Heathcliff - Hero or Villain - 1691 Words

----------------------- Emily Bronte also convey’s aspects of the class system within Victorian society through the use of imagery. Bronte depicts two English households which both resemble slightly different classes but for which could not be further apart. The heights is described as â€Å"narrow windows being deeply set in the wall† and then Thrushcross Grange as â€Å"the large, half curtain windows allowing the sun to come in from the outside† - these two pictures painted by Bronte show the contrast between the two households. Thrushcross Grange is a place of pure sophistication, calmness and complete comfort and relaxation and the Heights is seen as a place of violence, despair and complete and utter chaos. Because the Grange’s occupants are†¦show more content†¦The fact that Heathcliff’s efforts were ignored/not considered in Catherine’s response suggests that the lower classes were willing to change to fit in to the ever ridiculing class system, but they were harshly rejected by the upper classes; the higher classes believed that even with that spirit to change, that average person would not contain that â€Å"pure† blood or that natural human instinct which was specifically given to them by God and of which would forever stay in their snobbish, hypocritical, ignorant and selfish, conservative palms. Is the theme of Class the most important in the novel of WH? Wuthering Heights as a novel captivates the reader and leaves them within the clutches of the characters; each character signifying or symbolizing a particular trait/theme or tone which in turn sets their own path in the novel. In the novel you have the themes of violence, passionate/synthetic love and even the theme of pure Gothic horror of which lays an underlying baseline throughout the novel; but in my opinion the one true theme which inspires or creates these cascade of events within these different themes is that of class. Victorian society was a class - ridden society and depending on your status in society this determined the path of which you were able to lead in life: some people viewed the classShow MoreRelated The Character of Heathcliff in Wuthering Heights by Emily Bronte632 Words   |  3 PagesThe Character of Heathcliff in Wuthering Heights by Emily Bronte In Wuthering Heights Heathcliff is both a romantic hero and a villain. As a romantic hero he is noble, brave and involved in a passionate love affair, he is also the main character. He is called a villain that means he is spiteful and only thinks about himself. Nobody, except Catherine and maybe Hareton like him. He immediately turns Lockwood against him, because he patronises Lockwood in a sophisticated manner that LockwoodRead MoreThroughout a lifetime, only so much conflict could be bore upon oneself. There is always a1000 Words   |  4 Pagesshow what is going on in the real world or what an author is thinking and making up.In Wuthering Heights there could be two different conflicts man vs. man, with the conflict between Heathcliff and Edgar, as well as a conflict of man vs. self, with the inner conflict that Catherine faces in deciding between Heathcliff and Edgar. Every story has conflicts, similarities, literary devices, cultural happenings, and even more. The question to be asked is ‘Why?’, ‘Why is there a conflict?’ or ‘Why is theRead More Wuthering Heights Heathcliff Essay1169 Words   |  5 PagesWuthering Heights Heathcliff Wuthering Heights centres on the story of Heathcliff. The first paragraph provides a vivid physical picture of him, as Lockwood describes how his black eyes withdraw suspiciously under his brows at Lockwoods approach. Nellys story begins with his introduction into the Earnshaw family. His vengeful desire to do evil and his love for Catherine drive the entire plot. Heathcliff, however, defies being understood and it is difficult for the reader to resistRead MoreMoral Poison: Heathcliff as an Antihero1291 Words   |  6 PagesIn literature, a hero is fundamentally a paragon of moral strength while a villain is a challenger of virtue. As the protagonist of Charlotte Brontà «Ã¢â‚¬â„¢s Wuthering Heights, Heathcliff fulfills the broadest definition of a literary hero but this only thinly veils his dark delight in causing torment that places him squarely in the realms of villainy. His only trace of humanity is revealed by the transcendent love he shares with Catherine. It is this value that evokes sympathy from the audience and mitigatesRead MoreCompare And Contrast Heathcliff And Byronic Heroine1089 Words   |  5 Pagesmarriage proposal. Heathcliff is more Cathrine than she herself is. Heathcliff is a Byronic Hero in Emily Bronte’s Wuthering Heights. Because Heathcliff and Catherine are of the same soul, Catherine is also a Byronic heroine. Heathcliff is more Cathrine than Catherine herself, and therefore more Byronic hero than she is heroine. Bronte’s use of both a Byronic hero and heroine allowed her to criticize a largely male audiences’ dismissal of works by female authors. A Byronic hero is a character commonlyRead More Heathcliff as Byronic Hero of Emily Brontes Wuthering Heights789 Words   |  4 PagesHeathcliff as Byronic Hero of Wuthering Heights      Ã‚   It is difficult if not impossible to find a character in Emily Brontes Wuthering Heights that is 100% convincing as the hero -- until one applies the qualities of the Byronic hero.   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When considering Wuthering Heights Heathcliff immediately jumps to mind as the villainous character.   Upon his return he wickedly orchestrates Hindleys economic demise and takes control of the Heights.   He attempts to win Catherine, now a marriedRead MoreHeathcliff As A Byronic Hero1104 Words   |  5 Pages A â€Å"Byronic hero† is a character who inherits the traits of being rebellious, anti-social, and presumptuous. The term originates from an English poet, Lord Byron. In the novel, Wuthering Heights by Emily Bronte, Heathcliff is the protagonist who displays the several qualities of a Byronic hero. Heathcliff suffering such a harsh childhood is one of the reasons he is so rebellious and vengeful towards some of the characters. His past of being abandoned leads him to have no empathy or emotion, whichRead MoreThe Conflict Between Nature and Culture in Wuthering Heights by Emily Brontà « and a Room with a View by E.M.Forster1 649 Words   |  7 PagesJean-Jacques Rousseau Many readers enjoy ‘Wuthering Heights’ as a form of escapism, a flight from reality into the seclusion and eerie mists of the Yorkshire moors, where the supernatural seems commonplace and the searing passion between Catherine and Heathcliff absolute. Yet Wuthering Heights reaches much further than its atmospheric setting, exploring the complexities of family relationships and Victorian society’s restrictions; similarly, in ‘A Room with a View’, E.M. Forster expands the relationshipRead MoreEmily Bronte s Wuthering Heights1144 Words   |  5 PagesBronte Main Characters (Protagonist/Antagonist), Title, Traits: Heathcliff: Antagonist, morose, cruel, vengeful, sullen, brought in by Mr. Earnshaw. Treated badly by Hindley, Catherine’s brother. He falls in love with Catherine and loves her after her death. Catherine nee Earnshaw Linton: protagonist of the story. She’s childish, immature, spiteful, ignorant and arrogant. Beautiful, free spirited, mischievous. In love with Heathcliff and she dies halfway through the book haunting him. She marriesRead MoreA Comparison of the Ways in Which Fitzgerald and Bronte Present Their Heroes. (2742 Words)1969 Words   |  8 Pagesand Heathcliff. These two characters are both very similar and very different and the following is a comparison of how each of them is presented in the novels. One thing which both Gatsby and Heathcliff have in common is that they both have a mysterious past, which the readers know very little about. In Heathcliffs case, we are aware that he was an orphan living on the streets of Liverpool when he was adopted by Mr Earnshaw. Coming from such a humble and deprived background Heathcliff was not

Parkinson s Disease A Long Term Progressive...

Parkinson’s Disease is a long-term progressive neurodegenerative disease consisting of motor system impairment, neuropsychiatric, and nonmotor features. The disease is characterized by the following key clinical features: bradykinesia, resting tremor, postural instability, and rigidity. These symptoms are due to the diminishing of dopamine in the nigrostriatal pathway and substantia nigra, which causes inhibition of the thalamus decreasing excitatory input to the motor cortex.1 Along with the key manifestations an individual with Parkinson’s Disease will experience problems associated with the disease or the antiparkinson medications. These co-occurring problems are hallucinations, dementia, daytime sleepiness, fatigue, depression, and pyschosis.2 Psychosis is a common problem in Parkinson’s Disease, and is characterized by paranoid delusions and hallucinations that are visual in nature.2 Risk factors for psychosis consists of advancing age, dementia, sleep disor ders, and high doses of antiparkinson drugs.1 The treatment option for psychosis in Parkinson’s Disease is to decrease or discontinue the dose of antiparkinson drugs in the opposite order of their effectiveness.2 The order begins with anticholinergic drugs, followed by amantadine, monoamine oxidase type B inhibitors, catechol-O-methyl transferase inhibitors, and levodopa.2 There is also the treatment option of atypical antipsychotics, specifically clozapine and quetiapine are used in low doses.2 Due to clozapineShow MoreRelatedIs Parkinson Disease A Disease?1290 Words   |  6 Pages Parkinson Disease Danielle West University Of Arkansas Fort Smith Medical Terminology Fall of 2015 Introduction Parkinson is a disease that is a glitch in the neurons in the brain, which frequently affects the substantia nigra. Part of the dying neurons produces a chemical called dopamine. As this progresses, the dopamine in the brain decreases. Dopamine is a chemical in the brain which helps the body regulate coordination and movement in the body. Once Parkinson Disease (PD)Read MoreThe Disease Of Parkinson s Disease1648 Words   |  7 Pages Abstract Parkinson’s disease has been cataloged as one of the most serious and slowly progressive neurodegenerative disease that affects a wide array of motor and non-motor aspects that impact the function of a person. Afflicting over four million Americans and the second most common neurological disorder after Alzheimer’s disease, Parkinson’s continues to take its toll on the neurological health of many(Constantinescu et al, 2007 ). James Parkinson, a British physician first coinedRead MoreNot Only Is It Detrimental To The Social Development Of1604 Words   |  7 Pagesthat, â€Å"Many of these lifestyle changes have been shown to lower the risk of other diseases, like heart disease and diabetes, which have been linked to Alzheimer s† (Alzheimer s Association Organization). Even if evidence cannot definitively determine if these lifestyle changes directly relate to a prolonged life, there are correlations that have been developed in a multitude of studies. In ter ms of Parkinson’s disease, it has been proven time and time again that the slowing of motor function can beRead MoreHow Knowledge Of Neurons Has Allowed Illnesses Such As Parkinsons Disease1800 Words   |  8 Pagesresponses in the brain (Parkinson s disease - NHS Choices, 2016). The neurons objective is to convey information to neurons and other cells. The human brain has evolved over decades and has intricate wiring allowing humans to communicate and move (Palmer, L. M., Stuart, G. J. 2006). Once the death of neurons take place the brains objective becomes harder to achieve and therefore the growth of diseases and illnesses form affecting the human’s ability. Parkinson’s is a disease and affects the bodiesRead MoreParkinson’S Disease. Abstract. Parkinson’S Disease Is A2430 Words   |  10 PagesParkinson’s Disease Abstract Parkinson’s Disease is a very common disorder these days. Over 10 million people live daily with Parkinson worldwide. Parkinson’s Disease was named after an English surgeon James Parkinson who wrote a detailed description essay called Shaking Palsy in 1817. The average age for Parkinson’s Disease is between 45 to 70 years old but you can also have juvenile or young onset as well. Most common symptoms of Parkinson are tremors, bradykinesia or akinesia, or rigidity orRead MoreWhat Is Extended Ophthalmoscopy And What Are The Different Types?970 Words   |  4 Pagesophthalmoscopy is basically a detailed drawing/examination of the fundus that is more specific in terms of a general comprehensive eye exam. It is indicated for a wide variety of posterior segment pathology. There are two types of EO which are billed, initial and subsequent extended ophthalmoscopy. i. Initial: done during the initial evaluation of the disease ii. Subsequent: done during later visits as particular disease has progressed 2. What is the diagram for EO? How big should it be and what elements mustRead MoreEssay on Parkinson Disease (PD)2171 Words   |  9 Pages Introduction Parkinson disease (PD) is a progressive neurodegenerative disorder characterized mainly by physical and psychological disabilities. This disorder was named after James Parkinson, an English physician who first described it as shaking palsy in 1817 (Goetz, Factr, and Weiner, 2002). Jean- Martin Charcot, who was a French neurologist, then progressed and further refined the description of the disease and identified other clinical features of PD (Goetz, Factr, and Weiner, 2002)Read MoreParkinson s Disease : Disease3496 Words   |  14 Pages Parkinson s disease Twanda H. Lewis North Carolina Wesleyan Dr. Quinan Parkinson s Disease Twanda H. Lewis North Carolina Wesleyan Dr. Quinan Outline Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Symptoms†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Tremor†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦ 6 Slow Movement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 Rigid Muscles†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 Disfigured Posture†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 LossRead MoreA Summary On Parkinson s Disease2850 Words   |  12 PagesIntroduction In 1817, James Parkinson first described a disease, later to be known as Parkinson’s Disease (PD) as a; neurodegenerative disorder affecting the physical, psychological, social, and functional status of individuals (Parkinson Society Canada Staff, 1965). In the time since the disease was first described, the frequency of individuals affected with the disease has increased, with no single cause yet to be identified as the culprit for the onset of the disease. According to the Parkinson’sRead MoreHow Effective Is Ayurvedic Medicine2043 Words   |  9 PagesHOW EFFECTIVE IS AYURVEDIC MEDICINE IN THE TREATMENT OF PARKINSON’S DISEASE? NAME : NORASIKIN BINTI BERAHIM REGISTERATION NO. : 201616788 DATE : 26/10/2016 SECTION WORD COUNT INTRODUCTION 438 DISCUSSION 1221 CONCLUSION 220 TOTAL â€Å"This report is entirely my own work. Any information taken from others have been declared and referenced in the text.† Signature : ____________________ Date : ____________________ ABSTRACT Ayurveda, an ancient system originated from India use several

Education A Mother’s Struggle For A Child Free Essays

In â€Å"Kaffir Boy†, Mark â€Å"Johannes† Mathabane†s mother strives to send him to school. She does not let anything get in the way of her ambition. Even though her husband disapproves, she will not let anything get in her way, but now her desires for her son to be educated are stronger. We will write a custom essay sample on Education: A Mother’s Struggle For A Child or any similar topic only for you Order Now Her courage speaks louder than the consequences she will face with her husband. It seems as though her husband is dealing with a great amount of jealously. A jealously that will decipher Johannes†s decision about school. â€Å"Did you hear what that woman said!† â€Å"Do you want the same to happen to you?† A statement and question raised by his mother to show Johannes the importance of an education. â€Å"They finally did. But what a battle it was, it took me nearly a year to get all them papers together.† Since it took his mother so long to get everything together there was no way she was going to let everything she worked so hard for go down the drain. Even though Johannes†s mother and father were from different tribes, that did not stop her from putting her son in school. â€Å"Your father and I fought today because I took you to school this morning.† Johannes†s mother expresses her courage throughout the story. â€Å"He had told me not to, and when I told him that I had, he became very upset. He was drunk. We started arguing, and one thing let to another.† She shows her courage by disobeying her husband†s orders. Unlike her husband, she wants Johannes to have a future and getting an education is the only way for a future. Being beaten was the consequence of disobeying her husband, but the beating how no effect for Johannes†s mother wanted to see her son succeed in the world. Johannes†s father seems to be jealous that his own son may have a chance to be educated. He says, â€Å"he doesn†t have money to wasted paying for you to get what he calls an useless white man†s education.† It seems that he does not understand that school will keep Johannes off the streets. He, himself being uneducated seems to be the result of not comprehending how valuable an education is. Johannes is extremely upset with his father because he beat his mother, and is also upset since his own father does not want him to be educated. Johannes sees school differently after he learns that his mother has always wanted to go to school. Also, her courage and ambition out weighs his father†s jealously. Johannes makes a decision that will forever affect him. After, he realizes all the trouble and hard work his mother went through, he promises his mother that he will forever go to school. How to cite Education: A Mother’s Struggle For A Child, Papers

Tda 2.9 free essay sample

Outline the health and safety policies and procedures of the work setting. If an accident occurs write down in accident book. No matter how small the injury is. With a double signature from staff and end of the day by parents Medical Records. Only prescription drugs to be recorded. Making sure the gate is always shut on the entrance to the kitchen area so the children can’t go in and get hurt or burnt. All cleaning products are locked away in the kitchen area and children are not allowed in there. Fire exits always clear and known to staff and back exit gate key on hook if needed. Making sure children wash their hands after the toilet and before eating. Continual risk assessment of new and on-going tasks and areas of the children’s surroundings. i. e. If I see an overhanging bramble/branch in the garden, I would need to cut it off and mention it to the manger before children can play. If there were objects that could cause unnecessary accidents they would need picking up. If there was lots of mess on the floor like paper that would need to be cleaned up to avoid slips. This would be the same if there was water spilt and the manager would need to be informed. Making sure all the rooms are ventilated so the children don’t get over heated and not to cold either. Staff to child ratio on walks would be one adult to two children with the nursery that can increase to one adult to eight children. All people working even the volunteers have to be CRB checked. The following are some of the legislations on which these policies and procedures are based Health and safety at work act 1974 The purpose of this act is to promote and encourage high standards at work place. It protects all the employers, employees, workers and the other member of the public who may be affected by the work activities. Kite marking CE, product safety marking When you see a product with a Kite mark this means BSI has independently tested it and has confirmed that the product conforms to the relevant British Standard, and has issued a BSI license to the company to use the Kite mark. The manufacturer pays for this service and their product is tested, and the manufacturing process is assessed, at regular intervals. The Kite mark is the symbol that gives consumers the assurance that the product they have bought really does conform to the appropriate British Standard and should therefore be safe and reliable. The Motor vehicles (wearing of seat belts) regulations 2006 The original proposed law require all passengers aged 3 years and over to wear a seat belt in buses and coaches, if fitted. RIDDOR Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 Employers, the self-employed and those in control of premises are required by law to report specified workplace incidents, such as work-related deaths, major injuries, 7-day injuries (those causing more than seven day’s inability to carry out normal duties), work related diseases, and dangerous occurrences (near miss accidents). Employers, the self-employed and those in control of premises are required by law to report specified workplace incidents, such as work-related deaths, major injuries, 7-day injuries (those causing more than seven day’s inability to carry out normal duties), work related diseases, and dangerous occurrences (near miss accidents). Childcare act 2006 The Childcare Act, passed into law on 11 July 2006, is pioneering legislation – the first ever exclusively concerned with Early Years and childcare. Measures in the act formalize the important strategic role local authorities play, through a set of duties. These duties require authorities to work with their NHS and Job Centre Plus partners to improve the outcomes of all children up to five years of age and reduce inequalities between them, secure sufficient childcare for working parents, provide a parental information service, Provide information, advice and training for childcare providers. Food hygiene legislation 2006 Anyone who owns manages or works in a food business, apart from those working in primary food production such as harvesting, slaughtering or milking, is affected by these Regulations. They apply to anything from a cafe to a five star restaurant, from a village hall where food is prepared to a large supermarket, or to a vending machine. Manual handling operations regulations 1992 The Regulations establish the following clear hierarchy of control measures: 1. Avoid hazardous manual handling operations so far as is reasonably practicable, for example by redesigning the task to avoid moving the load or by automating or mechanising the process. 2. Make a suitable and sufficient assessment of any hazardous manual handling operations that cannot be avoided. 3. Reduce the risk of injury from those operations so far as is reasonably practicable. Where possible, you should provide mechanical assistance, for example a sack trolley or hoist. Where this is not reasonably practicable, look at ways of changing the task, the load and working environment. 1. 2 Identify the lines of responsibility and reporting for health and safety in the work setting. All staff is responsible for the health and safety in a setting. The lines of responsibility are divided among different staff members but the manager and the deputy manager have the most responsibly and after that the room leaders or the supervisors have the responsibility for health and safety. A rota is set to carry out certain health and safety check, a risk assessment is made every morning at the start of the day before the nursery starts, by carrying out risk assessments you can reduce the risk of injury or harm, and anything that is broken or damaged or not working fine has to be removed and noted down. Whoever plans an activity is responsible for the risks or hazards involved in that activity. Any incident or accident has to be proper logged in a record book and has to be notified to the respective person either manager, deputy manager or the parents of that particular child. In my placement of work I am asked to report any problem or risk to my supervisor who is responsible for my assessment. For serious health and safety issues like if an abuse or serious neglect is suspected towards a child then the head can report to health and safety executives, Ofsted, child protection agency and NSPCC. 1. 3 explains what risk assessment is and how this is managed in the work setting. Daily safety checks are made to manage risk assessment like checking of all the fire exits that they are clear at all times, fire drill procedures are displayed, dangerous objects are cleared away, health and safety hazards like broken furniture, any slippery carpet , slippery surface due to liquid or sand is cleaned, check for damaged or broken toys, hygiene and cleanliness of the room, all toxic materials are locked away, electrical sockets undamaged and secured, furniture and other fixed equipment is in working order, accident/incident book on site, signing-in book out, first aid box at place and complete, no sharp edges on either toys or furniture, cleanliness of toilets, animal faeces outside the play area, entrance is secure. TASK 2 2. 1 Explain why a safe but challenging environment is important for children and young people. It is the responsibility of the work setting to provide safe environment to the children but at the same time there are always risks involved. The childr en will be over protected if they are not involved in any challenging activities. Children are always curious and they want to take risks like climbing ropes or riding bicycles or jumping from higher surfaces. These activities will bring in confidence in them, make them brave and strong, they will have a good feeling about themselves, and they have something adventurous to tell their parents. But at the same time it is the responsibility of the work place to have an up to date health and safety policy so as to ensure whatever activities children are in involved are in accordance with the legislations. 2. 2 Identify the difference between risk and hazard. A risk is a chance high or low that someone will be harmed by a hazard. While a hazard is anything that can cause harm. Every day life activities include a lot of risks like slipping or tripping, falling down. A child care setting on a major high road can be serious risk; the hazards involved are fast moving traffic which can be controlled by having a strong fencing. Risk is a situation and hazard is a danger that is present in that risk. 2. 3 Identify potential hazards to the health, safety and security of children and young people. The security hazards include no cctv at the entrance of the building, no fencing around the play area. Entrance is not secure, picking up of the children, unauthorized entry in the building, damage or vandalism to the building. f children are going for an outing the potential hazards are not wearing high visibility jackets, crossing the road, the strangers on the outside, playing with poisonous plants, trying to pick something from the grass to eat, they try to reach for wires or sockets, they reach for cleaning liquids, try to go to the kitchen if its unlocked, try to go out if find a door open. The health and safety hazards are children getting injured, hurt, sick, infection spreading, being abused either physically or emotionally, if there is a fire and someone is hurt it is a hazard, the broken and dirty toys, damaged equipment, unbalanced or lose ropes or ladders in the garden, slippery surface due to snow in the garden, faeces or litter in the outside play area. TASK 3 3. 1 identify non medical incidents and emergencies that may occur in the work setting. The following are some of the non medical incidents and emergencies that can occur in a work setting, they include missing child, fire, bomb threat, unauthorized person in the building, floods, any damage or vandalism in the building, bullying, lack or loss of services like gas, electricity, heating or water, staff issues like strike, snow , closure by ofstead, a gas leak, hazardous spillage, emergency closure. 3. 2 outline the actions to take in response to the following situations: a) Fire b) Security incidents c) Emergency incidents. (This will cross over with TDA2. 2: 2. 4) 4. 1 IDENTIFY THE SIGNS AND SYMPTOMS WHICH MANY INDICATE THAT A CHILD OR YOUNG PERSON IS INJURED OR UNWELL. The following are some of the signs and symptoms which can be recognized when we suspect that a child or young person is not well or injured If a child is not active in the setting, sitting quietly, not involving in the other activities, showing no interest in eating, feeling low, coughing, not playing with the other children, moody ,dehydration, diarrhoea or vomiting then these are some of the signs that the child is unwell. In case of an injury if a child is not walking properly, or rubbing a particular area, feeling dizzy, bruising. The injury can be something that happened at home or happened at the setting and the child didn’t tell anyone. In case of young people they show lack of interest in studies, keeping it to themselves, not cheerful, feeling dizzy, quite. These are a few of the signs and symptoms which indicate that they are not well. 4. 2 Identify circumstances when children or young people, may need urgent medical attention. There are certain conditions which can be handled by the first aider in the setting like bruising , or a bump but when certain situation arises when a person needs un urgent medical condition like if they are hurt and there is an open wound which is bleeding, they have a serious burn, they have a head injury and they are feeling dizziness or blackouts, being unconscious or unresponsive, fractured their limbs, difficulties in breathing and blue lips or having an allergic reaction to something, having a temperature of more than 38c, in all these cases the staff at the setting is required to call for an immediate medical help and call an ambulance and need to inform the parents or carers as soon as possible. 4. 3 Outline own role and responsibilities in the event of a child or a young person requiring urgent medical attention. This question is a cross reference with TDA 2. 2:2. 1, 2. , 2. 3. 5. 1 describe the reporting procedures for accidents, incidents, emergencies and illnesses. Ther e are different kinds of injuries that can happen in the result of an accident. In case of serious accidents like a major injury with an open wound, a head injury with dizziness, electric shock, fractured limbs or unconsciousness ,severe allergic reactions these are all serious injuries and need urgent medical attention and need more than a first aider to help around. All this has to be reported to health and safety executive, the manager of the setting and the parents. This has to be recorded in the accident record book with all the details. In case of incidents which involve minor injuries that can be dealt with the help of first aider like minor bruises, slipping or tripping, vomiting, incidents that involve bullying, damage to the building, entry of an unauthorized person they are all incidents and they have to be recorded in an incident record book with all the details and manager has to be aware of this at all times. Illnesses such as high fever, vomiting, and stomach ache, signs of cold cough or flu they have all to be recorded in the Childs individual record book with all the details. In case of emergencies like a fire evacuation, or a bomb threat they have to be recorded in the emergency record book with all the details as how the emergency was dealt with. 6. 1 Outline procedures for infection control in own work setting. There are certain procedures that have to be carried out when dealing with the infection control in the work setting. Personal protective equipment includes disposable gloves, aprons and in cert ain cases goggles. They have to be worn while changing, feeding, anything to do with spillage of blood, vomiting, urine or any liquids that contain the risk to spread infection. Children should be encouraged to wash hands before and after eating, they need to wash hands after certain activities like playing with sand, playing outside and while using glue in arts and crafts and after playing with the play dough. They toys have to be clean and should be regularly checked. Pedal bins are provided; paper towels are always available in the bathrooms so that children can use them whenever they come out of the toilet. The staff is advised to keep their nails short at all times and keep their hair tied up while working with children to prevent the spreading of infection. Any spillage has to be cleaned and disposed off immediately to prevent the infection. If children are ill with the symptoms or cold or flu , their parents are advised not to send them to school and have to wait for at least 48 hours before all the symptoms have gone, with other serious illnesses like chicken pox and measles they have to wait for a specific time to be returned to school and in some cases need a letter from their GP. 6. 2 Describe personal protective clothing that is used to prevent spread of infection. Personal protective clothing is a term used to describe the clothing and equipment that is used in a work setting to prevent from any infections or injuries. They include disposable gloves which can be worn while changing a baby, cleaning of any fluids like vomiting, urine or any spillage, used in kitchen and have to be disposed of every time . Disposable aprons have to be worn during the changing, feeding, cooking and cleaning; some cases required wearing of goggles. TASK 4 7. 1 Identify the procedures of the work setting governing the receipt, storage and administration of medicines. According to the guidance set out in the childcare setting ‘medicines must not usually be administered unless they have been prescribed for that child by a doctor, dentist or a pharmacist’. The workplace is not allowed to give medicines to children who are ill, but there are certain circumstances where exceptions can be made. The medicines can only be given if they needed to be but only with a written consent letter from the parents, and a doctors or GP letter. They have sign in the medicine with the manager in their child’s individual record book. The records are always kept in a medicine record book with each child’s name, age, class, the reason for the medicine, how much dose has to be given and how much was given each time, who gave the medicine and who administrate it. The medicine has to be put in a secure location that is in the office usually and can only be accessed by the manager or whoever is allowed to administrate it. The medicine can only be given by the manager, deputy manager or qualified level 3 workers. The consent form has to be signed by the parents at all time and each time at the end of the day they have to be informed about the dosage given and signed by the parents. 7. 2 Explain how the procedures of the work setting protect both children and young people and practitioners. The procedures at the workplace are carried out in such a way as to protect everyone including the children and the people working there. The main aim of the practitioners is to protect the children from any harm possible either physical or emotional. There are several procedures that are carried out from health and safety policies and procedures which ensure the protection of the children and the people working in the setting. The procedures carried out for the health and safety of children, fire drills, no unauthorized entry in the building, hygiene, safe indoor and outdoor activities, administrations of medicines are some of the procedures that are carried out to protect the children and work place. For practitioners the procedure that protect them include that they have to keep record of all the incidents and accidents that happen and by recording everything in the record book they ensure that all the records are up to date and if something happens in near future 5the records and the signatures are there. Practitioners are protected by not letting children go with anyone other than the parents or the authorized person, if they have to administer the medicine they need to have the consent signatures of the parents beforehand.