Voltammetric Methods for Trace Analysis of Chromium Essay Example for Free

Voltammetric Methods for Trace Analysis of Chromium Essay Voltammetric methods of analysis, which have been used since the invention of polarography in 1922, witnessed a serious decline in use and was even threatened with extinction with the development of Atomic Absorption Spectrometry (AAS) in the mid-1960s (Bond, 1980, pp. 2-3). The remarkable detection limits of AAS, coupled with its ability to determine almost all the metallic elements, was beyond the reach of classical polarography, which had come to be regarded as a very unattractive technique due to its clumsy instrumentation. However, there has been a resurgence of interest in the electroanalytical techniques during the past years, mainly as a result of the appearance of vastly improved, commercially available instrumentation which has taken full advantage of the electronic revolution. In parallel with the instrumental developments, there have also been accompanying advances in the theoretical aspects of electroanalytical techniques with the development of, for example, ax, pulse and stripping techniques. As a consequence, voltammetry is now established as an extremely versatile, sensitive, rapid and inexpensive analytical technique which has found applications in most areas of analytical chemistry. The fundamental principles of polarography are described by Bond (1980), though he recounts developments in polarographic techniques that have led to the renaissance and widespread adoption of voltammetry. Over the last 15-20 years, there has been a revolution in the existing data regarding the distributions and chemical behavior of trace elements in natural waters. This revolution has been brought about by the realisation that any analytical methodology has to account for the risks of contamination as well as analyte losses involved during the sampling and sample handling steps. Thus clean techniques have been developed and adopted for the collection, preservation, storage and analysis of water samples for trace analysis. This, coupled with the advent of extremely sensitive techniques, has resulted in concentrations of trace elements in seawater being shown to be factors of 10 to 1000 times lower than those previously accepted (Donat, et al. , 1995, p. 247). This in turn has led to a demand for more accurate data to be generated at lower concentrations. The focus of this paper is to discuss voltammetric methods for the analysis of one of the biogeochemically important trace metals in natural water: chromium. Voltammetric Methods AAS (especially Electrothermal AAS) techniques are generally regarded as the ultimate methods of detection for ultra-trace analysis because of the detection limits attainable by these techniques. However, in the form of Anodic Stripping Voltammetry (ASV), voltammetry offers a technique that, in specific cases, can rival these techniques with respect to detection limits, reproducibility and ease of operation. The extreme sensitivity of ASV is due to the analyte preconcentration step inherent to the technique, whereas the spectrometric techniques rely on a prior analyte preconcentration step. Another advantage that ASV offers is that it can speciate the analyte species on the basis of their lability in the natural medium (Florence, 1986) The high sensitivity of ASV allows for the determination of metal speciation in natural waters without the necessity of external pre-concentration. ASV involves two steps: deposition step, which is an internal pre-concentration, during which a negative potential is applied at the mercury drop (i. e. the working electrode) and the metal ion is reduced to the metal which dissolves in the mercury drop forming an amalgam, followed by the stripping step, during which a positive-going potential scan causes re-oxidation of the metal in the amalgam. Thus, the amalgamated metals are stripped out of the mercury electrode and give rise to anodic peak currents, whose heights are proportional to the ASV-labile (i. e. ASV-measurable) metal species (Willard et al. , 1988, p. 719). The applicability of ASV is contingent on the metal to be determined being soluble in mercury to form an amalgam. This requirement severely limits its widespread application in environmental analysis and ASV has remained more or less confined to the determination of Cu, Pb, Cd and Zn. In this respect, the applicability of ASV is very restrictive, in contrast to the capability of AAS or ICP techniques, which are readily applicable for the determination of most of the elements in the Periodic Table (Willard et al. , 1988). In parallel with ASV, Cathodic Stripping Voltammetry (CSV) techniques have also been used for trace element analysis. Until relatively recently, this technique was viewed as the mirror image of ASV (Wang, 1985). In classical CSV, the analyte species is electrolytically preconcentrated as an insoluble Hg species on the electrode by the imposition of a relatively positive, constant potential during the deposition stage. The applied potential results in the formation of Hg22+ ions on the electrode surface. Analyte species capable of forming insoluble Hg compounds react with the Hg22+ to form an insoluble film on the surface of the electrode. During the stripping stage, a negative potential scan is applied on the electrode, resulting in the reduction of this insoluble compound to Hg0 and the original analyte ion. The faradaic current resulting from this reduction forms the analytical signal. In this preconcentration mode, CSV is applicable to the analysis of mainly anionic species and has been used for the analysis of halides, cyanide, sulphide and a variety of organic compounds (Wang, 1985). The applicability of CSV has now been extended to the determination of metallic species following considerable research into a new, non-electrolytic method of preconcentration during the last decade. This preconcentration method is based on the observation that many organic compounds exhibit surface active properties that are manifested by their adsorption from solution onto the surface of a solid phase. Adsorption has been regarded as an undesirable adverse effect in polarography for a long time but enhancements in polarographic waves had been observed and attributed to adsorption since the early days of polarography (Bond, 1980). Pihlar et al. (1981) were the first to exploit adsorption of the dimethylglyoxime complex of Ni on the Hg electrode for the preconcentration of Ni before its stripping. Since then, procedures for the determination of a large number of trace elements have been developed and applied to environmental samples. Wang (1989) provides excellent review on the development, potentials and applications of CSV, which contains a detailed treatment of the fundamental principles of CSV, the mechanisms of complex adsorption and of the stripping step. The principle behind the new method is very simple: under optimized solution conditions, the analyte (generally metal ions) reacts with an added ligand to form a complex which is adsorbed on the surface electrode during the preconcentration stage. This complex is then reduced during the stripping stage, which consists of the application of a negative potential scan on the electrode. During the stripping stage, the reduction process producing the peak current may be due to the reduction of the metal ion, the reduction of the ligand or the simultaneous reduction of both the ligand and the metal ion. The selectivity of the method is determined by the judicious choice of the complex-forming ligand and, since the reaction between the ligand and the analyte is usually dependent on the oxidation state of the analyte species, speciation analysis is generally achieved (Wang, 1985). A comprehensive review of ligands used in, and metals determinable by CSV is given by (Paneli, 1993). It can be conceived that with the choice of a proper ligand, any metallic species should be amenable to CSV determination, opening up the whole Periodic Table to this extremely sensitive, selective and inexpensive analytical technique. The reduction of the ligand can be used for the determination of metals which are reduced at very negative potentials. It is no wonder therefore that so much activity has been channeled towards the search for new ligands for CSV of trace metals in environmental samples. Almost two decades after the technique was first used for the determination of nickel, there is some continuing debate as to the name of the technique. Since the adsorption phenomenon is utilized for preconcentration of the analyte species, the technique has also been referred to as Adsorptive Stripping Voltammetry, (AdSV), as well as Adsorptive Cathodic Stripping Voltammetry (AdCSV), whereas many workers simply refer to it as CSV based on the direction of the current flow during the reduction. Following a discussion on the pros and cons of the different names used for the technique, Fogg (1994) reached the conclusion that the term cathodic stripping voltammetry with adsorptive accumulation would be more informative. However, he acknowledged that the term cathodic stripping will continue to be used. In contrast to the analytical methods, electrochemical methods for trace metal analysis are very fast and require relatively simple and inexpensive instrumentation. If the complexing ligand is chosen such that the reaction occurs selectively between the ligand and the analyte in a given oxidation state, speciation is achievable without lengthy separation steps and the preconcentration inherent to the technique precludes the need for a potentially contaminating preconcentration step (Wang, 1985). The whole analytical procedure can generally be carried out within the confines of a clean bench, which is a major asset in trace analysis. The fact that the material adsorbed on the mercury electrode is readily accessible for instantaneous reduction during the stripping stage leads to the flow of a large current, which is the analytical signal. Hence high sensitivities, i. e. , extremely low detection limits, can be achieved. In CSV, detection limits in the sub-Â µg/L level are routinely achieved using preconcentration times of 1-3 min (Wang, 1985). All these assets make CSV potentially the most appropriate technique for environmental, and, specifically, natural water analysis. Voltammetric Analytical Methods for Chromium Chromium occurs principally in nature as the extremely stable mineral chromite, FeO. Cr2O3. In most soils and bedrocks, it is similarly immobilized in the trivalent state; however, the environmental concentrations of chromium are significantly in excess of the natural mobilization of the element by weathering processes. This is because chromium and its compounds have widespread industrial applications, resulting in large quantities of the element being discharged in the environment (Bowen, 1979). The chromium concentrations encountered in natural waters are very low; concentrations vary from 0. 1 to 0. 3 Â µg/L in seawater and from 0.3 to 6 Â µg/L in unpolluted surface waters (Bowen, 1979). The study of the chemical speciation of chromium in natural waters has been a topic of great interest for 40 years. The speciation studies have almost exclusively focused on the distribution of chromium between Cr(III) and Cr(VI) (Fukai, 1967, p. 901). Polarographic methods for the analysis of chromium have long been established but the detection limits do not permit their application to natural waters. However, it was during the polarographic study of Cr in supporting medium containing EDTA and nitrate ions that an important observation was made by Tanaka and Ito (1966). These authors found that the Cr polarographic waves were unusually high in this medium and attributed it to the catalytic re-oxidation of an intermediate Cr(II)-EDTA complex by nitrate ions. Golimowski et al. (1985) were the first to recognize the role of adsorption in the polarographic determination of Cr in the presence of DTPA as supporting electrolyte. They showed that the Cr-DTPA is adsorbed on Hg whereas Cr-EDTA is not, hence the notion that DTPA is more suitable than EDTA for the polarographic determination of Cr. Golimowski et al. (1985) exploited the adsorption of the Cr-DTPA complex for the preconcentration of the analyte at a Hanging Mercury Drop Electrode and thus published the first CSV method for chromium. DTPA was used as the complexing ligand and the catalytic effect of nitrate ions was used for enhancement of the reduction currents. In what would be the first application of a voltammetric technique for the determination of chromium at levels prevalent in natural waters, they reported a detection limit of 20 Â µg/L for a 2-min deposition time. The superiority of this analytical method vis-a-vis the non-electrochemical methods was unquestionable. The CSV method provided not only the required detection limit, but it did so without the need for any separate sample pretreatment steps (Golimowski et al. , 1985). However, Golimowski et al. (1985) failed to consider that the sensitivity of Cr(III) was less than that of Cr(VI), although this observation had already been made by Zarebski in 1977. These authors also failed to observe that the response of Cr(III) was transient (see below). According to Golimowski et al. (1985) therefore, the method was applicable for the determination of total chromium and they claimed success in its application for the determination of chromium in river, lake, sea and rain water. Given the view of Golimowski et al. (1985) regarding the applicability of the DTPA method for the determination to Cr(III), Torrance and Gatford (1987) made a very thorough study of the CSV of the Cr-DTPA complex and confirmed that the responses of Cr(III) and Cr(VI) were indeed different. They found that the Cr(VI):Cr(III) response ratio was 14:1 at 0. 1 Â µg/L and 1. 2:1 at 1 Â µg/L of Cr respectively. These authors also found that with both Cr(III) and Cr(VI) there was a kinetic effect that produced a decrease in peak current with time; this decrease was more severe for Cr(III), with a decrease of 15% in the first 5 min after the addition of DTPA. Therefore it was concluded that Cr(III) and Cr(VI) cannot be determined in a solution unless all Cr(III) is oxidized to Cr(VI). They achieved this by heating the sample solutions with bromine water and attained detection limits of 0. 023 Â µg/L Cr as Cr(VI) (Torrance and Gatford, 1987). Scholz et al. (1990) also confirmed that the DTPA method works reliably only for Cr(VI) and proposed that, for the speciation of chromium, total chromium be determined as Cr(VI) after prior conversion of Cr(III) to Cr(VI) by uv-irradiation. Cr(VI) only was determined after a prior step in which the Cr(III) was removed from solution by coprecipitation with AI(OH)3. Cr(III) could then be obtained by difference. The use of DTPA as the complexing ligand in the determination of chromium was further studied by Boussemart et al. (1992), who devised and optimized a method for the speciation of chromium in natural water. These authors observed that the sensitivity for Cr(III) was about 70% of the Cr(VI) sensitivity. They also found that the response for Cr(III) was transient, disappearing completely in about 30 min. They therefore devised a method whereby the CSV peak current was recorded under optimized conditions immediately after the addition of DTPA to the voltammetric cell. The peak current at this time would be equivalent to the response due to Cr(III) and Cr(VI). Then, after 30 min (when the Cr(III) was believed not to be responding), they carried out a determination of Cr(VI) by a Cr(VI) standards addition. The concentration of Cr(III) was estimated from the initial response of Cr(III) plus Cr(VI). Thus, they reported a detection limit of 0. 1 nM (ca. 5 ng/L) for a 2-min deposition time. Although they used this method for the speciation of Cr in natural water, it is deficient in that the Cr(III) can only be estimated (Boussemart et al. , 1992). Apparently, these authors failed to consider the findings of Torrance and Gatford (1987) regarding the differing ratios of Cr(VI):Cr(III) responses at different concentrations as well as the rapidly decreasing response of Cr(III). The rate of decrease of the Cr(III) response is such that by the time the solution is purged and the first voltammetric run completed, there already is a substantial loss in signal. If, as is normal practice, voltammetric runs are carried out in triplicate and, as proposed, a deposition time of 2 min is chosen, it would be impossible to quantify the initial response due to the Cr(III). However, this method is very useful because it enables total Cr(VI) to be determined without any sample pretreatment step. Probably having realized the deficiencies of the above method, Boussemart and van den Berg (1994) later published another method for the determination of Cr(III) in natural water. In this case, the Cr(III) was preconcentrated by adsorption on silica. The adsorbed Cr(III) was later released by converting it to Cr(VI) by uv-irradiation and this Cr(VI) was determined by CSV, with DTPA as the complexing ligand. Conclusion From the discussion above it can be seen that analytical methods with the required sensitivity for the speciation determination of chromium in natural water can be based on electrochemical techniques with better attainable detection. Additionally, the electrochemical techniques generally involve less sample pretreatment and are faster and cheaper to perform. For these reasons, electroanalytical methods are preferable for the determination of chromium. Of the stripping techniques discussed, the method based on DTP A seems best suited to the determination of Cr(VI) in natural water, because Cr(III) does not respond. However, the difficulty faced in determining Cr(III) is a major drawback. Considering the methods described above, the complete speciation of chromium would need the complete oxidation of Cr(III) to Cr(VI) or the physical separation of the Cr(III) species as done in the methods by Boussemart and van den Berg (1994), or Scholz et al. (1990). These pretreatment steps are lengthy and are potentially likely to introduce analyte losses as well as contamination in the analytical method. The incorporation of sample pretreatment steps seems to be contrary to the spirit of electroanalytical techniques where excellent sensitivity coupled with simplicity and minimal sample handling is lauded as the great asset of the technique. The complete speciation of chromium could in principle be achieved without any need for sample pretreatment by the use of two different complexing ligands, for example, DTPA for Cr(VI) only and then cupferron or 2,2-bipyridine for total chromium (Cr(III) plus Cr(VI)). The difference between total chromium and Cr(VI) would then be equivalent to Cr(III). However, adoption of such a speciation scheme has apparently not yet been investigated, probably because it would entail undesirable additional time and costs (costs and purification of additional chemicals etc. ) in the overall process. References Bond, A. M. (1980). Modern Polarographic Methods in Analytical Chemistry. New York: Marcel Dekker. Boussemart, M. , van den Berg, C. M. G. , Ghaddaf, M. (1992). The determination of the chromium speciation in sea water using catalytic cathodic stripping voltammetry. Anal. Chim. Acta, 262, 103–115. Boussemart, M., van den Berg, C. (1994). Preconcentration of chromium (III) from seawater by adsorption on silica. and voltammetric determination. Analyst, 119, 1349-1353. Bowen, H. J. M. (1979). Environmental Chemistry of the Elements. Academic Press. Donat, J. R. , Bruland, K. W. (1995). Trace Elements in the Oceans, in Salbu, B. and Steinnes, E. (Eds. ), Trace Elements in Natural Waters. CRC Press. Fogg, A. G. (1994). Adsorptive stripping voltammetry or cathodic stripping voltammetry? Methods of accumulation and determination in stripping voltammetry. Anal. Proc. , 31, 313-317.

Comparing the Comedy Central TV Channel to ComedyCentral.com Essays

From Television to the Internet: Comparing the Television Channel and ComedyCentral.com It is often stated by twenty-something generation X-er's, that their generation was raised by the television set; that Mr. Rogers was their dad, the gang from Sesame Street was their siblings, and Mrs. Brady was their mom. This is a very eclectic family if one stops to think about it: make believe for a dad, Muppets for brothers and sisters, and a very lovely lady for a mom. These latch key kids that grew up befriended by the television set, represent a generation, that in reality, is passing. The next generation of children that has moved to the block, depends not on the television set and the afternoon programming of yesterday, but instead, have found solace in a new, more exciting innovation: computers, and the Internet. From classrooms and libraries, to bedrooms and family rooms, kids are finding access to the Internet and for the most part, are reaping its benefits. The Internet is, in essence, the one perfect source for media information, sports reports, homework help, communication via e-mail, entertainment reports, famous people interviews and pictures, advertising, and the list is simply infinite. The Internet is the one tool that could very possibly replace the popularity of the television. Ironically, one is able to get television on the Internet! Yes, it is possible to download segments of popular television shows and interviews. Popular cable channels such as CNN, ESPN, HBO, MTV, and Comedy Central have their very own web sites where you can go and look at program listings, games, interviews, images to download, and even episode summaries. One of the best television network web cites is the Comedy Central web cite. Lo... ...offee mug or an Absolutely Fabulous tee shirt. Yes, there is a page where merchandise can be ordered. Every web-site created serves some purpose. Whether it be to inform, educate, entertain, each individual cite is special in its own element. The Comedy Central website is one of the most popular cites of all the television network generated cites. Aside from the possibility of not always being able to get it to come up (sometimes you just get it to load), the comedy, color, and liveliness contribute to its functioning purpose: to inform and entertain, but above all, to give viewers a glimpse into the Comedy Central world. The pages, images, and overall tone provides its viewers with an experience to sitting in front of the television set. By visiting this site, viewers can experience first hand and hands on, the hilarity, fun, and creativity of one of the best.

Unit 110 Work with Parents to Meet Their Children

Unit 110 Work with Parents to meet their Children’s needs Outcome 1 ac1 The relationship between parents and their children is constantly adapting, beginning at birth. At birth is the point when the strongest attachment bonds form and parents strive to meet their baby’s every need. As the child gets older i. e. around two years old the relationship as parents begins to change they start educating their children through discipline etc. When setting boundaries for discipline rules are implemented.The rules provide children with the freedom to express themselves within certain boundaries enabling them to learn and develop effectively. Children of pre-school age through to adolescence are at the stage were parents begin teaching them about life to enable the children to have some understanding of the actions of others people, such as their friends, key worker’s and teachers. Through creating an understanding of boundaries children begin to realise that there will be consequences to their own actions.As children get older and enter adolescence the relationship with their parents continues to change. As children, get older children will become more involved decisions, giving them more responsibility and helping them to become progressively independent, while still supporting and protecting their children too. A relationship is thought to be interdependent when there are strong connections and shared power between two people. Parents’ behaviour, thoughts and emotions rely upon those of their children, their reactions matter to each other.Interdependent also means that parents and children have shared ambitions as well as separate ambitions that will clash with each other. Because of this, parents and their children will feel stronger emotions when they interact, work together a greater amount but also have more frequent arguments than people who do not have a close relationship. The parent-child relationship is important and individual. Par ents and children have past, present and future relationships that keep changing as the parent and the child develop and learn from each other.Outcome 1ac2 There are many factors which affect the relationship between parents and children through all developmental stages ranging from when a child is having tantrums or displaying unacceptable behaviour as this challenges parent’s ability to follow through with discipline and be consistent. As children get older and start to have friend that mum & dad doesn't like as they are a bad influence. Many conflicts from early stages of temper tantrums to bad choice of friends leading on to poor life choices such as drinking, smoking and other unhealthy habits.In most cases children want the best for their children and sometimes the hopes and aspirations they have are imposed on their children and this can lead to the children/ young people conflicting | | | | | | | | Outcome 1ac3 Explain key types of transitions that a child or young pe rson may experience Cross reference with Unit 022 Outcome 5 assessment criteria 1 and 2. Unit 110 Work with Parents to meet their Children’s needs Outcome 1ac4 Parent hood is a rollercoaster ride with highs and lows but the highs out weight the lows in my experience.The time you had to play with goes but the time you have with your children is priceless. The initial change will be coping with the late night feeds and lack of sleep making you exhausted. Babies schedule will completely overturn any sleeping pattern you had in the past although this can settle after a few months in some cases this is no consolation when you only have a few hours sleep a night. It is important for mothers to try and rest/sleep while baby is to catch up.It is often difficult for fathers to catch up on sleep and rest as they only have the two weeks paternity and are back to work so endure the disrupted sleeping patterns etc. A common change brought by parent hood often affecting mothers is postnata l depression which can have a huge effect on coping with baby and the complete change in routine and sleep deprivation and can occur during the first year. It is commonly believed that dropping levels of oestrogen and progesterone trigger the depression that many new mothers feel. One part of parent of parent hood which can become frustrating is that everyone becomes an expert.The problem with this is that you feel what you are doing is wrong as opinions often conflict with each other and in most cases many opinions are old wives tales. Thankfully in my experience my mother in-law is a midwife and she was able to tell us what current opinion and research suggest is best but explained all is at own discretion. On the other side negative feelings can arise towards the baby due to complete overwhelming experience and at this point having the ability and awareness that there are people to speak to in order to ease the load and help with this and that its common.The most common change is that occurs even with the most confident of people is a Fear and/or feelings of incompetence. New parents don't automatically know how to care for their babies. They should try not to worry if they feel like they don't know what they're doing. Parenting takes lots of practice. Parents learn as they go and can’t expect to perform perfectly from the beginning. Outcome 1ac5 Explain key factors in the process and function of bonding and attachment See table on appendix1Unit 110 Work with Parents to meet their Children’s needs Outcome 1ac6 There are many key factors i the process of children’s development of a sense of self. Through the initial relationships with parents babies begin to develop a sense of who they are through a sense of ownership i. e. they are mine (Mum and Dad) Another factor in the early stages is the babys routine as it defines them as it is suited to their individual characteristics and parents follow it strictly.As baby develops into a small c hild the begin to make sounds which then become words which gives them a voice which is a big part in defining who they are as they can communicate more effectively Children from 3 to four years old have a greater ability to see themselves as individuals as they have more independance they also have the ability to be descriptive, rather than judgmental saying what they see i. e. that girl has pink hair mummy when standing beside the person in a shopping queue. When children reach school age they have managed to make it through transition’s the main one being starting school.At this age children can now be spoken to and communicate back with understanding so they have the ability to say what they feel and want as do their parents and carers. Unit 110 Work with Parents to meet their Children’s needs Outcome 2 ac1 In my setting we support parents in understanding that both parents and children develop and change over time and have distinctive temperaments by organising re cording information in the daily communication books and generally speaking to the parents and carers regarding the child.We always try to reassure parents if there are any concerns and communicate any concerns mentioned by parents to our supervisor/ managers. In my setting the focus is mainly verbal so we chat to parents about their child’s temperament, if they are worried about their behaviour for example, ensuring them that each child is an individual and depending on the situation or what was going on at the time, would determine how their child behaves i. e. a new baby on the way.Outcome 2ac2 We support parents as partners in understanding the role of reciprocal responses and interaction in parenting, by working with them to share their children’s care and development. Any information that we gain and share from parents communications on arrival and departure of children, helps us in the way that we work and provide for children and their families within our setti ng. We often send out monthly updates, informing parents of what their children are doing that month.As I mentioned previously my setting uses verbal communication so any information we share or are told is recorded in a communication book to allow other staff to be aware of any things parents are requesting for their child to ensure parents and care staff are meeting the learning and developmental needs of children. Outcome2 ac3 When new children/ families enter our to setting, a child is often upset at the thought of their parents leaving them with us, which in turn upsets the parents too. We reassure parents that their child will be ok their child by ensuring them that they will be okay.An approach we often use is to encourage parents to make their goodbyes short, because if a child is upset, long goodbyes or a parent reluctant to leave, often makes a child more upset. In my setting we also say to parents that if they need some additional reassurance to wait outside and we can gi ve them a nod through the window when their child is distracted and settled. If a child continues to be upset every time they come into the setting and the parents are reluctant to leave them, then we suggest the parent stays with them until the child is happy to let their parent go as long as this is not for oo long of a period. For example – we have a little boy at our setting and when he 1st started, he would scream and cry, clinging to his mother and getting himself more upset when mum went to leave, which in turn upset mum too so she came back to him then tried to leave again. Mum stayed with him for a few minutes on bringing him into the room, until he was settled and happy, sitting far enough away, so as not to interfere with him playing or making friends, but close enough to reassure him that she was still there. (This reassured mum too, seeing him happy and playing) Now when he arrives he is happy for mum to leave.So in some cases, a gradual separation process works best, especially if a child has never been left with anyone else before. Unit 110 Work with Parents to meet their Children’s needs Outcome2 ac4 Challenging parents assertively is a very sensitive issue and being able to consider when it is appropriate to do so. A major challenge can be discrimination, understanding why discrimination occurs and managing negativity – shouting, inappropriate language – sexualised, swearing, slang, derogative remarks or comments, smoking/drinking onsite, not securing children in vehicles.These are times when it is important for someone to speak up in an appropriate manner usually a room supervisor/ unit head/ deputy or manager would handle these situations in my setting so as a nursery assistant we may only be required to say we need to speak to our superiors a moment. By alerting colleagues and maybe identify training opportunities that offer experience for dealing with conflict, diffusion and calming situations so that you avoid any possibility of feeling you ever need to confront someone who was behaving angrily and risk escalating an incident.When challenging parents we must always be professional and remain calm, be able to identify the reason why the parent is being challenged i. e. stereotypical thoughts being expressed. In my setting as I mentioned my superiors would handle these situations so they would initiate the discussion with the parent/carer as they would have the authority to speak more professionally with parents on issues. On the other side of the coin speaking to the person on the receiving end of the stereotypical comments from the parent/car e to show that the setting is supporting them and that they condone the negative attitude made towards them.Be aware that not all situations require involvement and consideration of the parents/carers situations must be taken into consideration i. e. a parent may be ill and the other parent maybe a care so devoting as much time to their child as they would like may not be possible so it would be wrong to put them in a position where they feel they are be judged. | | | | | | | Unit 110 Work with Parents to meet their Children’s needs Outcome 3 ac1 Identify key features of expected patterns of child development Appendix 1 cross referenced from Unit 022Outcome 3 ac2 The age group I have chosen to discuss is children aged 2-5 years as this is my favoured age group. By the time a child is 2 years old they are strong individuals, they know what they do and don’t want to do and are very keen to do things for themselves and be as independent as possible. At this age the children are physically, now walking confidently and are running and climbing too. When children reach 2 years old they become increasingly socially aware of other children and although they do not specifically ‘play together’, children of this age enjoy playing next to other children.Mildred Parten discusses play stages Repetition is strong à ¢â‚¬â€œ schema, children develop favourite games and activities played again and again. Their cognitive development now enables them to complete basic jigsaw puzzles and they enjoy building with bricks. Role play is also mentioned by Parten 2 year olds frequently chat out loud and their vocabulary now consists of around 200 words. By the time children are 2 ? independence is extremely important. They are anxious to do more things for themselves and often get frustrated when they find they can’t, which leads to temper tantrums developing.They often find it hard to understand why they need to wait for things and cannot always have what they want or to do what they want. Their physical skills are also developing well – they are now able to pedal a tricycle or push it along using their feet. Socially, children now start to play alongside – parallel, with other children, often copying what the other children are doing – mimicking or immitating. When children a re 3 years old, tantrums start to decrease, as instead of them showing they are not happy, they can now tell us.Their speech is now easily understood 3 year olds are now beginning to understand the needs of others and are now able to play socially with other children. They are able to cooperate and sharing becomes easier for them. Children also find it easier at this age to separate from their parents, as they understand that their parents will be coming back again. Physically, they can now walk upstairs using alternate feet. E. g. – when walking up the steps of a slide so require less support to carry out basic tasks.Children’s at this age cognitive skills are more developed and they are interested in mark-making, such as, drawing, painting, chalking etc†¦ and also enjoy looking at and having books read to them which is an activity the children in my setting love. By the time children reach the age of 4 years old their speech should be easily understood, even by adults who do not know them and the children enjoy talking and asking questions on important issues to them and general issues. My daughter is 4 and she enjoys spending time with other children and has strong connections with her friends.Independence is also developing well, with most children now able to feed themselves and get themselves dressed i. e. my daughter picks her outfit every morning she also loves art activities painting, colouring and gluing and sticking pictures so her motor skills are very good she is also being taught guitar so her fine motor skills and coordination will develop. In my experience children of this age has a good level of concentration when actively involved in an interesting activity. When children reach the age of 5, their physical development starts to slow down and they acquire more confidence and coordination.Their physical development skills now enable them to kick and control a ball, while their handwriting becomes easier to read and moves away from the stage of basic mark making. Unit 110 Work with Parents to meet their Children’s needs Outcome 3 ac3The age group I work with range between the ages 16 months to 24. The initial strategy to support parents in meeting the needs of their children is to take onboard the knowledge and information they provide me with in relation to their child as and individual.Through identifying the activities children enjoy in my setting which are facilitating their development such as the use of shape sorters (awareness of shapes, motor skills and concentration). Through recording and communicating how their child has been and what they have been doing in the daily record book parents become aware of the activities that are helping with their children’s development i. e. a child recently in my setting went from getting really frustrated with jigsaw puzzles to sitting and putting them together.I mentioned to his mum before Christmas time that he enjoyed working at the jigsaws b ut got frustrated she agreed he did the same at home and got him some at Christmas. A month or two later he now enjoys jigsaws and works through two or three after each other. So through communicating his frustration with an activity he enjoyed his parent responded and his emotionally, intellectual development have now benefited. In my setting, we also Inviting feedback from parents – ask for their ideas, suggestions to involve them to involve them more to.Unit 110 Work with Parents to meet their Children’s needs Outcome 3 ac4 Explain and demonstrate strategies for meeting the support needs of parents of a specified age group of children. As I mentioned in the previous assessment criteria I work with children aged 16 to 24 months. The National Service Framework for Children, Young People and Maternity Services establishes clear standards for promoting the health and well-being of children and young people and for providing high quality services which meet their needs. Their ideal is that they want to see: Parents or carers who are confident and able to bring up their children in a way that promotes positive health and development and emotional wellbeing. * Consistent information provided for parents or carers, which supports them in their role and is responsive to their needs. * Appropriate help and support provided for parents or carers who find it hard to access services and professionals. In my setting we are very open to parents and they feel comfortable talking to us regarding their children’s care, learning and development.An extract I found online provides a good list of good practice. Markers of Good Practice 1. Multi-agency working to support parenting is outlined in any local strategic and service plans. 2. Information and services to support parenting (by both mothers and fathers and carers) are available and coordinated through local multi-agency partnerships. 3. Support for all parents with pre-school children is available fro m early years settings including nurseries, Sure Start local programmes and Children's Centres. 4.Parents whose children are experiencing difficulties (for example, because of learning disabilities and/or difficulties or challenging behaviour) receive early support and evidence-based interventions; requirements for local provision are identified in strategic planning. 5. Collaborative arrangements are in place between services for adults and those for children and families to ensure effective joint assessment and support/treatment to enhance parent's parenting capacity and protect and promote the well-being and welfare of children. . Adults caring for looked after children have early, accessible, multidisciplinary support. 7. Primary Care Trusts and Local Authorities ensure that local parents are involved in the planning and delivery of services, with representation from all local communities and groups. In my setting we encourage and motivate parents through mentioning how well the ir children are behaving to show them that they are doing alright and coping as some parents may feel they aren’t coping.With the age group I work with we tell parents what their children are doing differently in our setting although we are not allowed to discuss any firsts such as walking or talking as parents may be upset to miss out on these special times. If parents ask for support we always strive to help them as best we can i. e. behaviour issues with a child in my room with biting kept recurring we explained that we asked him to apologise and hug the other child and play somewhere else in the room to remove him form the situation and the person.The parent was happy with this and said they did the same when he bit a cousin and through the consistence between the nursery and at home he finally stopped biting to the delight of his parents as they became embarrassed when his name was in the incident book for the same issue. Unit 110 Work with Parents to meet their Children ’s needs Outcome 3 ac4 In our setting we provide assistance with fees and provide discount for multiples of children, we also take child care vouchers to subsidise cost as nursery fees are not always manageable which can be a weight of parents minds.Again in relation to the children in my setting we have had a situation when a parent required support as they were worried their child wasn’t walking by 18 months and wasn’t showing any indications of trying, he then showed a curve on his back which his mother and father were really concerned about. On the parent mentioning this to us we spoke to our Deputy Manager who spoke to the child’s mother and gave the number of a good Chiropractor who could check the child out and give them advice.After an appointment they were reassured the child was just doing things in their own time and they were curling up rather than their back being in that shape which was happy news. In that situation the needs of the parents were met and they were very appreciative. Unit 110 Work with Parents to meet their children’s needs Outcome 4 ac1 In my setting I frequently discuss children’s progress and development i. e. the child is getting, more, steady walking or they are started to feed themselves more with minimal assistance. A recent example is of a new child in my setting who refuses to feed himself.Both myself and my colleague have tried putting food on the spoon and guiding him them putting food on the spoon and leaving it for him to try resulting in him just looking at us even with us encouraging his independence. In this situation we asked his mum if he fed himself at home and we were able to discover that his parents where trying him with different textures and he mainly uses his hands, we also found out that they give him yoghurts with a spoon and he tries to use it but its a bit messy. Having asked his parents we are now able to continue trying to encourage him with a spoon and this w ill reinforce his learning to use it at home.

A Scientist, By Aldous Huxley - 848 Words

When thinking of a scientist, the visual that often comes to mind would be that of a curious, patient individual slaving away in a sterile environment. Scientists are often viewed by society as quite droll, but in reality, they must be incredibly creative and intuitive in order to make scientific discoveries. Children around the world often dream of making remarkable scientific discoveries, although for some, unfortunate circumstances prevent them from working in scientific laboratories. Whether it be due to a major illness or a physical defect, many inspired adolescents are kept from their true passion, due to the demands of the field. These individuals are often forced into much less favorable professions, but still retain the analytical mind of a prospective scientist. However, those lucky few who are allowed to express their scientific interests through their alternate occupations, typically novelists, often portray idealistic societies which have been driven forward by scientifi c advances. One such disgruntled novelist, Aldous Huxley, allows his creativity to flourish through his work, spouting a myriad of technological advancements which have allowed society to become utopian. In Brave New World, author Aldous Huxley presents the reader with a fanciful tale of scientific conquest and social upheaval, which ultimately degrades his reputation as a credible scientist. Aldous Huxley, unlike many of his peers, was born into a highly prominent family of intellectuals. HisShow MoreRelatedAldous Huxley : Accomplished Literary Figure1432 Words   |  6 PagesAldous Huxley:Accomplished Literary Figure â€Å"If one s different, one’s bound to be lonely†-Huxley How the public collectively interacts has been a worldwide subject striking the interest of many. Born in Surrey England, Aldous Huxley was a prominent philosopher who prophesied of a future society and wrote many of the classic novels. He tried his hand in poems, plays,travel works,novels and essays. Aldous Huxley’s best known novel, Brave New World meticulously emphasizes on social topics(Aldous HuxleyRead MoreThematic Research Paper. In Aldous Huxley’S Novel, Brave1249 Words   |  5 PagesThematic Research Paper In Aldous Huxley’s novel, Brave New World, strict societal rules and class structures bear negative results for the World State, such as resentment, gender inequality, and rebellion. The citizens resent different classes and societies, caused by draconian societal structure. A society wholly reliant on medical technology to thrive creates gender imbalance as it erases motherhood and has a flawed familial structure. 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Although the citizens in Brave New World are genetically engineered to be perfect individuals and are on soma constantly to keepRead MoreHow Aldous Huxley And Ralph Ellison1307 Words   |  6 Pageselements, and political ideals often influence how literature is written and stated during that specific time period. Political, culture, and social elements defined how Aldous Huxley and Ralph Ellison wrote their popular books Brave New World and Invisible Man. These factors include lust, advancement of technology, and racism. Aldous Huxley was a British writer and philosopher born in Godalming, England on July 26, 1894 and wrote the famed book Brave New World. This author lived through the time periodRead MoreA Brave New World and Island by Aldous Huxley1037 Words   |  4 PagesAccording to the Literature Network, â₠¬Å"Aldous was born in Godlaming, Surrey, England, in 1894† (â€Å"Automatically†) He married a woman named Maria Nys, she was his first wife. She had one child, Mathew Huxley, before she passed on in 1955. Her death was caused by breast cancer, but was soon forgotten. Since Aldous remarried in 1956 to Laura Archera. This just goes to show that Aldous did not show his emotions or even believe in mourning over the dead. The visible proof is that of his wife dying of breastRead MoreBrave New World By Aldous Huxley968 Words   |  4 PagesAldous Huxley’s utopia in Brave New World foreshadowed and illuminated the complications within modern day society. Upon its release, the narrative became widely banned all over the United States due to the unorthodox thoughts and actions of multiple characters in it. Early readers, as well as modern day audiences, feared and rejected the ideals that Huxley incorporated into his perfect society; however, our society today is headin g towards the dark paths the older generations desired to avoid. 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Huxley explores the futuristic outlook on a world (in many ways similar to ours) that would not allow such humanistic traits. Science is so called the ’father of progress’ and yet the development of Fordism and the evolution of artificial