples of a pure compound always contain the same elements in the same mass proportion. This law, together with the law of multiple proportions, is the basis for stoichiometry in chemistry. In other words, no matter how a compound is obtained or prepared, it will always contain the same elements in the same mass proportion. For example, carbon dioxide (CO2) always contains carbon and oxygen in a 3:8 mass ratio. Water (H2O) always consists of hydrogen and oxygen in a 1:9 mass ratio. Law of Constant Composition History Discovery of this law is credited to the French chemist Joseph Proust, who through a series of experiments conducted from 1798 to 1804 concluded that chemical compounds consisted of a specific composition. Considering John Daltons atomic theory was only just beginning to explain that each element consisted of one type of atom and at the time, most scientists still believed elements could combine in any proportion, Prousts deductions were exceptional. Law of Constant Composition Example When you work with chemistry problems using this law, your goal is to look for the closest mass ratio between the elements. Its okay if the percentage is a few hundredths off. If youre using experimental data, the variation might be even greater. For example, lets say that using the law of constant composition, you want to demonstrate that two samples of cupric oxide abide by the law. Your first sample was 1.375 g cupric oxide, which was heated with hydrogen to yield 1.098 g of copper. For the second sample, 1.179 g of copper was dissolved in nitric acid to produce copper nitrate, which was subsequently burned to produce 1.476 g of cupric oxide. To work the problem, youd need to find the mass percent of each element in each sample. It doesnt matter whether you choose to find the percentage of copper or the percentage of oxygen. Youd simply subtract one of the values from 100 to get the percent of the other element. Write down what you know: In the first sample: copper oxide 1.375 gcopper 1.098 goxygen 1.375 - 1.098 0.277 g percent oxygen in CuO (0.277)(100%)/1.375 20.15% For the second sample: copper 1.179 gcopper oxide 1.476 goxygen 1.476 - 1.179 0.297 g percent oxygen in CuO (0.297)(100%)/1.476 20.12% The samples follow the law of constant composition, allowing for significant figures and experimental error. Exceptions to the Law of Constant Composition As it turns out, there are exceptions to this rule. There are some non-stoichiometric compounds that exhibit a variable composition from one sample to another. An example is wustite, a type of iron oxide that may contain 0.83 to 0.95 iron per each oxygen. Also, because there are different isotopes of atoms, even a normal stoichiometric compound may display variations in mass composition, depending which isotope of the atoms is present. Typically, this difference is relatively small, yet it does exist and can be important. The mass proportion of heavy water as compared with regular water is an example.

Current Events and U.S. Diplomacy Assignment Example | Topics and Well Written Essays - 1000 words - 1

Current Events and U.S. Diplomacy - Assignment Example The means used to fight include the media propaganda, Soviet propaganda, American propaganda and space race. The essay is going to define the presidential doctrine and summarize the global events during the Cold War leading to the formation of the presidential doctrine and describe the Cold War relationship that existed between Korea and the U.S before the presidential doctrine was announced. The paper will also describe the effects that the presidential doctrine has on the global affairs since it was announced during the Cold War and assess whether or not the presidential doctrine had the intended effect of altering the behavior of the Korea since the doctrine was first announced. Colucci (2012) stated that a presidential doctrine comprises of attitudes and key goals outlined by the president of a nation and most of the doctrines are related to the cold war. The global event that led to the formation of the presidential doctrine is the attack on Egypt by Israeli, British and French military forces because Gamal Nasser the Egyptian leader had taken hold of the Suez Canal. Watson (2003) stated that the Unite States of America withdrew their support in the construction of the Aswan Dam on the Nile River because of Nasser’s anti- Western nationalism and his close relationship with the Soviet Union. In response to the war that was happening in Egypt, President Dwight Eisenhower asked for authorization to start new programs of military and economic cooperation with friendly nations around the region. President Eisenhower also requested for the use of U.S troops to protect and secure the political independence and territorial integrity of nations that were fr iendly in the region. Lee (2013) stated that House of Representatives and the United States Senate supported the proposal of Eisenhower although some individuals were not happy with the open-ended policy for American action in the Middle

Business analytics Assignment Example | Topics and Well Written Essays - 500 words

Business analytics - Assignment Example Without clear understanding of the data, it is very difficult to collect clear requirement and set both specifications and expectations. Data must be clearly defined and understood to be leveraged by any platform. It is true that a proper understanding of requirements and specifications is necessary for the success of a business analytics project. This would ensure that the analyst and the client are on the same line of thought before the project starts. Clear understanding of the data is also a must, since it is impractical to provide an analytical solution using data which you do not understand. Project scope creep (assuming clear expectations and corresponding specifications) is the biggest risk. If all of the important pieces are covered, scope creep can cause delay, missed development milestones, design flaws and an ultimately late, over budget and incomplete project. The writer does not seem to have an understanding of project scope creep. Scope creep occurs when the scope of a project changes, in most cases grows, during development. With objectives and requirements properly specified at the beginning of the project, this should not be an issue a) A clear ability to translate and interpret business requirements into technical ideas: I have found that this soft skill is absolutely necessary in the age of portable, mobile, agile and high volume analytics. There is no really ability to encapsulate technical staff from business users and the direct communication between the two can heavily influence success and trust. b) A solid understand of SQL(and NoSQL methods if appropriate), data relationships, and basic database design: all solid analytics professionals should have good SQL skills and a solid ability to explore, understand and prototype data. This gives them a significant head start when discussing and analyzing requirements and designs. c) An ability to frame and bracket an analytics problem and isolate

The role of parents in young childrens development

The role of parents in young childrens development Introduction The following essay proposes to look into the changing role of parents within the context of childrens development and learning, focusing in particular upon the way in which government policy has impacted upon this change at both an ideological level and a grass roots level. We propose to concentrate upon the change in language and focus inherent within contemporary curriculum documents, analysing the shift in policy discernible within the Early Years Foundation Stage as a means of accenting the changing role of parents with regards to childrens development and learning. This, therefore, clearly represents an especially complex topic to attempt to tackle with the vast array of reforms to educational standards witnessed over the course of the past two decades constituting a watershed moment in the history of social welfare provision in the contemporary era (Ball, 2008:1-11). We cannot, in the final analysis, divorce the education reforms of the 1990s and the first decade of the twenty first century from the broader changes to the welfare state that have come about as a result of a combination of economic, social and cultural forces in the post-modern epoch. Education today should therefore be seen within the context of the broader ideal of market forces, which shape the socio-political pattern of life in every post-industrial democratic capitalist state. Concepts relating to increased competition, social inclusion and the fostering of a decidedly a market mentality consequently dominate the contemporary policy making agenda with regards to the provisi on of education (Jones, 2002:143-170; Tomlinson, 2005:48-71). Thus, where, prior to the advent of the privatising policies of the Thatcher era and the neoliberal assault that characterised the first two terms of the Blair governments education was conceived of as a matter for the state and central government, after the widespread reforms to the public sector administered over the course of the past two decades, education has increasingly become the concern not only of the government but also of private sector institutions as well. As a result, local businesses and families have been increasingly integrated into the concept of educational provision in the contemporary era with this new policy initiative resting upon the twin pillars of partnership and accountability (Chitty, 2004:114-119). Partnership therefore represents the key concept underpinning all education and social reforms at the dawn of the twenty first century, constituting evidence of a shift in emphasis at government, local and settings level away from a top-down approach towards a bottoms-up approach. (Gasper, 2009:1) As a consequence, it is important for us to note from the outset the way in which the role of parents and of the family and the home should no longer be seen as being separate from the role of the state as the primary educational provider. Rather, we should make a point of underscoring the way in which the vast array of education and social policy reforms witnessed over the course of the past two decades represents a protracted process best understood in terms of the blurring of the boundaries between the public and the private spheres set to the backdrop of a devolved vision of welfare provision in the contemporary age (Alcock, Daly and Griggs, 2008:108-130). In this way, policy makers have intended to establish a clear and concise framework for education provision that would eventually positively impact upon paradigms relating to inclusion, equality, selectivity and most importantly standards (Alcock, 2008:48-50). It is within this radically altered landscape of welfare provision, education policy and social policy reform that the new educational framework for twenty first century Britain has been constructed with parents invited to play an increasingly prominent role in the development and learning of their children, particularly young children in a pre-school context (Clark and Waller, 2007:1-19). As a consequence, it is prudent to begin our examination by analysing the Early Years policy initiatives of the New Labour government and their broader impact upon parents and the family in order to establish an ideological and conceptual framework in which the remainder of the discussion can effectively take place. The Early Years policy initiatives and the family The election victory of New Labour in May 1997 telegraphed a major turning point in the way in which early years education provision would be meted out in contemporary Britain. Indeed, compared to the relative inertia of the previous Conservative government, the New Labour regime can be seen to have radically altered the very concept of Early Years social policy with much greater attention being paid to the way that young children are looked after and taught during the preschool years (Palaiologu, 2009:3-10). This fits neatly into the broader policy objective of raising standards and imposing a discernible market mentality into education, which we briefly outlined during the introduction. Improving the way in which early years education is provided will, in theory, have a positive impact upon the way in which primary and secondary education is provided with a new generation of economically independent young adults emerging from the reforms enacted during the last decade of the twenti eth century and the opening decade of the twenty first century. Viewed from this perspective, Early Years education policy in the contemporary era can be characterised in terms of a social construct; part of a much broader vision of a reinvigorated twenty first century British society built upon ideals relating to equality and cohesion as opposed to difference and segregation (Baldock, Fitzgerald and Kay, 2009:39-43). When, for instance, we pause to consider the Statutory Framework for the Early Years Foundation Stage (2008), we can see that the New Labour government has taken significant policy making steps towards reconstructing the provision of education for young children around the new paradigms of accountability and partnership. Furthermore, by analysing this document we can see the foundations upon which this new early years educational has been built with the role of the parents underlined at a fundamental level, especially with regards to fostering a working relationship with the education professionals charged with bringing about reform to the youngest elements of contemporary British society (Statutory Framework for the Early Years Foundation Stage, 2008:6). As a consequence, we should acknowledge the important change to the partnership approach where, rather than teachers working with parents under the auspices of the old Childrens Act of 1989 where professionals were conceived of as an aid to parents in need of advice and help concerning bringing their children up, under the auspices of the Statutory Framework for the Early Years Foundation Stage, professionals and parents are supposed to work together during the key, formative years of a young childs educational, social and cognitive development. In this way, the role of the contemporary education professional at the early years foundation stage is integrated around childrens lives and childrens learning (Tarr, 2009:92-111). As a result of the fresh, partnership-centric ideological impetus fuelling the policy initiatives of the New Labour government, we can begin to see a new working partnership between the state, education professionals and parents emerge that is increasingly reminiscent of the relationship between the producer and the consumer in the private sector with educational change being underpinned by greater scope with regards to educational choice (Coffey, 2001:22-37). In integrating parents and the family into the policy making landscape of the Early Years Foundation Stage the state can be understood to have facilitated an increase in choice with both parents and professionals working out the best way to move forward with regards to implementing government policy (as opposed to simply following legislative guidelines as was previously the case). When, for example, we consider the advent of the Sure Start Centres in the UK and the way in which these state-funded nurseries and day care institutions look to adopt a decidedly holistic interpretation of early years education, incorporating educating parents as well as children, we can see the extent to which the blurring of the boundaries between the public and the private spheres has served to incorporate a wholesale re-configuration of the role of the parent within the context of the development of their children (Weinberger, 2005:31-43). Indeed, according to Valerie Wigfall, Janet Boddy and Susan McQuail, parental involvement is a vital component in the ongoing development of childrens services in the contemporary era, especially in state run institutions such as Day Care centres which have been built upon the premise of partnership as the key concept upon which childrens learning and growth can be further consolidated (Wigfall, Boddy and McQuail, 2007:89-101). As a direct result of this fundamental shift in both policy and practice, the concept of partnership need no longer be thought of solely in terms of government rhetoric and political hyperbole. Unlike, for instance, the concept of partnership as it relates to the community and the police which, on account of the special authoritative powers placed upon the police force, is a partnership more in name than in practical purposes, understood within a discussion pertaining to education, the ideal of partnership is a contemporary, relevant manifestation of policy and practice at both a central governmental level as well as a local grass roots level. Without the active input of parents, New Labours Early Years initiatives would differ little from previous governments attempts at overhauling and modernising the British educational system. By including parents within the policy making framework of young children, the state has therefore championed a radical new approach to rights and responsi bility in contemporary society whereby the government plays only one part within the broader tapestry of public service provision. This is especially true with regards to education where the New Labour government has made a clear and identifiable effort to tackle deep-seated inequalities in all aspects of the British educational system (McKnight, Glennester and Lupton, 2005:69-93). We should, at this point, though acknowledge the essential paradox that resides at the epicentre of the discussion whereby, on the one hand, the state has advocated a de-centralised approach to government, reducing the impact of policy upon practice in the process, while, on the other hand, the state can be seen to have presided over a period of policy overkill where, as far as education and indeed all social policy reform is concerned, there has been dramatic rise in the visibility of the government as both the arbitrator and instigator of education policy and educational standards (David, 1999:111-132). This paradox is a reflection of the uneasy relationship between the public sector and the private sector as well as the conflicting demands of instilling a policy making landscape built upon the harmony of the home and the family while at the same time championing education policies aimed at getting parents back to work as quickly as possible. Understood in these terms, New Labours educational reforms enacted since 1997 can be understood in broad terms relating to industrial policy with pupils and parents alike both being conceived of as economic actors working within the framework of a more efficient early twenty first century state (Stedward, 2003:139-152). This paradoxical relationship between economic and social policy, and between the public and the private spheres, is likewise mirrored in the often uneasy relationship between professionals and parents within the context of Early Years welfare provision. To understand more about this paradox and the way in which it impacts upon the governments vision of a more egalitarian society constructed upon premises pertaining to choice, competition and inclusion we need to turn our attention towards attempting to understand the home-school setting as the bedrock of the partnership approach to education and social policy that defines New Labours approach to governance. Home-school setting partnership The changing role of the home-school partnership reflects the constantly shifting landscape of policy and practice with regards to childrens development, especially children operating within the context of the early years. Where, previously, education was interpreted as a matter for the state with teachers constituting the primary means of educating young children about both themselves and the world in which they live, today there is an increasing emphasis upon the home as the new locus for learning with a radically new vision of educational culture being founded upon a partnership between the school place and the home (Beauchamp, 2009:167-178). As Miller succinctly observes, education is not something that happens to children; is something that they do. (Miller, 2002:373). Thus, we should observe the fundamental difference between a passive early years education and an active early years education with the latter representing the front line of contemporary approaches to young childrens education and preschool development. It is therefore the stated aim of contemporary policy makers to instigate a partnership approach towards an active Early Years education with professionals, parents and day care workers all expected to move away from the passive approach to young childrens development which many educational researchers and experts believe represent an outmoded method of educating preschoolers. When, for instance, we pause to consider the way in which the curriculum for the Early Years Foundation Stage has evolved over the course of the past decade, we can better understand the extent to which the home-school partnership represents the ideological backbone of the new active approach to young childrens learning and development. Unlike the national curriculum in the primary and secondary stages of the educational system, which is conceived of as a rigid framework where teachers and students must adhere to certain rules and regulations, the curriculum at the Foundation Stage is a much more amorphous concept where teachers and education practitioners have more leeway with regards to discerning the best way of improving learning and instigating development. Thus, the curriculum for the Foundation Stage is not defined by dictatorial rules; rather the curriculum for the Foundation Stage is underpinned by guiding principles which, in this instance, are understood as: a unique child , positive relationships, enabling environments, and learning and development. Each of these guiding principles is further augmented by four commitments that explain how these principles can be put into practice. (Department for Children, Schools and Families Website; first accessed 02.04.10) Examining the guiding principles of the Early Years Foundation Stage Framework serves to bring to light some important points on both the perspective of parents and young childrens learning that are crucial to our understanding of the subject matter at hand. Firstly, it is clear that, in keeping with the shift towards a discernibly more active educational environment, young children are expected to learn and develop through doing, not merely through being told about themselves and the world in which they live by adults. Thus, we should, once again, underscore the significance of an active Early Years curriculum which focuses upon development, social interaction and play as much as language and cognitive development. This, in turn, has impacted upon the role of the adult within the learning and development of young children with a much greater emphasis placed upon adults as educational enablers charged with creating a learning culture in both the home and the school or day care enviro nment which, in conjunction with one other, can help to significantly and positively impact upon learning and development. By this we mean to state that, rather than passively transferring information to young children as a means of educating and developing them, adults working within the Early Years setting are expected to adopt a more involved, participatory role in the learning and development of young children. For instance, according to the Northern Ireland Curriculum Guidance notes, young children require adults who will treat them as individuals and sensitively participate in their play. (Miller, Cable and Devereux, 2005:96) In this way, therefore, the revised role of the adults as the key enablers within the broader context of young childrens learning and development represents the convergence of the four guiding principles for the Early Years Foundation Stage with the principles of a unique child, positive relationships, enabling environments, and learning and development all being underpinned by a new role ascribed to adults as facilitators within the new educational environment offering a decidedly more active approach to the Early Years curriculum underpinned by ideals relating to playing, moving and learning as a way of young children becoming better acquainted with the world and the society in which they live (Parker-Rees, 2007:13-24). It is under the auspices of these guiding principles for the Early Years Foundation Stage that the new home-school partnership has been championed with the key part to be played by parents being underscored time and again, as the following excerpt from the Departmen t for Education and Skills attests: Partnership with parents should be a key aspect of provision. Parents should be recognised as childrens first and enduring educators, and should be seen as key partners in supporting childrens learning and development. (Draper and Duffy, 2006:151) Understood in this way, the home and the epicentre of the private sphere that this represents is no longer seen as constituting a separate realm from the educational environment of the school and day care centres. Rather, understood in these terms, the home and the school appear to have been fused into one realm where children learn and develop through play and interaction with adults in both the school environment and the home. Parents, therefore, are interpreted as educators in the same sense as educational professionals which, has created fresh dilemmas for both parents and teachers seeking to construct a common ground upon which these new Early Years guiding principles can flourish (Nurse, 2007:9-19). As a result, it is prudent to turn our attention towards highlighting the true nature of the key problems and dilemmas of the partnership approach to learning and development within the Early Years context in order to understand how partnership in preschool education can be made mor e effective. In this way, we will be better able to comprehend the nature of the paradox that characterises the blurring of the boundaries between the public and the private spheres. Making partnership effective: Obstacles to effective partnership Perhaps the greatest obstacle to championing an effective partnership approach to Early Years provision concerns the views of both the parents and educational professionals who are the key actors charged with responding to the vast, fundamental changes to education policy and social policy witnessed over the course of the past two decades. Put simply, it is clear that not all families and parents wish to be involved in partnership. Some families and parents will expect education professionals to perform the task of educating their children, keeping within the guidelines of the Early Years framework as is the case with children operating in the primary and secondary spheres. There are a number of reasons why this, quite logically, is the case. Firstly, we have to acknowledge the pressures upon working parents in the contemporary era where, with many mothers and fathers having full time jobs, parents do not feel as if they are able to make the time to take such an active role in the le arning and development of their children. Understood in this way, when parents drop their children off at day care centres, nurseries and other preschool institutions, they expect the education professionals working within these buildings to take care of all the important aspects of learning and development so that parents can get on with their own work commitments while at the same time getting on with the basics of parenting once they finish their jobs in the evening. The idea that the task of learning and development should be undertaken on a partnership basis with parents having to take on the role of educational enablers in addition to working appears as something of an anathema to many parents and families. Ultimately, this is a problem arising from the generational aspect of the vast array of education and social policy reforms enacted in the contemporary era whereby many parents assume that the conditions in which they were brought up remain the same at the present time. As a result, we have to underline the nature of the obstacle posited by a lack of perspective afforded to parents attempting to understand the new educational parameters dictating the pattern of Early Years provision at the dawn of the twenty first century. As Norman Gabriel observes, adults concepts of childhood are rooted and rigid; as such we have to be aware of the major obstacle to partnership manifest in the way in which parents think of the early years and preschool provision where conceptions of childhood harboured by adults are inherently difficult to change (Gabriel, 2007:59-69). We must, therefore, observe the dichotomy between traditional interpretations of early years learning and modern notions of early years learning and the way in which this threatens to undermine the partnership approach to Foundation Stage education in the contemporary era (Waller and Swann, 2009:32-40). The paradox of the blurring of the boundaries between the public and the private spheres can therefore be seen to have been meted out in a practical level within the context of the partnership approach. Although, in theory, there exists fertile grounds upon which parents and education professionals can work together in order to improve the learning and development of young children in the Early Years Foundation Stage, in practice there remain many obstacles to achieving a consensus between the public and the private spheres as they relate to the partnership between parents and education professionals. Overcoming the considerable divide between theory and practice remains one of the gr eat obstacles to achieving a harmonious, effective partnership during the Early Years Foundation Stage. We also have to take note of the other ways in which parents might be put off working with teachers and professionals within the context of the contemporary partnership approach to education and welfare provision. We should, for instance, bear in mind that many parents will naturally shy away from any involvement with any form of state and welfare services because of a previous history of neglect or incompetency. Some families and parents that have been involved in child protections proceedings, for example, are afraid of engaging in any kind of partnership approach to early years education because of the inherent possibility that their children could be taken away from them. A lack of trust on the part of some parents is therefore another major obstacle to attaining an effective relationship between the public and the private spheres. Furthermore, we must take due note of important social and cultural differences in contemporary multicultural society whereby diversity can negatively impact upon attempts at fostering an effective and harmonious partnership approach to education provision in the early years. Certain ethnic, racial and religious groups will not, for instance, be versed in the modern approach to child care provision championed in the vast majority of western post-industrial capitalist states and, as such, will not be prepared for the joint venture of learning and development that characterises the Early Years Foundation Stage curriculum. There are also a number of related issues to consider involving single mothers whereby much of the language and rhetoric surrounding the education and welfare reforms of the past two decades have been shrouded in problems pertaining to gender inequalities and socio-economic differences. As a result of all of these inter-related factors, we have to acknowledge the impl ications of diversity and difference upon Early Years Professionals (EYP) who will be faced with a variety of social, economic, cultural and political obstacles to partnership at a practical level (Tedam, 2009:111-122). Although policy makers might assume that, in theory, professionals and parents ought to understand the need to work together in order to raise educational standards, in practice there remains a considerable divide between the school place and the home which is mirrored in the vast differences in society at large. Overcoming these obstacles cannot be achieved solely via recourse to policy and principles; rather, education professionals and parents need to be able to find a common ground so as to put into practice some of the ethics and ideals talked about at a settings and policy making level. Thus, improved communication between parents and professionals represents the greatest opportunity of the new partnership approach to education provision and it is towards such a scenario that we ought to now turn our attention before necessarily attempting to formulate a conclusion as to what this means for parents within the context of young childrens learning and development. Fostering Good Communication We have already noted the chasm that exists between theory and practice when it comes to implementing the reforms to Early Years policy enacted over the course of the past two decades with parents and professionals having to work together, bringing together two very separate spheres of the private and the public sectors. The crux of the problem consequently relates to a lack of communication between the two spheres with parents in particular being wholly unsure as to the new guidelines and principles which form the backbone of contemporary Early Years policy. It is, therefore, up to the Early Years Professionals to better equip parents with the requisite knowledge they need to assist their understanding of the deep-seated changes that have occurred to education and indeed the whole concept of welfare provision at the dawn of the twenty first century. This increasing emphasis upon good communication as a means of bridging the divide between Early Years Professionals and parents has been addressed in a number of recent policy documents published by the New Labour governments departments. For instance, one of the key documents for the training and professional development of teachers and Early Years Professionals is the Common Core Skills and Knowledge for the Childrens Workforce (Department for Education and Skills, 2005), which observes at the point of introduction the significance of effective communication and engagement with children, young people, their families and carers. (Tarr, 2009:102). As a consequence, it is clear that fostering good communication between teachers and parents serves to narrow the divide between the private and the public spheres (Beckley, Elvidge and Hendry, 2009:53-63). This has been proven in a number of independent studies and surveys undertaken in recent years. A developmental project undertaken at the Pen Green Centre in Corby, England, for example, found that increased dialogue between professionals and parents from the outset directly and positively impacts upon the learning and development of children in the Early Years. Positive communication related to childrens achievements and learning served to erode some of the barriers that exist between families, carers and education professionals. The results suggest that rich and challenging dialogue can develop when early years practitioners work collaboratively with children and families and when, given the opportunity, parents demonstrated a deeper and more extended interest about their children and became more equal and active partners. (Einarsdottir and Gardarsdottir, 2009:200) Thus, it is evident that, as we outlined in the above chapter, effective partnership between the home and the school place can occur where parents are willing to engage in such a collaborative developmental scenario. Furthermore, it is evident that parents will be more likely to engage in the partnership approach to Early Years education when the teachers and professionals make parents and families feel as if they are equal, active partners as opposed to pupils being taught how to bring their children up (Beckley, Elvidge and Hendry, 2009:53-63). Thus, it is also clear that good communication and effective dialogue between education professionals and teachers is the key to achieving this more effective, harmonious partnership where parents feel as if they are playing an active role in their childrens learning and development. It is, therefore, crucial that Early Years Professionals instigate a dialogue with parents and families from the very beginning of the relationship. In this way , the partnership approach to development and learning can become normalised and routine. More importantly, parents, carers and families will not feel as if teachers and Early Years education practitioners are encroaching upon their own sphere of influence. Thus, the key to creating a more effective partnership approach to Early Years education rests not in perpetually merging the private and the public spheres; rather, success within the context of partnership rests upon adopting a fresh perspective where teachers retain influence in the classroom, parents retain influence at the home and where both parties can meet in an open manner in the territory that exists between the two. With this in mind, we must now turn our attention towards reaching a conclusion as to the changing role of parents within the context of young childrens learning and development. Conclusion We have seen how a fresh approach to welfare provision in the contemporary era has telegraphed a completely new ideology of education based upon a partnership approach with a bottoms-up policy of integration and accountability being championed at both a policy making and local level. This, in turn, has had a clear and identifiable impact upon the role of the parents as educational enablers with the previously private sphere of the home being opened up to the same curriculum and policy making objectives that serve to shape the school place. In this way, the role of the parent has become merged with the role of the Early Years Professional with both parties being charged with improving standards by working together to positively influence the learning and development of preschoolers. There are, however, obvious obstacles to achieving a harmonious partnership between parents and Early Years education practitioners with the blurring of the boundaries between the public and the private spheres resulting in a discernible sense of paradox with regards to rights and responsibilities concerning the learning and development of young children. Parents and families still expect professionals to take care of the education of their young children while, conversely, teachers and practitioners are swamped within an avalanche of policy overkill that makes the day to day job of teaching increasingly difficult. Finding a lasting, durable common ground between these disparate spheres represents the greatest