Level 2 Paediatric Emergency First Aid

CU1514 Paediatric Emergency First Aid 20 pages 1. 1 Identify the responsibilities of a paediatric first aider. I should aim to preserve life, prevent the condition worsening, and promote recovery. Responsibility Description -Remain calm at all timesAppear confident and reassuring -Conduct a scene surveyAssess the situation without Endangering my own life. -Conduct a primary surveyIdentify and assess the extent of the Illness, injury or condition of the casualty. Attend to the needs of otherEnsure their safety and manage children or bystandersbehaviour. -Send for medical helpAmbulance, police or emergency rescue services (as a first aider, I should always stay with the casualty and send someone else to call for help if possible) -Give immediate, appropriate treatmentto preserve life, prevent the condition worsening and promote recovery -Take appropriate precautions to minimise infection Protect yourself and casualty by using appropriate techniques and equipment Arrange for further, qu alified medical attention Transporting the casualty to hospital or arranging for medical examination. -Reporting and recordingVerbal and written records, completing accident and incident reports -Maintaining first aid equipment, including first aid kits Ensure equipment is up-to-date and first aid kits are well stocked -Keeping up-to-date with first aid procedures Take part in regular updating and training 1. 2 Describe how to minimise the risk of infection to self and others.I should do the following to minimise the risk of infection to self and others:- * I should always wash my hands before and after giving first aid treatment * I should always wear disposable gloves for dealing with any first aid situations involving blood or other body fluids (e. g. vomit) * Cover the casualty’s open wounds with appropriate sterile dressings * Make sure my own cuts or sores are adequately covered by plasters * Use appropriate protective equipment where my own safety may be put at risk, e . g. face shields * Dispose of any soiled dressings (e. g. lood soaked), or other first aid materials, in appropriate clinical waste disposal bags. 1. 3 Describe suitable first aid equipment, including personal protections, and how it is used appropriately. First aid equipment usually consists of collection of supplies for administering first aid, minimising the risk of infection and personal protective equipment (PPE). A first aid kit must be easily identifiable and clearly labelled, usually with a white cross on a green background. It is important that first aid equipment is easily accessible and not locked away, it should be clearly signed.The first aid box should be checked regularly to make sure that nothing is damaged and nothing is missing. The contents of a first aid kit may vary slightly depending on the policies and procedures of the setting. Some settings do not use plasters or cleansing wipes because of allergy risks for children. General first and kits should never cont ain medicines of any kind, even basic painkillers. First aiders are not qualified to give medicines to children as they do not know the medical history or any allergies the child may have. A standard first aid kit will usually contain the following: * Sterile dressings of different sizes (e. . sterile gauze pads, eye pads) * Bandages of different types and sizes (e. g. triangular, roller, finger bandages) * Adhesive tape (non-allergenic) * Disposable gloves * Scissors * Tweezers * Safety pins * Disposable face shields * Disposable thermometers 1. 4 Identify what information needs to be included in an accident report/incident record, and how to record it. It is important that all settings complete a specific from to accidents and incidents, these forms are completed for this purpose. * It is a legal requirement * It provides a record in the event of complications (e. . following a head injury). * It informs parents and carers. * It can help to monitor potential hazards in the setting . * It may be required as evidence in suspected cases of abuse of non-accidental injuries. Information should always be recorded clearly and accurately and should be signed and dated by the first aider. Some accident report forms use body diagrams to help in the descriptions of specific injuries, for example, showing exactly where bruising appeared or the particular area where a child feels pain. The main information recorded should include:- Details of the injured or sick child (name, date of birth, main contact details) – Details of the accident or incident (date, time, where it happened) – Details of action of treatment given (what happened, extent of any injuries, treatment given) – Advice of further treatment recommended (e. g. hospital treatment) – Information parents and carers (when and how parents have been contacted) – Signature of the first aider, the date and time. – Information should be written in black pen. 1. 5 Define an infa nt and child for the purposes of first aid treatment.An infant is usually defined as under the age of one year and child from one year to approximately 12 years old. However, some first aid treatment will vary depending on size and weight of casualty and techniques should always be adapted accordingly. 2. 1 Demonstrate how to conduct a scene survey A scene survey involves your initial assessment of the emergency situation and deciding on the priorities of your action. Use your senses to assess what might have happened: * Look for clues (e. g. an empty medicine bottle beside an unconscious child). * Listen to information form others (e. g. ther children telling you what happened). * Smell anything unusual (e. g. gas or other fumes) When conducting a scene survey, you must consider: * Whether I or the casualty are in any danger (e. g. if the building is on fire) * If the casualty has any lie-threatening conditions (e. g. not breathing) * If any bystanders can help you (e. g. other chi ldren or colleagues) * Whether you need to call for further assistance (e. g. ambulance, police or rescue services). Conducting a scene survey helps the first aider to assess the seriousness of the situation and decide on the priorities for action.It also assist in deciding what further help, if any, is required, If there is more than one casualty, then the first aider needs to prioritise treatment, deal with the most serous first and remember that the quietest casualty often needs the most help. In calling for help, the first aider must decide what help is required and how to send for help, some situations may involve sending for emergency services such as ambulance, police or fire and rescue. Other situations may need the assistance of another adult, a colleague, manager or supervisor. 2. 2 Demonstrate how to conduct a primary survey on an infant and child.Once I have conducted a scene survey and decided on your priorities, then a primary survey will provide a more detailed assess ment of the casualty. To do this you must consider DRABC. * DANGER -If you have not already done so, make sure the casualty is safe. * RESPONSE – Ask the casualty ‘Can you hear me? ’ or ‘what happened? ’ If they respond, then you know that they are conscious and breathing and I should remain calm, reassure the casualty and continue with my examination If there is no response, then I should send for help and proceed as follows: * AIRWAY – Open the airway by gently tilting the head back and lifting the chin.This will prevent the casualty’s tongue from blocking their airway. * BREATHING – Look to see if the chest is rising and falling, listen for breathing sounds and place your cheek close to the casualty’s nose and mouth to feel for breath. If the casualty is breathing normally, place them in the recovery position, unless you suspect a spinal injury and continue with your examination. If the casualty is not breathing, then g ive five rescue breaths and prepare to begin CPR * CIRCULATION – Check the casualty’s pulse by feeling the major artery in the neck, (carotid artery) just below the jaw line. . 3 Identify when and how to call for help. The trained first aider should always stay with the casualty and send someone else to call to help. This allows for first aider to monitor the condition of the casualty and perform any treatment if required, for example carrying out CPR if the casualty stops breathing. Never leave an infant or child casualty unattended. If any of the emergency services are required, this should be done by telephoning, 999.It is essential o communicate the following information accurately * Which emergency service is required ( ambulance, police and/or fire and rescue service) * A contact telephone number (usually the number the call is made from) * The exact location of the incident(Local landmarks provide a useful guide) * The type and seriousness of the incident (e. g. road traffic accident, school bus collided with two other vehicles, blocking a major road junction) * The number and approximate age of casualties involved (e. g. five children and one adult injured, two children in a serious condition).Once you have dealt with the priorities, you should now conduct a more detailed examination of the casualty. This will include any information from the casualty and the signs and symptoms. If the child is old enough, ask them what happened, how they fell and where they hurt. Other children or bystanders may also be able to give you information too. You should always deal with life-threatening signs and symptoms first. For example, obvious and severe bleeding. A general examination should begin at the casualty’s head and work down the body. Remember to move the casualty’s head and work down the body.Remember to move the casualty as little as possible and use your senses to look, feel, listen and smell. Use both hands to compare any diff erences between the two sides of the body. Reassure infants and young children with soothing words and a gentle touch. Signs to look for on examination of casualty Area to examinewhat to look for HEADAny bleeding, bruising or swelling (could indicator a fractured skull) FACEColour of the skin, e. g. pale, blueness (could indicate shock) EYESUnequal pupil size, blood shot eyes MOUTHAny bleeding, vomit, blueness of the lips (could indicate poisoning) flushed, sweating, clammy.EARS AND NOSEAny bleeding (could indicate a fractured skull) WHOLE BODY, NECK, ARMS AND LEGS. Any bleeding, swelling, bruising or deformity (could indicate a fracture) 3. 1 Demonstrate how to place an infant and a child into the appropriate recovery position. The recovery position is very important in first aid. It places the casualty in a stable position and ensures that an open airway is maintained. The main advantages of the recovery position are: * It prevents the tongue from falling back into the throat and blocking the airway and so maintains an open airway. Vomit or other fluid can drain easily from the casualty’s mouth, preventing choking. * It keeps the casualty in a safe and comfortable position. Recovery position for infants and children. For an infant less than a year old, a modified recovery position must be adopted: * Cradle the infant in you arms, with their head tilted downwards to prevent chocking on the tongue or inhaling vomit. * Monitor the infant’s breathing and pulse continuously. For a child over the age of one year, follow these instructions: * Turn the child onto their side. Lift the chin forward into the open airway position and adjust the child’s hand under the cheek as necessary * Check that the child cannot roll forwards or backwards * Monitor the child’s breathing and pulse continuously. If you suspect spinal injury, use the jaw thrust technique. Place your hands on either side of the child’s face. With your fingertips gently lift the jaw to open the airway and take care not to tilt the casualty’s neck. 3. 2 Describe how to continually assess and monitor an infant and a child whilst in your care. If an infant or child is unresponsive but breathing normally.It is essential to assess and monitor their condition while I wait for the ambulance to arrive What to check How to assess and what to note AirwayMake sure nothing is blocking the airway or obstructing breathing (e. g. vomit) BreathingNote the rate and depth of breathing and any changes (if the casualty stops breathing, be prepared to start CPR). Circulation Check the pulse at the neck (carotid pulse). Note the rate and strength of the pulse and any changes. ResponsivenessKeep talking and asking questions, gentle shaking or pinching the skin to see if there is any response.Note any changes. Changes in general condition Check the colour of skin and lips. Note any blueness or other changes. Check for the presence of any bleeding or complaints of p ain from the casualty. 4. 1 Identify when to administer CPR to a responsive infant and an unresponsive child who is not breathing normally. As a trained first aider, CPR should always be carried out if a casualty is unresponsive, is not breathing and has no pulse. The procedure should be followed even if you have doubts about its success and you should always carry on until help arrives.If possible, send someone else to call for an ambulance immediately, but if you are on your own, carry out CPR for one minute before calling. If there is any evidence of blood or other fluid around the child’s mouth, then a disposable face shield should be used. 4. 2 Demonstrate how to administer CPR using an infant and child manikin. CPR Procedure for infants and children. CPR for infants (less than I year old) 1. Give five rescue breaths: * Tilt the head back and lift the chin to open the airway * Seal your lips around the baby’s mouth and nose * Blow gently into the lungs, looking al ong the chest as you breathe.Fill your cheeks with air and use this amount each time. * As the chest rises, stop blowing and allow it to fall. Repeat four more times. 2. Give 30 chest compressions: * Place the baby on a firm surface. * Locate a position in the centre of the chest. * Using two fingers, press down sharply to a third of the depth of chest. * Press 30 times, at a rate of 100 compressions per minute * After 30 compressions, give two rescue breaths. 3. Continue to resuscitate at 30 compressions to two breaths until help arrives. CPR FOR CHILDREN (1-12 years old) 1. Give five rescue breaths: Tilt the head back and lift the chin to open the airway. * Seal our lips around the child’s mouth and pinch the nose. * Blow gently and watch the chest as you breathe. Make sure your breathing is shallow and do not empty your lungs completely. * As the chest rises, stop blowing and allow it to fall. * Repeat four more times, then check the child’s carotid pulse. 2. Give 3 0 chest compressions: * Place one or two hands in the centre of the chest (depending on the size of the child). * Use the heel of the hand with arms straight and press down to a third of the depth of chest. Press 30 times, at a rate of 100 compressions per minute. * After 30 compressions, give tow rescue breaths. 3. Continue to resuscitate at 30 compressions to two rescue breaths until help arrives or the child recovers. 4. 3 Describe how to deal with an infant and a child who is experiencing a seizure A seizure (also known as a convulsion or fit) consists of involuntary contractions of muscles in body. The condition is due to a disturbance in the electrical activity of the brain and seizures usually result in loss of impairment of consciousness, the most common causes are epilepsy or head injuries.General signs of a seizure are: * Sudden unconsciousness * Rigidity and arching of the back * Convulsive, jerky movements In dealing with seizures, first aid treatment must always include maintaining an open airway and monitoring the infant or child’s vital signs (their level of response, pulse and breathing). You will also need to protect the infant or child from further harm during a seizure and arrange appropriate aftercare once they have recovered. First aid treatment for a seizure includes: * If you see the child falling, try to ease the fall. If possible, protect the infant or child’s head by placing soft padding underneath it. * Make space around them and if necessary, make sure other children move away. * Remove dangerous items, such as hot drinks or sharp objects. * Note the time when the seizure started. * Loosen clothing around the infant or child’s neck. When the seizure has finished: * Open the airway and check the infant or child’s breathing Be prepared to give CPR if necessary * Place the infant or child into the recovery position they are unconscious but breathing normally. Monitor and record vital signs) level of response , pulse and breathing). * Make a note of how long the seizure lasted Do not move the infant or child unless they are in immediate danger Do not put anything in their mouth or use force to restrain them. If any of the following apply, dial 999 for an ambulance: * The infant or child is unconscious for more than 10 min * The seizure continues for more then 5 minutes * The infant or child is having repeated seizures or having a seizure for the first time. 5. 1 Differentiate between a mild and a severe airway obstruction. INFANT Mild ObstructionCheck the infant’s mouth remove any obvious obstructions. Do not sweep your finger around in the mouth (this could push any obstruction further down the airway). Severe obstruction Lay the infant face down along you forearm, with head low, support the back and head If the obstruction is still present, turn the infant onto their back and give up to five chest thrusts. (Using two fingers push inwards and upwards towards the head against the infant’s breastbone, one finger’s breadth below the nipple line). If the obstruction odes not clear after three cycles, dial 999 for an ambulance.Continue until help arrives. CHILD Mild obstruction Encourage them to continue coughing Remove any obvious obstruction from the mouth. Severe obstruction Give up to five back blows with the heel of your hand. Check the mouth and remove any obvious obstruction. If the obstruction is still present, give up to five abdominal thrusts. Continue as for an infant. If I can not remove the obstruction dial 999 5. 2 Demonstrate how to treat an infant and a child who is choking. See answer 5. 1 5. 3 Describe the procedure to be followed after administering the treatment for choking.See answer 5. 1 6. 1 Describe the common types of wounds. These are several types of wounds that can result in bleeding: * Incised: a clean cut, for example from a knife * Lacerated: a jagged cut, for example from barbed wire * Puncture: a penetrating wound, for example from a nail * Graze: a surface wound, for example from a sliding fall * Contused: a bruise, with bleeding under the skin. 6. 2 Describe the types and severity of bleeding and the affect that it has on an infant and a child Please see attached chart. 6. Demonstrate the safe and effective management for the control of minor and major external bleeding. Any open wound is a risk of becoming infected. It is very important to maintain good hygiene procedures to prevent infection between yourself and the injured infant or child. I should always wear disposable gloves and make sure that any cuts on your own hands are covered The most effective way of minimising blood loss from major bleeding is to apply direct pressure over the wound. If the injury is on an arm or a leg, raising the limb will slow down the blood flow and help to stop the bleeding.Minor bleedingFirst aid treatment * Wash and dry your own hands an put on disposable gloves * Clean the cut, if dirty, under running w ater, and pat dry. * Cover the cut temporarily while you clean the surrounding skin with soap and water, and pat the skin dry * Cover the cut completely with sterile dressing or non-allergenic plaster Major bleedingFirst aid treatment * Wash and dry your own hands and put on disposable gloves * Apply direct pressure to the wound with a pad or sterile dressing. * Raise and support (if the injury is on a limb) * Lay the casualty down to treat for shock Bandage the pad or dressing firmly to control bleeding * If bleeding seeps through the first bandage, cover with a second bandage. 6. 4 Describe how to administer first aid for minor injuries. In most first aid situations with children, injuries are likely to be relatively minor, usually with very little blood loos. A common minor injury involving bleeding with children is nosebleed. This usually occurs when tiny blood vessels inside the nostrils burst, either as result of an injury to the nose, or from sneezing, picking or blowing the nose. The first aid treatment for a nose bleed is a follows: Reassure the child and ask them to sit down. * Advise them to tilt their head forwards * Tell the child to breathe through their mouth and to pinch the soft part of the nose (they may need help to do this). * After 10 minutes, release the pressure from the nose. If the bleeding has not stopped, pinch the nose again for two further periods of 10 minutes. * Once the bleeding has stopped, clean around the nose with lukewarm water. * Tell the child not to blow or pick their nose for a few hours (because this may disturb blood clots that may have formed in the nose).Do not let the child’s head top back as blood may run down the throat and cause choking. If the nosebleed is severe, or if it lasts longer than 30 minutes, the child should be taken to hospital. 7. 1 Describe how to recognise and manage an infant and a child who is suffering from shock. The main signs of shock are: * Pale, cold, clammy skin (lips could become blue in severe shock) * Sweating * Weakness and dizziness * Feeling sick and possibly vomiting * Feeling sick and possibly vomiting * Feeling thirsty * Rapid, shallow breathingThe main first aid treatment for shock is: – Give lots of comfort and reassurance. – Lay the casualty down, raise and support their legs. – Use a coat or blanket to keep them comfortably warm – Do not give them anything to eat or drink – Check breathing and pulse frequently. – If the child becomes unconscious, put them in the recovery position – If breathing stops, follow the DRABC resuscitation sequence. 7. 2 Describe how to recognise and manage an infant and a child who is suffering from anaphylactic shock.Anaphylactic shock is a severe allergic reaction which can be life-threatening. It is usually triggered by a substance, to which the casualty is highly sensitive, for example, drugs such as penicillin, insect stings or food such as peanuts. The main signs o f anaphylactic shock are: * Difficulty in breathing, wheezing or gasping for air * General signs of shock * Swelling of the tongue and throat * Puffiness around the eyes * Extreme anxiety The main first aid treatment for anaphylactic shock is: * Send for an ambulance Check whether the child has their own medication and help them to use it if trained to do so * Reassure and comfort the child * Treat for shock * If the child becomes unconscious, put them in the recovery position * If breathing stops, follow DRABC resuscitation sequence Children who are known to suffer from anaphylaxis will usually carry their own medication with them at all times. This is usually in the form of an EpiPen or similar device. An EpiPen is easy to use, although special training should be undertaken and you should always check the policies and procedures in my setting.

Discretionary Fiscal Policy

The effect of time lags in discretionary fiscal policy in the economic growth and development by the congress and the president captures a broad economic phenomenon. A discretionary fiscal policy is the level of legislative parameters which are used as action policies for providing stimulus for the effect of control of economic recession. However, the most adequate system of recession control using discretionary fiscal policy relate to an estimation of the most adequate time period with which such recession period is to operate in so as to provide the most lucrative legislative tools.(http://www. cbo. gov/ftpdocs/89xx/doc8916/MainText. 4. 1. shtml) However, a problem exists in estimating the most appropriate economic periods between the upswings and the downswings which the congress and the president is to apply such policies. Since discretionary tools are only used to wave out the problem founded by economy in recession, the relevant stimulus which is a applied for such control are only time constrained and functional if the estimated states of recession is still in occupation.However, a problem mounts on when other various economic shocks which cause time differential hits the economy leading to subjective sub-optimal controls by the discretionary fiscal policies. Since, the status of the economy is difficult to access in terms of its length/span and the states of capacity and economic implication, the use of discretionary fiscal policy would therefore become difficult. (http://www. cbo. gov/ftpdocs/89xx/doc8916/MainText. 4. 1. shtml) Either, time lags are sensitive variables in defining the scope of economic stability.Generally, time lags may cause preferential economic instability where such tools used to overcome their effects become negatively implicating. Either, economic recession is purely a bad state which would even compromise economic stability. At recession, the state of GDP in terms of aggregate supply and also aggregate demand are usually not at equilibrium. When the tools for economic recession become counteractive, the state economic stability is therefore compromised. Misappropriated time lags lead to disequilibria in the economic markets. Reference Options for Responding to Short-Term Economic Weakness. Retrieved on 11th March 2008 form, http://www.cbo.gov/ftpdocs/89xx/doc8916/MainText.4.1.shtml

Critical Comparison of Two Frost Poems Essay

Frost attempts to bring to the reader his character ‘s experiences with the world. The thoughts of the character are limited to his immediate surroundings but through the poet ‘s careful pick out of words they echo to the reader ‘s own understanding, of the general concept of life and his world and his place. I will examine, two of Frost ‘s poems: The Road Not Taken, and Stopping by Woods on a Snowy Evening. I will, compare both poems by the effect of its words, sounds, and images and how this is significant and which effect does it have. The character in Frost ‘s poem The Road Not Taken has an immediate and acute interaction with his world as early as the first stanza. It manifests itself in the form of a crossroads , which for some time leaves the character agonizing for a choice . This contact is important : its existence signifies that life is not linear , and has not delineated a given path for an individual to take . They diverge into many , many roads , each with its own consequence and destination. The subsequent decision and step of Frost ‘s traveller opened up a multitude of implications of his interactions with the world . The traveller must have carefully studied and pondered over the better path or one that has more promise . His decision , in the end , was arbitrary Frost ‘s of the path ‘s grassy and wanted wear , on which stood the basis of his choice , was easily refuted by the line that followed : Had worn them really about the same . The poet gives no indication of difference nor anything striking that might impel his character from going to one path in preference to the other . He is then faced with this realization : no two paths are so similar that they can be mechanically compared . It echoes in a deeper understanding that in life , sometimes decisions are made without solid basis or moral certitude , and their value are just about the same – based on how the individual acts in his decision. Taking another look at the character ‘s sudden leap , we can offer another quiet observation : while he inspected one road To where it bent in the undergrowth , he took the other , as just as fair . We have already discovered that they were substantially the same path , and of the same quality . If we take a short look at a later stanza , we would see that Frost ‘s character had meant to save that way for another time ( Oh , I kept the first for another day . This thought , and the subsequent decision , stemmed primarily from the seeming grassy and wanted wear claim of one path. One important gem of thought to be found here is that in life , there are no absolute , predictable moments . Man was moulded with freedom of thought , will and choice . He is a dynamic being , and subject to capricious whims and moments of spontaneity . It is this freedom , in fact , that keeps him from being ensnared in stasis , and indecision He may act without apparent logical basis , and he need not even do so We are given another gem, in this spontaneous act : the traveller ‘s wilful act was rooted in a desire to break from routine . It was as if some inner desire impelled him to shy away from the normalcy of everyday life . This , to him , was a proud moment ( I took the one less travelled by that has made all the difference . His realization of its value elucidates the fact that Man should not entrap himself in cycles and routines , for there was a world out there that wanted wear , and has yet to be discovered. This act becomes that milestone in a person ‘s life where he becomes aware of his world , and how this one small action has a hundredfold meaning . It is not , however , altogether complete – though he has made the profound discovery of the meaning of his one choice , and its inherent great value , he is also made painfully aware of his humanity His regrets throughout the poem ( sorry I could not travel both . I doubted if I should ever come back , as well as the wistfulness of the title itself ( The Road Not Taken ) are at the heart of every human desire . Men are inherently imperfect , and cannot absorb the infinitesimal of the universe , much less all of the world ‘s experiences It is a bittersweet afterthought that how way leads on to way ‘ there was no going back to the original route . One is reminded at this juncture of the wise counsel of Ignatius of Loyola , that once a choice has been made and made irreversibly , then one should not fret over its being unmade : We can change its effects , but the act of choosing is over and done with.

Benjamin Franklin's Poor Richard's Almanac Essay

Benjamin Franklin's Poor Richard's Almanac - Essay Example and advice which altogether serve as a vehicle to improve a poor man’s economy and to realize how one’s wise utilization of frugal and industrious efforts and good perception of time may remedy deep situations of crisis among the impoverished and uneducated. Franklin even made it a point to equip his composition of Richard Saunders with proverbial sentences to teach poor people the simple yet practical means to procure wealth. Through â€Å"Poor Richard’s Almanac†, I think that Franklin desires for the people to achieve the heart of enlightenment and understand that love for wisdom, despite economic depression, can be a huge source of relief. To him, it occurs as though heavy taxes imposed by the government were not the ultimate cause of severe poverty in men, rather idleness which kept them from improving the quality of life. On further reading, it may be recognized as truly expressing sentiments that reflect an emerging American culture for which Franklin seeks to establish a purpose of comprehending that while the government should be held responsible herein, American people ought to have a more profound sense of accountability for

Logo Programming Language Essay Example | Topics and Well Written Essays - 3000 words

Logo Programming Language - Essay Example Recursion is an alternative to REPEAT command. In general, Recursion is delineating as the process under which a function is defined in such a way that the function being defined is applied within its own definition. The term can be explained by taking a very simple example. Suppose, when the surfaces of two mirrors are placed parallel with each other the nested images that occur are a form of recursion. The great advantage of recursion is that an infinite set of possible sentences, designs or other data can be defined, parsed or produced by a finite computer program. Logo allows the recursion where a procedure calls itself. The secret of recursive programming is the same as a secret of problem solving in general that is to reduce a big problem to a smaller problem. Now to make the above program more general and flexible, we can use recursive pattern in the following way. In the above example, we use the variable word instead of word "hello" and a general relationship is defined that will transform hello into hell. That relationship is established using the keyword butlast. The above procedure becomes more meaningful using the stop rule. To implement stop rule user must answer, "What's the smallest case we want the program to handle" The answer is that for a single-letter word the downup should just print the word once. In other words, for a single-letter word, downup should carry out its first instruction and then stop. So the stop rule goes after that first instruction, and it stops if the input has only one letter: to downup :word print :word if equalp count :word 1 [stop] downup butlast :word print :word end Another application of recursion is to draw square spiral. The following is the code to draw square spiral. TO SQSPI :L IF :L > 150 [STOP] FD :L RT 90 SQSPI :L + 5 END Suppose we give a command SQSPL 100 That means he should write 100 on a piece of paper and put it in his :L pocket. IF (:L > 150) [STOP] This is "the stop condition". The turtle looks in the front of his :L pocket and sees 150. He asks himself if 100 >150. If it is, then he will STOP. It is not, so he carries on. Now "the action" is performed. First FD :L, so the turtle walks FD 100. Then RT 90. Now he has drawn this: And then "the call": SQSPI :L + 5 How can we tell the turtle to do SPIRAL again before he has finished with the first The turtle does not care. He just says I will finish the first SPIRAL later. He knows that the latest paper he put in his :L pocket is the only thing he needs to keep track of now. He saves the rest for later. : L + 5 is 100+5. That is 105. Therefore, the turtle now puts a paper with 105 in front of the other paper in his pocket. The next thing he sees is this: IF (:L >150) [STOP] This is "the stop condition" again. He looks at the paper he just put in his :L pocket. Its 105, so it is smaller than 150. Therefore he does not stop. Then there's "the action". He sees FD :L. So he walks FD 105. Then RT 90. Now he has drawn this: Then there's "the call" again: SQSPI :L + 5 He says: I will finish this later. Now I must draw SPIRAL 110. He writes 110 on a paper and puts it in front of the o

Health Screening and History of an Adolescent or Young Adult Client Essay

Health Screening and History of an Adolescent or Young Adult Client - Essay Example She reports some over-exertion on occasion while training, and some periods over vacations where she does little exercise, while on vacation, for example. She considers herself fit and strong for the most part, and evidence to support this is clear from her physical appearance. She is well-toned, and proportioned, with a good energy and open demeanor. Her ability to sustain high levels of mental and physical activity, particularly in the academic year, and during her training cycle, is further indication that she is healthy, overall. Primarily her health is maintained through her exercise programs. However, she does not always ensure that her nutrition is suitable to this kind of exercise program. While aware of the connection between good health and lifestyle, she acknowledges that she does eat fast foods regularly, and does not always maintain regular meal intervals. The family has comprehensive health insurance, and she is covered well for any medical eventuality. The client has e xperienced no serious illnesses in her past, except for some childhood illnesses, and has torn an ankle ligament during training in the past, and ripped a thigh muscle, also during training. Recovery was complete and within reasonable time. She does not suffer from any chronic condition, and has only incidental experience of influenza, or colds, not in any regular or ongoing pattern. Occasionally she does use over-the counter pain medication for infrequent headaches, and describes these as being due to heavy exercise routines, or intense academic work periods, when she does not sleep enough, or has strained her body and endurance. No allergies are evident. Family history does include cancer – the maternal grandmother succumbed to initial breast cancer. Awareness in the client is heightened and supported by her mother, and they are checked by a physician regularly, together. Balance is lacking in her food intake. Despite her apparent physical strength and stamina, the maintena nce of this condition is due to large intakes of fats and carbohydrates, with relatively lower intake of protein and vegetable matter. This may imply lower than acceptable mineral and vitamin intake (RDA, 2011, website), but her youth does tend to mask the lacking elements in an overall picture of health. She has access to good nutrition at home, but excuses poor food choices by insisting that she has no time and needs to eat fast foods, so that she has time to complete all her activities. Her parents are busy, too, she reports, and thus the family seems not to consider their food too carefully. Fluid intake is reported to be high during training sessions, and consistent and regular during non-training. The client uses water only and does not use energy drinks, or supplement drinks, stating that she does not like them. The client is taking in approximately 2200 calories daily, but it is likely from her reported meals’ composition that she is taking in too much fat, too much f atty acid, too much total carbohydrate and not enough protein and fiber (RDA, 2011, website). Nutrients are also likely to be below Recommended Daily Intake, especially given her training and exercise regime. She may in fact be in need of supplements in some form or another and be at risk for unstable blood glucose. The client is fairly regular in her sleep/wake patterns – she tends to be asleep by 10:30 p.m. and awakes no later than 7:30 a.m. On occasion, she reports, on the weekends, she may go to bed later, and

Week three discussion questions Essay Example | Topics and Well Written Essays - 500 words

Week three discussion questions - Essay Example Also the analysis will help provide the direction, speed and also the extent of the trends. There are a number of different ratios that can be calculated from the financial statements of a company. The three most important ratios however, are the Liquidity, Profitability and Gearing ratios. The ratio analysis is of great importance, as it is the most effective method to estimate a firm’s performance and also compare it with that of its competitors and the industry on the whole. The long term viability of a company can be assessed from the ratios which indicate the overall performance, such as the asset turnover ratio, which measures how effectively the company has been utilizing its assets to generate sales. The other important measure is the gearing ratio which indicates the capital structure of the company and how effectively it has utilized its debt raising capacity. A company which has an optimum gearing ratio can be considered to be well positioned, or, geared for long term growth. It is imperative to note that though there are strong policies and strict procedures set up within a company, frauds do occur at times. Anonymous reporting hotlines are found to be effective reporting mechanisms. It is also important to keep a positive atmosphere, as very strict policies and internal controls might have adverse effects on employee motivation. Hence it is essential to carefully analyse the working conditions and the policies are to be set accordingly, so that both the objectives are achieved successfully. With the improvements in technology, it has become increasingly easier and effective for management to implement security programs and software within the organization. Software based on Benford’s law and surprise testing are also effective measures when carried out in a professional well planned manner. The most important thing to understand is a person’s base nature, in order to identity deception, fraud or a false statement. The most

Anti-Death Penalty Research Paper Example | Topics and Well Written Essays - 1250 words

Anti-Death Penalty - Research Paper Example As the paper outlines many imaginative and cruel ways of implementing the death penalty have been witnessed through time – from the guillotine to the garrote to firing squads to gas chambers to electric chairs -- before the more â€Å"humane† lethal injection has been made the manner of choice in countries that consider themselves civilized. However, there still are some countries in the world that use cruel ways of implementing capital punishment. Worse, these are for crimes that in many jurisdictions would not warrant the death penalty, or in some cases, any punishment at all. In Sudan, for example, a married person found guilty of adultery is executed by stoning; an unmarried person receives 100 lashes. In Afghanistan during the Taliban regime, a woman and a man were stoned to death in public using palm-sized stones for non-marital sex. The man died within minutes but the woman had to be finished off by dropping a large chunk of stone over her head. This paper will a rgue that the death penalty should no longer be used as a form of punishment. Four main arguments will be forwarded. First, the irrevocability of the death penalty means that there is no hope of correcting an injustice committed against a convict later found to be innocent. Second, it violates the principle of restorative justice, which should replace the principle of retributive justice. Third, it has been proven by empirical evidence that it in no way deters crime or helps in crime prevention. Fourth, racial biases affect any objective application of the death penalty law.  Human errors and frailty, as well as the lack of adequate forensic facilities in some countries, have led to many convictions that later turn out to be wrong. In a situation where the maximum penalty that may be meted out is life imprisonment, the State may still be able to provide reparation for an innocent man wrongly convicted. He will be allowed to go free and will even be given damages. In a country wher e the death penalty is legal, the finality of the sentence of death renders any mistake in convictions irreversible.  The problem is seriously considering that, according to a death penalty information website, "since 1973, at least 121 people have been released from death row after evidence of their innocence emerged. During the same period of time, over 982 people have been executed. Thus, for every eight people executed, we have found one person on death row who never should have been convicted."  This issue has generated widespread public outrage and is perhaps one of the more compelling reasons as to why the anti-death penalty advocates are gaining ground. Says Haines (125):  An analysis of newspaper coverage suggests that flawed convictions, in which possibly innocent persons either suffer or narrowly escape execution, are especially potent threats to public support for capital punishment. The injustice brought about by sending an innocent man to prison is magnified a th ousandfold by the horrific idea that such an innocent man might be wrongly executed. There can be no recompense that may be provided to the dead. In recent times, we have seen a paradigm shift from retributive justice, where a convict is made to pay for grievances to the community he belongs to, to restorative justice, wherein a recognition is made that a crime has been committed and a wrong has been done, but the convict is still a member of the community and is perceived as a human being with the capacity for reform.