Graduation Speech -- Graduation Speech, Commencement Address

Ladies, gentlemen, parents, friends, family, staff, fellow students: Instead of taking up more time and reading my speech, it is available to you at http://www.olen’s_speech.com. Thank you. No, just kidding. But seriously folks... Today we are gathered here to celebrate our graduation from 12 long years of schooling. The education granted to us has been a privilege. One so graciously given to us by the citizens of our state, by our community, and by our parents. Today would not be possible without them. So far this evening we have looked back over the many past memories of our school years, remembering the good times and the bad, talking about the fun times, and so on. Now I would like to bring your focus to the present, and make a challenge for us for the future. The ceremony tonight is a very old and traditional one. In past, such a graduation meant not only the completion of a school career, but also a step into adulthood, into society, into the world. With this came many duties and responsibilities. This still applies to today. I’m sure many of you have heard the â€Å"going into the real world† speech as often quoted at high school graduations. You know, the one outlining the responsibilities of living on your own: cooking your own meals, balancing a checkbook, doing your own laundry, etc. Those are all well and good, but I’m talking about something a little different — responsibilities which go beyond those — the duties and rights of citizenship. Most of you are 18 already, or will be very soon, this is the age at which we can vote. As full citizens, it is now our right, and one which we should not let pass by. Our country is founded upon a democracy, and all democracies have one integral part: power b... ...hould in the future suffer what they did — to save freedom by bloodshed. We owe it to them to prevent wars, and to know, to understand, to teach, and to learn from our neighbors around the world, so that we might learn to live in peace. I am saying all of this tonight as a challenge to us as we venture forth this day. It is tempting for us as graduating seniors to treat this moment as one of reveling in our independence from high school. But this night is not just for the moment; it is also for our futures to look back to. Let’s celebrate the new privilege and responsibility which will be given to us as the class of the new millennium: to make it better than the past. For we should all be concerned with the future, because that is where we will all spend the rest of our lives. Thank you, everyone. And the best of luck to the future of the Class of 2006!

Essay --

With energy demand projected to almost double in the Asia and Pacific region by 2030, there is a necessity for innovative ways to generate power while at the same time reducing pollution and greenhouse gas emissions. The United Nations Secretary-General made sustainable energy one of the five key priorities which include developing sustainability guidelines and criteria for bioenergy production and use; mapping landscapes to determine bioenergy potential in developing countries; and promoting investment in bioenergy. United Nations reiterated that universal access to energy, improved efficiency and enhanced deployment of renewable sources are achievable, and the is leading a â€Å"Sustainable Energy for All† initiative led by the Secretary-General to make them achievable. (UN Foundation,2013) Vital trends relevant to biomass energy project development are the power infrastructure and the project finance market. (Minnich, 2010) The first deals with emerging economies, particularly in Asia-Pacific nations such as the Philippines, are continually challenged by inadequate power supply to meet demands. The problem is exaggerated in nations where rural electricity is limited by geographical barriers or political challenges. Hence, many nations have established models for independent power producers that promote smaller, private owned power plant developments while guaranteeing connectivity to the national power grid. These applications, typically limited in size, from 1 to 50 MW approximately, create many opportunities for small power producers. In regions where agriculture is the major industry or in countries with national bio-fuel policies, the availability of biomass fuel sources and the promise of independent power producer policy may... ...- East Asia Pacific mentioned â€Å"Cross region and collaboration is very important in order to share lessons in the successful implementation of SEF. It is important for IFC and FIs to share experiences on implementing and financing these projects for this is important way to improve how we do business. Each country or bank is unique yet fundamental procedures such as understanding the clients’ needs, knowing the market are matched with how we could address it by keeping open mind and being adoptable†. Permata Bank formed the BPI - Permata Bank Knowledge Exchange in May 2012 as a platform for IFC, Permata and BPI to engage in knowledge sharing. The results of the exchange will become the benchmark in project financing renewable energy in the region the replication of the SEF model, originated from Russia, Europe and China, and adopt it for South East Asian nations.

The Concept of Space in Architecture

A infinite is a physical description of a piece of land, whereas a topographic point connotes an emotional fond regard to the piece of land. [ 1 ] A Topographic point is a peculiar part of infinite, whether of definite or indefinite extent. [ 2 ] It is a â€Å"tangible† construct, intending that we can see the milieus, it is similar to the definition of location, for illustration, and our place is a topographic point where it is surrounded by walls and is sheltered. It is contained within a infinite, normally bounded by boundaries. A Space is an limitless 3-dimensional sweep in which all stuff objects are located. [ 3 ] However, we are able to restrict the infinite into a topographic point by specifying and curtailing the sweep harmonizing to how large we want it to be. Figure 1: A topographic point or a infinite is based on one’s judgement. An impersonal infinite is an anon. part which is non peculiarly related to a individual. To transform an impersonal topographic point into a private topographic point, we can put our personal properties in that peculiar dimension, which is sufficient for a individual to be able to roll and travel approximately and to transport out daily activities. An impersonal infinite like a schoolroom in a school can be divided into student’s ain personal zones. For illustration, each student’s country is defined by the schoolroom desk where they are able to put their ain bag, books and letter paper. This is how the pupils are able to specify that country as their ain district. Place-making is a people-centred attack to the planning, design and direction of a infinite to a public topographic point. Put merely, it involves looking at, listening to, and inquiring inquiries to the people who live, work and play in a peculiar topographic point, to detect demands and aspirations. [ 4 ] To make a common country, it should be able to suit to the different demands of the assorted age groups of the occupants populating in that country. For case, if the vicinity has a big per centum of aged residents, the shared infinites created will be more inclined towards installations that are senior-friendly. Most likely, there will be more nursing places, clinics and aerobic exercises corner for the aged. Because of the being of such installations, people gather and therefore a community infinite is created. In this instance, the resort areas and the exercise corners are the material objects in a infinite, hence specifying a topographic point. Centripetal experiences become integrated through the organic structure, or instead, in the very fundamental law of the organic structure and the human manner of being. Our organic structures and motions are in changeless interaction with the environment. [ 5 ] To at least some extent every topographic point can be remembered, partially because it is alone, but partially because it has affected our organic structures and generated adequate associations to keep it in our personal universes. [ 6 ] To counter place-less-ness in transient locales, interaction with the locale must affect all centripetal experiences which includes sense of sight, hearing, touch, gustatory sensation and odor. In a impermanent locale like a hotel, prosecuting our sense of sight would intend that what we see in a hotel flat is replicative of what we have in our ain places. The material objects that made up a hotel room will include a bed, a tabular array lamp and so on, which is what we outline as a topographic point we call â€Å"bedroom† . All these are familiar happenings which we experience back in the comfort of our places. However, our sense of sight is non a stand-alone experience, it has to be interconnected and reaffirmed with our other senses. Giving an illustration of a boiling boiler of H2O, we require our sense of sight to witness that there’s steam and besides our sense of hearing when the boiler whistlings. Figure 2: Our sense of sight is non a stand-alone experience, it has to be interconnected and reaffirmed with our other senses. In a somewhat larger context, Singapore is a infinite, with the assorted estates and parts stand foring the several alone topographic points. Typically, the substructure, comfortss and edifices distinguish the features of a topographic point. The estates and parts which we termed â€Å"Place† is made up of several stuff objects which is specific to that part. In Central Business District ( CBD ) , the stuff objects are skyscrapers, high category hotels, eating houses, and branded shopping mercantile establishments. In lodging estates, the proviso stores, java stores and the high rise Housing Development Board ( HDB ) flats will represent as the stuff objects. Interior design can be applied to counter the consequence of place-less-ness. â€Å"Interior† here means within Singapore. Residents of Singapore can distinguish a CBD country from a lodging estate by utilizing their centripetal experiences. As described above, the sense of sight could be applied here when the resi dents look at the environing substructures. To utilize their sense of hearing would be to listen out for the clattering of pots and pans in the java stores, or the â€Å"clocking† sounds of the heels of office ladies in CBD countries. In a planetary scene, Singapore is surrounded by Waterss, whereas in land locked states in the Southeast Asia Region, like Laos, there are distinguishable milieus that identify the topographic point. Here, â€Å"interior† would curtail the treatment to within Southeast Asia. In a bunco and bustle metropolis like Singapore, high rise edifices makes up its landscape. On the contrary, cragged verdure makes up the landscape of Laos. Making usage of our sense of hearing and odor will assist us to undertake the job of place-less-ness. Forestations, mountains and natural flora constitute the scenery of Laos, so the sound of crickets naming, the odor of forenoon dew and the moist wood litter will be what is alone about it. Air polluted with the intolerable odor fumes exhausts, noisy honking of the vehicles on the crowded freeway will be distinguishable to Singapore. To hold a â€Å"sense of belonging† would connote that person is emotionally attached to a peculiar topographic point, normally a location where 1 is familiar with. It is a topographic point where the individual feels homely, comfy and safe. To a Singaporean, he or she might experience that they are at place when they see skyscrapers and high rise edifices. When remaining in a hotel, the atmosphere resembles what a individual has at place, and so they feel as if they are remaining in their ain low residence. Wraping up, a topographic point is a subset of a infinite, and a infinite can be transformed into a topographic point by finding the stuff objects within it. Centripetal experiences are used to interact with our milieus, such that it creates a sense of acquaintance ensuing in the emotional feeling of a sense of belonging. Figure 3: High rise edifices are a familiar sight in Singapore. Mentions Placemaking Committee, 2008.11 rules of placemaking – Placemaking Chicago[ online ] . New York, Project for Public Spaces. Available from: hypertext transfer protocol: //www.placemakingchicago.com/about/principles.asp [ Accessed 25 May 2014 ] Placemaking Committee, 2008.What is placemaking? – Placemaking Chicago[ online ] . New York, Project for Public Spaces. Available from: hypertext transfer protocol: //placemakingchicago.com/about/ [ Accessed 25 May 2014 ] Dictionary.com, 2014. Place | Define Place at Dictionary.com [ online ] . IAC Corporation. Available from: hypertext transfer protocol: //dictionary.reference.com/browse/place? s=ts [ Accessed 25 May 2014 ] Dictionary.com, 2014. Space | Define Space at Dictionary.com [ online ] . IAC Corporation. Available from: hypertext transfer protocol: //dictionary.reference.com/browse/space? s=t [ Accessed 25 May 2014 ] Pallasmaa, Juhaini. The Eyes of the Skin: Architecture and the Senses, John Wiley & A ; Sons, erectile dysfunction. 2005. List of Images Figure 1: Bettina Deda, 2013.A topographic point or a infinite is based on one’s judgement.[ online ] Australia, Bettina Deda Colour Design. hypertext transfer protocol: //www.bdcolourdesign.net.au/3-proven-steps-to-start-a-room-makeover/ Fig. [ Accessed 26 May 2014 ] Figure 2: Chris Swithinbank, 2012.Our sense of sight is non a stand-alone experience, it has to be interconnected and reaffirmed with our other senses.[ online ] US, Chrisswithinbank. hypertext transfer protocol: //www.chrisswithinbank.net/2012/08/the-incredulity-of-st-thomas-at-harvard/ Fig. [ Accessed 26 May 2014 ] Figure 3: Universes in Universe. High rise edifices are a familiar sight in Singapore. Singapore, Universes in Universe. hypertext transfer protocol: //universes-in-universe.de/car/singapore/eng/ort/financial-district/img-02.htm Fig. [ Accessed 26 May 2014 ]

The water was falling so fast that you would have thought that it was going to battle

The water was falling so fast that you would have thought that it was going to battle. The waterfall stabbed the cliff and in two and flowed out at the summit like a haemorrhage of white blood. The narrow flow of water widened as it fell, preparing to face the enemy. The most noticeable thing about the water was the earsplitting sound that it made like giant cymbals in an orchestra, crashing together. However, after spending a while near the awesome waterfall you could no longer hear it. It was as if it had become a background scene in a story, which has been there from the start and will continue to be there until the end. A huge wall of rock surrounded the deep pool into which the waterfall plunged. It was there to protect what lay beneath, to stop intruders, and to conceal its secrets. Every now and then when I adjusted my weight a rock would crumble off the cliff side, like a soldier dying. After the initial impact I waited. A few seconds later the rock would at last plunge to its death in the deep pool waiting for it below. From the sound of the crack it felt like someone was following me, trying to scare me away and stop me from finding the secret. The cliffs had large cracks in them each one telling us a story from the distant past. The rocks gave off a bland smell which was still was very noticeable. It smelled old as if it was telling us all its history in one quick sniff. The rough valleys looked like large monsters ready to pounce on the water if it made any wrong moves. Every now and then I would look down at the astounding scenery below. One of the first things I would notice was the carpet of green spears below me ready to catch me when I fell. The trees also gave off a faint smell of fresh new bark which was very different to the dull, old smell of the rock that surrounded me. From where I was perched the birdsong was very distant yet my ears somehow focused in on it, as if wanting to hear it. It was the sweet, soulful love songs of the sparrows that sat on the tops of the large trees. The waterfall did not only give off an eardrum-bursting sound but it also gave off a cloud-like mist that engulfed the area. It was a very hot and humid day and this mist was the only thing that gave any relief form the extreme heat. The mist felt so cool against my sweaty skin that it was as if a ghost had just passed through me. One minute I felt a cool sensation pass through me and the next it was gone and the hot sweaty quality of the day returned once more. The sky was grey with dark patches and some blue patches as though it hadn't decided what it wanted to be yet – whether to be a gorgeous day with the sun shining off the rocks or to pour and make everyone go inside. It was a typical autumn day – undecided, would it a cheerful sunny summer-like day or would be like a day in winter with a white blanket covering everything and causing us to curl up by the fire. Unfortunately it decided to be a mixture of both – wet and gloomy. I was completely drenched to the skin and my hands slid continuously over the slimy surface of the cliff. I was very near the top now and I had to struggle to keep my hands from slipping. I tried to find a foot hole in one of the large crevasses in the rock but the ones within reach were covered in slime and were very small. I had to use all my climbing ability to get out of this one. I eased my foot into the foothold and suddenly, the rock cracked. I had nothing to hold on to, nothing to grip. I began to fall faster and faster. As I fell I was got wetter and wetter and I felt as though I and the waterfall were one and the same. The water was falling so fast that you would have thought that it was going to battle.

Mythological Aspects of the Aeneid

â€Å"Compare and contrast the mythological aspects of the Aeneid with those found in the Greek Iliad and Odyssey. Do you think Aeneas is more of a hero than either Achilles or Odysseus? Explain your answer. † In order to properly compare and contrast the mythological aspects of Aeneid with Iliad and Odyssey, the authors must first be examined as their writing style and personal history influences their stories. Homer, the author of Iliad and Odyssey, was both a poet and an entertainer, and is revered as one of the greatest Greek authors who lived.He was spontaneous and easily captivated his audiences with his stories of Greek gods and heroes, although he was a man of humble decent with no political aim to his poetry. His works were originally presented orally and later dictated. (Powell, 2009). Aeneid was written by Vergil, a well educated son of a farmer â€Å"steeped in written Greek poetry and philosophy and in personal contact with the most powerful men in the world. â⠂¬  (Powell, 2009).Vergil lived between 70 – 19 BC, many years after Homer, and was obviously inspired by Homer’s Odyssey and Iliad to write Aeneid. Unlike Greek culture and religion surrounding Homer’s mythology, the Romans accepted their myths with the same propriety as their history, serving political as well as moral purposes. (Powell, 2009). At first glance, one might see the significant influence that Homer’s works had on Vergil’s Aeneid, and even fail to see much difference between them.Both authors have taken stories of the gods’ influences on men and the earth, incorporated values such as â€Å"honor and destiny† (Powell, 2009), and the timeframe for which they were written are also similar, even though the two authors lived many years apart. However, the difference seems most significant how the authors’ characters are portrayed and the underlying meaning of the stories themselves. As mentioned above, Vergil’s work had more to do with a political and moral agenda than that of entertainment.Unlike Homer’s characters who act and express emotion and truly are who they pretend to be, Vergil’s Aeneid was intended to represent more than this. â€Å"Characters and events in Vergil’s myths have various levels of meaning; they stand for more than meets the eye. † (Powell, 2009). Vergil had a political agenda with this work, which was to satisfy Rome’s need for the world to depict Roman conquest and Augustus’ regime as superior. (Powell, 2009). So the reflection of these stories’ emotional impact is quite different when seen for what they are.Homer’s works were for entertainment and of Greek cultural and religious influence, relating to his people’s history. Vergil’s Aeneid was written as propaganda, and stem from Greek mythological influence on the Italians. I find that Vergil’s work has a darker, more serious undertone when recognizing that he was not just writing about mythological characters, but rather the current regime and future of the world.References: Powell, B. P. (2009). Classical Myth 6th Edition. New York: Pearson Inc.

Becoming a Teacher Essay

Never has it crossed my mind’s eye to become a teacher. I would choose any other field or career except it. In fact, after my high schooling, I was so undecided of what course to take, of which way to go as if I was in the crossroad Robert Frost is pertaining to in his poem, â€Å"The Road Not Taken†. I was definitely certain I never wanted to be one; I would not get myself involved with it, not even in my wildest dream! But, should I say fortunately or unfortunately, because my relatives who are educators said I must be like them, and that I should follow their steps. According to them, there was no better profession for me other than teaching. Woe to me! My life seemed to be driven by my family’s beliefs. I had to obey. I had no choice. So I had a plan. I would go against the current, regardless of my kin. They would be the ones to provide for my allowance and miscellaneous fee. I was by then a scholar, a grant my relative also worked out. At first, I was just planning to finish the first semester and then I would shift to another course but I never had the chance because they didn’t allow me to. I finished the degree with recognition though I never really liked it. For me, it’s better than not having a degree at all. After graduation, I took the examination not because of the excitement to be a â€Å"professional teacher† but because it is the expectation from all the education graduates. I was so blessed to pass it at once. I had my license but I still got no plan to teach. I was working as a cashier in a gasoline station while my classmates were already teaching as PARA teachers. Whenever they see me, they would always ask when I plan to apply for ranking. I would only smile and say â€Å"I’m waiting for the right time.† Yet, at the back of my mind, was the fear of handling the obligation. Yes, I fear the responsibility of they say the noblest profession. I’ve seen it from m y auntie. She was coming home late in the afternoon. She was staying up late at night because of lesson plan and some paper works to be done. I didn’t want to experience the same. Those were the reasons why I never wanted the course. But, I was reprimanded. That was the only time I was moved. I decided to process my application. So happy I was, because I topped the ranking and was immediately hired as a regular-permanent by the government, and I was summoned to practice my teaching craft and skills at Sotero Baluyot Elementary School. Teaching there was never easy for me. I had to travel for a couple of hours to come to school so I get home only during weekends. It was the first time I left home for days and to think that it would be for years, I felt even sadder. I did the works at my best though. I have to like it I know. I became friends to the parents and to the students and I started to love the job. There, I had a student who was visually impaired. Her classmates used to tease her â€Å"bardo† which is an Ilocano term for â€Å"duling†. Because of that, she became a true loner. She rarely participated in class discussion though I’ve seen a real potential in her. I said to myself I had to help her. I trained her to join the quiz bee. She got second place in the district level and became one of the participants in the division level. After that event, she became active in our class. Her classmates started to befriend her. Other teachers begun to notice her and became one of the best in their subjects. Pupils never tease her again. In the graduation day, she was an awardee. After the ceremony she and her mother came and thanked me. I had two more graduations when I decided to apply for transfer to my home base. Luckily, it was granted quickly. When the parents and the students knew that I would be leaving soon they approached me and asked if I could stay for some more years. Though they know that somebody was coming as my replacement, they say they would always prefer me. I was happy for their sincerity. I wanted to stay but my parents want me to be with them too. That night, was the only time I felt I AM A PROFESSIONAL TEACHER. Thoughts came back to my mind. The moments with the parents†¦The experiences with the children..happiness..struggles..Somehow I made a difference in them and I know I am a professional. Yes! I have become a mother to lonely children, a doctor to those ill, a guidance counsellor to the erring pupils and a very jolly peer but , I am a professional teacher. I shape the lives of the young and impressionable children, inculcate values in them. I practice differentiated teaching styles so that students are learning best. I setup and design classroom to get and keep learners’ attention. I control emotions in most stressful situations. I am accountable to teaching profession, to the pupils, my co-workers and the society. I have never dreamt of this path but with this responsibility comes great pride and joy because I am a teacher..a professional teacher.

Responsibilities of a paediatric first aider Essay

Maintain your own safety Contact the emergency services Give accurate and useful information to the emergency services Support the casualty physically and emotionally Appreciate your own limitations Know when to intervene and when to wait for more specialist help to arrive. PEFAP 001 1.2: Describe how to minimise the risk of infection to self and others Wash your hands with soap and water before and immediately after giving first aid. If gloves are available for use in first aid situations, you should also wash your hands thoroughly before putting the gloves on and after disposing of them.(Plastic bags can be used when gloves are unavailable.) Avoid contact with body fluids when possible. Do not touch objects that may be soiled with blood or other body fluids. Be careful not to prick yourself with broken glass or any sharp objects found on or near the injured person. Prevent injuries when using, handling, cleaning or disposing of sharp instruments or devices. Cover cuts or other skin-breaks with dry and clean dressings. Chronic skin conditions may cause open sores on hands. People with these conditions should avoid direct contact with any injured person who is bleeding or has open wounds. PEFAP 001 1.3: Describe suitable first aid equipment, including personal protection and how it is used appropriately. (Print off your PPE report) All first aid boxes should have a white cross on a green background. Guidelines published by the National Association of Child Minders, NCMA, as well as Ofsted and experienced paediatric first aid trainers, recommend that the first aid box in a child care setting should contain the items listed include: 1 first aid guidance leaflet 1 large sterile wound dressing 1 pair disposable gloves 10 individually wrapped wipes 2 sterile eye pads 1 pair of scissors 1 packet hypoallergenic plasters – in assorted sizes 3 medium sterile wound dressings 2 triangular bandages 5 finger bob bandages (no applicator needed) 4 safety pins It is recommended that you do not keep tablets and medicines in the first aid box. PEFAP 001 1.4: Describe what information needs to be included in an accident report/incident record and how to record it. Details of all reportable incidents, injuries, diseases and dangerous occurrences must be recorded, including: The date when the report is made The method of reporting The date, time and place of the event Personal details of those involved A brief description of the nature of the event or disease. Records can be kept in any form but must conform to data protection requirements . PEFAP 001 1.5: Define an infant and or a child for the purpose of first aid treatment. Paediatric first aid focuses on infants and children. An infant is defined as being from birth to the age of one year and a child is defined as one year of age to the onset of puberty. Children are however different sizes and a small child over the age of one may be treated as an infant. Similarly puberty can be difficult to recognise, so treat the child according to the age that you think they are, larger children should be treated with adult techniques. PEFAP 001 3.2: Describe how to continually assess and monitor an infant and a child whilst in your care. Remember your ABC and continue to monitor the infant or child in your care until you can hand over to a doctor or paramedic. A is for AIRWAY : check that the airway remains open. Always monitor a child while in recovery position. B is for BREATHING: Check that breathing is normal and regular. C is for CIRCULATION: check the pulse (if you are trained and experienced) but ensure you take no more than ten seconds to do this: (a) In a child over one  year : feel for the carotid pulse in the neck by placing your fingers in the groove between the Adam’s apple and the large muscle running from the side of the neck . (b) In an infant: feel for the brachial pulse on the inner aspect of the upper arm by lightly pressing your fingers towards the bone on the inside of the upper arm and hole them there for five seconds. PEFAP 001 4.1: Identify when to administer CPR to an unresponsive infant and a child who is not breathing normally. CPR should only be carried out when an infant or child is unresponsive and not breathing normally. If the infant or child has any signs of normal breathing, or coughing, or movement, do not begin to do chest compressions. Doing so may cause the heart to stop beating. PEFAP 001 4.3: Describe how to deal with an infant and a child who is experiencing a seizure. Witnessing a child having an epileptic seizure is a very unpleasant experience, particularly the first one. However, some young children experience what is termed a Febrile Seizure which is brought on when the child has a high temperature or infection. Recognition Stiffening of child’s body Twitching of arms and legs Loss of consciousness May wet or soil themselves May vomit or foam at the mouth Usually lasts for less than five minutes May be sleepy for up to an hour afterwards Treatment Protect them with cushioning or padding- do not hold them down. Cool them down by removing some clothing. When the seizures stop, place the child in the recovery position and monitor signs of life. If they become unresponsive or the seizure lasts for more than 5 minutes then you must call 999/112 for an ambulance. PEFAP 001 5.1: Differentiate between a mild and a severe airway obstruction. A mild airway is usually a partial obstruction, it means the entire airway is not closed off, so air is able to pass by the obstruction,  and the victim can respond and cough forcefully , or may wheeze between coughs. In a serer airway obstruction, the airway is completely blocked off and the victim cannot breathe because air cannot pass by the object. PEFAP 001 5.3: Describe the procedure to be followed after administering the treatment for choking. The child may experience difficulties after having treatment for choking-for example, a persistent cough or difficulties with swallowing or breathing. It is important to monitor and assess the child’s condition and to seek medical help if the problem persists. PEFAP 001 6.1: Describe common types of wounds. A cut (incision): This can be caused from a sharp edge, such as a tin can ,that can lead to a lot of bleeding. A torn wound (laceration): is a jagged wound that can be caused by a broken toy, a fall or collision. Graze or abrasion: cause by friction or scraping, generally happens when children fall. Bruises or contusion: is bleeding underneath the skin. The blood collects and results in a black/blue mark. Children often have bruises on their skin, chin and head from knocking themselves or falling. Soft tissue bruises should be investigated if you have a concern about them. Puncture wound: cause by the body being pierced by an object, for example , a child falling whilst carrying a pair of scissors. Velocity wound: cause by an item travelling at high speed such as a bullet from a gun. PEFAP 001 6.4: Describe how to administer first aid for minor injuries. With minor bleeding from cuts and abrasions the emphasis is on keeping the wound clean and to control any blood loss. Wear disposable gloves. Examine the injury for any embedded foreign objects. Clean the wound under fresh running water. Sit the casualty down. If they feel weak and unsteady, position them on the floor. Clean the skin around the wound with wet sterile gauze or sterile non-alcoholic wipes and carefully remove any grit or dirt. Do not remove any embedded object. Elevate the injury to control any blood loss. Dry the wound with sterile gauze and apply a plaster or sterile dressing. Advise the parent or guardian of the child or infant to seek medical attention if necessary. PEFAP 001 7.1: Describe how to recognise and manage an infant and a child who is suffering from shock. After an initial adrenaline rush, the body withdraws blood from the skin in order to maintain the vital organs – and the oxygen supply to the brain drops. The infant or child will have: Pale, cold, clammy skin that is oftern grey-blue in colour, especially around the lips A rapid pulse, becoming weaker Shallow, fast breathing. In an infant The anterior fontanelle is drawn in (depressed). In an infant or a child may show: Unusual restlessness, yawning and gasping for air Thirst Loss of consciousness The treatment is the same for an infant and a child. If possible, ask someone to call an ambulance while you stay with the child . Lay the child down, keeping her head low to improve the blood supply to the brain. Treat any obvious cause, such as severe bleeding. Raise the child’s leg and support them with pillows or on a cushion on a pile of books. Loosen any tight clothing at the neck, chest and waist to help with the child/s breathing. For an infant: hold the infant on your lap while you loosen her clothing and offer comfort and reassurance. Cover the child with a blanket or coat to keep her warm. Never use a hot-water bottle or any other direct source of heat. Reassure the child: keep talking to her and monitoring her condition while you wait for the ambulance. If the infant or child loses consciousness, open her airway, check her breathing and be prepared to give rescue breaths. Do not give the child anything to eat or drink: if she complains of thirst, just moisten her lips with water. PEFAP 001 7.2: Describe how to recognise and manage an infant and a child who is suffering from anaphylactic shock. During an anaphylactic reaction, chemicals are released into the blood that widen (dilate) blood vessels and  cause blood pressure to fall. Air passages then narrow (constrict), resulting in breathing difficulties. In addition, the tongue and throat can swell, obstructing the airway. An infant or child with anaphylactic shock will need urgent medical help as this can be fatal. The following signs and symptoms may come all at once and the child may rapidly lose consciousness: High-pitched wheezing sound Blotchy, itchy, raised rash Swollen eyelids, lips and tongue Difficulty speaking, then breathing Abdominal pain, vomiting and diarrhoea If you suspect an infant or child is suffering from anaphylactic shock, follow the steps below: Call an ambulance. If the child has had a reaction previously, she will have medication to take in case of more attacks. This should be given as soon as the attack starts, following the instructions closely. Help the child into a comfortable sitting position to relieve any breathing problems and loosen any tight clothing at her neck and waist. Comfort and reassure her while you wait for the ambulance. If the child loses consciousness, open her airway, check her breathing and be prepared to stat rescue breaths. PEFAP 001 6.2: Describe the types and severity of bleeding and the affect it has on an infant and a child. Even tiny a mounts of blood can seem like a lot to a child. Any bleeding may frighten children because they are too young to realise that the blood loss will stop when clotting occurs. When a child loses a large amount of blood, he or she may suffer shock or even become unconscious. Platelets and proteins come into contact with the injured site and plug the wound. This process begins within ten minutes if the loss of blood is brought under control. There are different types of bleeding: Bleeding from arteries : This will pump blood from the wound in time with the heartbeat and is bright re in colour. If the bleeding from a major artery will lead to shock, unresponsiveness and death within minutes. Bleeding from veins: The bold will gush from the wound or pool at the site of the wound. This will depend on the size of the vein that has been damaged. The blood will be dark red in colour due to the oxygen being depleted. Bleeding from  capillaries: Oozing at the site as with an abrasion or maybe internally from a bruising to muscle tissue and internal organs. PEFAP 001 6.3: Demonstrate the safe and effective management for the control of minor and major external bleeding. With minor bleeding from cuts and abrasions the emphasis is on keeping the wound clean and to control any blood loss. Wear disposable gloves Examine the injury for any embedded foreign objects Clean the injured area with cold water, using cotton wool or gauze Do not attempt to pick out pieces of gravel or grit from a graze. Just clean gently and cover with a light dressing if necessary Sit the child down if they feel weak and unsteady, position them on the floor. Elevate the injury to control any bold loss Record the injury and treatment in the Accident Report Book and make sure that the parents/carers of the child are in formed. When a child is bleeding severely, your main aim is to stem the flow of blood. With severe wounds and bleeding the emphasis is on controlling blood loss and treating for shock. Wear disposable gloves Sit or lay the child down on the floor to help prevent shock Examine the injury to establish the extent of the wound and to check for any foreign embedded objects Try to stop the bleeding: Apply direct pressure to the wound: use a dressing or a non-fluffy material, such as a clean tea towel Elevate the affected part if possible: if the wound is on an arm or leg, raise the injured limb above the level of the heart Apply a dressing: if the blood soaks through, do not remove the dressing, apply another on top and so on Support the injured part and treat the child for shock. Keep them warm and do not let them have anything to eat or drink Call 999/112 for an ambulance and monitor the child’s condition Contact the child’s parents or carers If the child loses consciousness, follow the ABC procedure for resuscitation Always record the incident and the treatment given in the Accident Report  Book. Always wear disposable gloves if in an early years setting, to prevent cross-infection.