Protecting Children from Internet Risks

Protecting Children from Internet Risks Risk and consequences of the internet and mobile phones The Internet can be a wonderful tool for learning, but as well as accessing educational information also has the possibility those children may access inappropriate information whilst online. Within the school setting children will have some protection, as school networks will have specialist software to block inappropriate websites. Mobile phones There will be some children within the school setting who have access to the Internet at break and lunchtimes on their phones without censored search engines and it is important to be vigilant for any pupils who may be accessing and sharing inappropriate content with other children (children are more likely to be warned about bringing mobile phones on to school premises). Children are becoming more and more interested in IT by using mobile phones, laptops, iPods, computers etc and should be monitored in and out of the school. Mobile phones can be used appropriately rather than inappropriately as they could be used to communicate with their parents for forgetting work, PE clothes, school bags etc, but can also have devastating consequences for children if they are used inappropriately. Mobile phones can be used as a forum of bullying, both inside and outside the school setting. The support assistant needs to be watchful and should monitor mobile phone use in the classroom, at break ti mes and lunchtimes to see what children are using them for. Most school’s have a policy for no mobile phones to be used or brought onto the school premises, as they can be sued to send abusive and threatening text across the classroom to bully and intimidate others. Children sometimes hide their mobile phones in their pencil cases, up their blazer sleeves or under jumpers and will take any opportunity to get them out quickly when they think they are not being watched, so it is important to be vigilant at all times. The table below shows the risks and consequences of mobile phones and then Internet. Mobile phones Internet Can issue inappropriate content, pornography, cyber chatting (can lead to meeting strangers online and sharing of personal information)-paedophiles and other strangers could take advantage. Online harassment, through e-mails, chat rooms, face book and other files that can be accessed. This could lead to suicide, self harming, mental breakdown etc. Text messages- can be used to torment victims and at any time of the day or night. Cyber bullying to hurt, upset, harass or embarrass others (could lead to suicide as a result) Images or videos can be taken without others consent or knowledge and can be posted online. Identity theft- could lead to a child’s or adult’s identity being stolen as personal information has been shared. Texting- sexually suggestive or explicit messages or photographs (could lead to the victim self harming or committing suicide) The child could be located in the real world by paedophiles etc which could lead to murder, rape and other upsetting factors. Late night texting- can lead to tiredness, lack of concentration, and an inability to function in normal day to day activities at school. Pornography can be easily located through the Internet, and misleading young girls to do things like stripping, prostitution, drug taking, alcohol consumption etc Theft of expensive mobile phones could cause upset. Chat rooms- could be chatting to the wrong person and leading them to run away from home (could lead to murder) Health issues of long term usage of mobile phones. Could get involved with gambling online which could be addicted in the long term. All these negative risks and possible consequences can be controlled by positive parenting strategies for the use of the Internet and mobile phones. The following could be used to control this. Talk often to the child about their safety Set ground rules for using the Internet and mobile phones (have penalties if this is abused) When and where the mobile can be used Do not let other children use your mobile phone for the use of the Internet No sending of mean or unkind messages via mobile phones or email on the Internet Think carefully about what you search for on the Internet, once shared images they cannot be reversed Be discreet in your use of your mobile phone; do not flash it around as it is a target for thieves. Monitor your child’s Internet sites they have looked at Be a good role model Have some daily routine by only using the Internet for one hour a day Take sensible precautions Online bullying and social networking The popularity of social networking sites increase year on year, and although the minimum age to hold an account is 13 years of age, children younger than this are creating accounts or getting family members to make accounts for them. Children are being bullied when using social networking and are suffering at the hands of bullies that are now finding that there is no respite at home as bullying becomes more of a cyber issue. Social networking and cyber bullying has massive consequences for some children, with suicide as the most dramatic consequence. Social networking not only involves one or two bullies, but could also involve a wider range of children that a child is connected with. Social networking also has the possibility of adult contact or content. Support assistants should be vigilant at all times at school to listen out for any comments at school amongst the children. Schools may also give advice and briefings about staying safe online and the dangers of social networking. Cyber bullying is a form of harassment that makes use of the latest electronic technology. Primarily the harassment occurs on the web, but today’s smart phones are being used to harass people too. Cyber bullying differs from the more traditional forms of bullying in that it can occur at any time 24 hours a day. E-mail messages, videos and images can be distributed instantaneously to a worldwide audience with the perpetrator remaining anonymous, often making them difficult to trace. Children and teens are rarely concerned about Internet safety. Cyber bullying can have devastating effect on them. Suicides have been linked to the Internet. Social media sites can be sued for positive activities, like connecting kids with friends and family, helping students with school work and for entertainment, but these tools can also be used to hurt other people. Whether done in person or through technology, the effects of bullying are similar. Children who are cyber bullied are more likely to do the following. Use alcohol and drugs Skip school Experience in person bullying Be unwilling to attend school Receive poor grades Have low self esteem Have low self belief Feel worthless Have more health problems Depression Anxiety And many more Reference/bibliography www.safenetwork.org.uk www.safeinternet.org.uk (7.2) Ways of reducing risk to children and young people from the following. Social networking Internet use Buying online Using a mobile phone The following table shows ways of protecting children and young people from harm and abuse. Protection from harm and abuse Social networking Should not be able to create accounts until the child is older and wiser. Family members friends should not create accounts for the children. To be aware of the sites children young people are using. Make the child understand the risks report anything they are worried about. Understand safety messages. Keep personal stuff private. Block people who send nasty messages. Monitor sites thy have accessed. Internet use Enable confidence in the Internet through training positive experiences. Do not accept E-mails, messages or open files. Encourage children to talk to you if they experience cyber bullying. Use ground rules for using the Internet. Speak to the child to deliver positive safety messages. Talk to the child regarding inappropriate behaviour and sites. Use parental controls- safety blocks etc. Keep the computer in the family room so you can keep an eye on the child. Set Internet rules. Keep personal information private do not share anything with strangers (address etc). Teach children about cyber bullying. Buying online Be careful not to sign up to any sites do not give any personal information. Children should not be allowed to have a debit card so this would stop them from buying online. Secure your own cards, so your child cannot use it to buy goods (only register ion sites with passwords). Encourage children to speak to you if they want to buy anything online. Using a mobile phone Risk to the child’s health. They can reduce the risk by using landline phones, hands free, loud speakers etc. Buy a cheap phone, less risk of it being stolen. Know your child’s phone functions (ask company what safety measures can be put in place). Block certain sites on the Internet avoiding the child to access. Use rules, where, when how mobile phones can be used (not at mealtimes, not at school or during lessons). Do not let other children use your mobile phone. Do not send mean upsetting messages. Think carefully what you share (images) from your phone once sent it cannot be reversed. Be discreet of your mobile phone. Reference/bibliography www.socialnetworking.org.uk Guided learning activity E-safety leaflet Children today are increasingly using ICT at school and at home. It is not just about using computers and the Internet, but includes a huge range of devices, such as cameras, videos, video cameras, remote control devices, DS games, mobile phones and much more. This is often a huge worry for parents but there are many things that can be put in place to help keep children safe online. However supervision and keeping on open dialogue with the child about what they are doing is the most important thing. Many Internet providers offer systems to help keep children safe at home, but it can still be easy for children to stray onto inappropriate material, whether texts or images. One of the ways of protecting children is to place the computer in a family area of the home and not in a bedroom; this will help to monitor what the child is doing when they are using the Internet. The Internet can be an amazing resource, fun and informative. You do not need to stop the child from using the information and games available on it, but you can set simple rules for keeping them safe, make sure they understand the rules and know why they are necessary. Do not reply to nasty messages you receive Do not reply to texts from someone you do not know Keep the message you have received so you can show them to a trusted adult and make a note of the time and date you have received them Do not answer calls from a withheld number that you do not recognise Block numbers from people who are sending you nasty messages Change your number if you are being bullied Do not give your number to someone you do not know Do not send pictures to someone you do not know If the problem is serious you can report it to the police, cyber mentors or child line, parents or teachers Safety concerns regarding Internet usage and use of mobile phones Internet usage Use of mobile phones Inappropriate material (pornography) Sex ting (sending inappropriate texts that make the victim uncomfortable) Cyber bullying Inappropriate images (pornography) Online predators (strangers wanting private information- paedophiles) Strangers calling (with held numbers) Sharing personal information (could be involved in online fraud) Internet access (could access any site in the Internet) E-mail and chat rooms (chatting to strangers about inappropriate material) Video game safety (could play games designed for older children) Sharing pictures and videos Bullying (could be bullied using texts and calls) Social networking sites (accessing inappropriate sites) Harassment (constantly phoning and texting victim 24 hours) Online gaming (gambling) viruses Could be stolen if expensive S- SAFE Keep safe by being careful not to give out personal information when you are chatting online. It includes your E mail address, phone number, school address, home address and password. M- MEETING Meeting someone you have only been in touch with online can be dangerous. Remember online friends are still strangers even if you have been talking to them for a long time. A-ACCEPTING Accepting E-mails, instant messages, or opening files, pictures or texts from people you do not know or trust can lead to problems. They may contain viruses or nasty upsetting messages. R-RELAIBLE Someone online might lie about who they are and might give information that is not true. It is best just to chat to your real world friends and family. T-TELL Tell your parents or carer if someone or something makes you feel uncomfortable or worried, or if you or someone you know is being bullied online or by phone.

Osteopathic Medicine Essay -- Medical Health Papers

Osteopathic Medicine I. Introduction of the D.O. Currently there are two main types of licensed physicians in the United States. The first is the medical doctor or the allopathic doctor. About 95% of licensed doctors have been educated at one of over 120 allopathic medical schools and have thus obtained a medical doctor degree (M.D.). The second type of doctor, the doctor of osteopathy, is less common. Osteopathic doctors make up about five percent of the physicians in the nation (Peters 730). Although this represents a significant amount of physicians many people are unfamiliar with the second type of doctor. In a 1981 the AOA (American Osteopathic Association) released the results of a survey about public familiarity with the osteopathic doctor. Only 20% of the 1,003 individuals surveyed, age eighteen and over, were familiar with the D.O. (doctor of osteopathy) abbreviation. Furthermore only 50% of those that were familiar with the title could correctly give the unabbreviated version (Gevitz 154-55). The results of this survey are to a certain extent outdated, but an overall atmosphere of unfamiliarity still looms about the doctor of osteopathy. The following discussion will attempt to clarify this modern enigma. A brief history of the much-maligned doctor of osteopathy will be provided along with a contemporary description of the doctor's focuses and responsibilities. Given the current situation of health care costs the legitimacy of the D.O. will be discussed as well as the capability to contest these rising costs intrinsically possessed by this form of doctor. Finally, the integration of D.O. and M.D. treatments will be discussed. Through subsequent arguments the reader will learn t... ...mberly and Matt Popowsky. "Open Season." Kiplinger's Personal Finance 56.12 (2002): 78-79. McGirt, Ellen. "Health Insurance: Less Costs More." Money 31.12 (2002): 146-48. Newswanger, Dana L. "Osteopathic Medicine in the Treatment of Low Back Pain." American Family Physician 62.11 (2000): 2414-15. "Osteopathic Manipulative Treatment May Benefit Patients." Women's Health Weekly 11 Oct. 2001: 13. Peters, Antoinette S., Nancy Clark-Chiarelli and Susan D. Block. "Comparison of Osteopathic and Allopathic Medical Schools' Support for Primary Care."Journal of General Internal Medicine 14.12 (1999): 730-39. Stieg, Bill and Lisa Jones. "What's the Diff?" Men's Health 17.5 (2002): 50. Tyler, Lawrence. Understanding Alternative Medicine: New Health Paths in America. New York: Haworth Press, 2000.

Drama Evaluation Essay

When we did the 6 hour workshop on capital punishment, we looked at some extreme cases like two Somalia women; one was raped and stoned to death; the other was also stoned because she committed adultery, which was seen as crime by law in her country. The other case was about a man who was trying to get his lover’s aunt to sell him her farm. When she refused he killed her, but he didn’t want to go to jail, so he told his lover that she should take the blame because, she is underage and therefore wouldn’t go to jail. However, she did o to jail but she is on death row and is still awaiting her death. Even though, we studied all the capital punishment cases, it was the short plays about Derek Bentley that I decided to evaluate. The other group decided to focus on Derek’s personal development throughout their play. The first scene is set with Derek reminiscing about his life on the day of his execution. The group use a monologue to set the first flashback of the play. He talks about how he was born and how the umbilical cord got wrapped around his neck; this was a possible cause of his mental problems. The group’s use of levels is done very well since Derek is represented by a prop which is very small and his parents are above him with the doctor and the reminiscing Derek is sitting away from the flashback – this was representing how far away from his family he is. This scene was very effective at emphasising Derek’s innocence, since babies are usually associated with purity. However, I think the scene could’ve been improved if the doctor faced the audience, unless that was an intentional way of showing that this character isn’t as important. The second scene isn’t as long but it shows how Derek’s personality has been developing. He is playing with his toys on the floor and he looks very happy and clueless. His parents come in to talk to Derek’s teacher, who informs them about Derek’s disabilities. The vulnerable side of Derek is seen because of the use of levels – the parents and the teacher are yet again on a higher level then Derek, making them seem like they’re in control of the situation. The scene could have been improved if more emotion was shown in the shock after Derek’s parents found out about his disabilities. If they hugged to comfort each other of they walked over to Derek himself, it would really show what kind of loving environment Derek grew up in. In the third scene Derek is in secondary school messing around in the corridors with Chris. They soon get caught by a teacher and Chris runs off, leaving Derek to take the blame. The scene isn’t done as well as the other scenes; the use of voice isn’t clear because sometimes Derek and Chris are shouting and sometimes it’s not easy to understand the dialogue between the two. The character of the teacher does a good job at showing the anger and annoyance in the boys. The fourth and fifth scenes merge into one scene which makes it confusing for the audience. The 4th scene only involves Chris and Derek when they’re planning their raid. Chris is trying to convince Derek that it’s a good idea and knows that Derek is going to agree anyway. There is a very quick pause and the 5th scene starts with Chris and Derek climbing up the stairs. The group used imagery props to show they’re climbing. This scene is the pivotal moment of the play, when Chris and Derek get caught by the police. It becomes a bit confusing because everyone is shouting and running around, although at the same time it creates a good scene of panic and a very realistic image of what it most likely would’ve been like in reality. My group focused on the friendship between Chris and Derek. We start the first scene with the pivotal moment of the play, where Derek shouts ‘let him have it Chris’ and Chris shoots the policeman. The scene is a lot like the last scene of the last group – there is a lot of shouting and panic and when the shooting happens, we used a freeze-frame to emphasise the moment. I think we could’ve improved it by having a longer pause in the freeze-frame to make it clear that this is the pivotal moment. The second scene was set when Derek first met Chris at school. They sit in the middle of the table and get Derek gets laughed at by the other children. This scene could be improved if Chris and Derek were sitting on a table away from others, to show that their friendship gets stronger. The third scene uses actors as props; Derek and Chris are now in one of their gardens, trying to build with wooden branches. They look happy and really close as they sit in their new ‘building’. This scene could be improved if body propping was used to build something else and if the levels of Derek and Chris would change from time to time because in some parts of the scene it is clear that Chris is the leader of their friendship. The fourth scene is quite short; it only includes Derek and Chris. Chris is trying very hard to persuade Derek that the raid is a good and safe idea. The use of voice is very effective as Chris’ voice becomes more high-pitched when he talks about how easy the raid is going to be. The use of space, however, is the thing that needed improving; if Chris walked around more to show how great the raid is going to be, it would’ve added more of an affect. The fifth scene goes back to the pivotal moment of the shooting, but this scene is about what happens afterwards. The shooting is now much quicker and the rest of the scene is Chris getting taken away by police. This scene could’ve improved if the scene showed what happened to Derek after the shooting. Overall, both groups had different ideas but both interpreted theirs by using the same techniques. My group used a series of flashbacks to pinpoint Derek and Chris’ friendship and the other group used flashbacks to show the development of Derek’s personality. This workshop had a big impact on how much we knew before and how much we know now. I thought these punishments weren’t happening around present time, but they are and my feelings are very much against this, no matter how bad the crime was.

Francium Facts (Atomic Number 87 or Fr)

Francium is a highly radioactive alkali metal with the atomic number 87 and element symbol Fr. Although it occurs naturally, it decays so quickly its very rare. In fact, scientists have never had a large enough sample of francium to know what it actually looks like! Learn about the chemical and physical properties of francium and what its used for. Francium Basic Facts Atomic Number: 87 Symbol: Fr Atomic Weight: 223.0197 Discovery: Discovered in 1939 by Marguerite Perey of the Curie Institute, Paris (France), francium was the last natural element to be discovered (others are synthetic). Electron Configuration: [Rn] 7s1 Word Origin: Named for France, the home country of its discoverer. Isotopes: There are 33 known isotopes of francium. The longest-lived is Fr-223, a daughter of Ac-227, with a half-life of 22 minutes. This is the only naturally occurring isotope of francium. Francium rapidly decays into astatine, radium, and radon. Properties: The melting point of francium is 27 Â °C, its boiling point is 677 Â °C, and its valence is 1. It is the second-least electronegative element, following cesium. It is the second rarest natural element, following astatine. Francium is the heaviest known member of the alkali metals series. It has the highest equivalent weight of any element and is the most unstable of the first 101 elements of the periodic system. All known isotopes of francium are highly unstable, so knowledge of the chemical properties of this element comes from radiochemical techniques. No weighable quantity of the element has ever been prepared or isolated. To date, the largest sample of francium consisted of only about 300,000 atoms. The chemical properties of francium most closely resemble those of cesium. Appearance: It is possible that francium may be a liquid rather than a solid at room temperature and pressure. Its expected the element would be a shiny metal in its pure state, like the other alkali metals, and that it would readily oxidize in air and react (very) vigorously with water. Uses: Francium is so rare and decays so quickly, it doesnt have any commercial applications. The element is used for research. It has been used in spectroscopy experiments to learn about coupling constants between subatomic particles and energy levels. Its possible the element may find application in diagnostic tests for cancer. Sources: Francium occurs as a result of an alpha disintegration of actinium. It can be produced by artificially bombarding thorium with protons. It occurs naturally in uranium minerals but there is probably less than an ounce of francium at any time in the total crust of the earth. Element Classification: Alkali Metal Francium Physical Data Melting Point (K): 300 Boiling Point (K): 950 Ionic Radius: 180 (1e) Fusion Heat (kJ/mol): 15.7 First Ionizing Energy (kJ/mol): ~375 Oxidation States: 1 Lattice Structure: Body-Centered Cubic Return to the Periodic Table Sources Bonchev, Danail; Kamenska, Verginia (1981). Predicting the Properties of the 113–120 Transactinide Elements. Journal of Physical Chemistry. American Chemical Society. 85 (9): 1177–1186. doi:10.1021/j150609a021Considine, Glenn D., ed. (2005). Francium, in Van Nostrands Encyclopedia of Chemistry. New York: Wiley-Interscience. p. 679. ISBN 0-471-61525-0.Emsley, John (2001). Natures Building Blocks. Oxford: Oxford University Press. pp. 151–153. ISBN 0-19-850341-5.Lide, David R., ed. (2006). CRC Handbook of Chemistry and Physics. 11. CRC. pp. 180–181. ISBN 0-8493-0487-3.