Social Work Case Study | Essay

Social Work Case Study | Essay Case study: Jenny Eleanor This essay will focus on the current situation of Jenny, a single parent, and Eleanor, her six year old daughter, who currently live on a large local authority housing estate. Whilst close attention will be paid to their situation and the needs arising out of it, it is not the substantive function of this paper to prescribe specific courses of action in their case only. Rather, it is to identify and discuss the issues raised by their case, considering the appropriate social work processes, policy, and legal framework. Overall, it will be argued that there are two significant issues to be explored through the circumstances of Jenny and Eleanor’s case. Firstly, the nature and effectiveness of multi-agency working in education and the human services, and secondly, the problems faced by these professionals when adults, either deliberately or through incapacity, are not fully cooperative in ensuring the appropriate care of their child. As McCullough points out, ‘Throughout th e UK, provision and means of delivering children’s services have been changing profoundly. Predominant among the reasons driving these changes is concern about the way in which children are kept safe.’ (McCullough 2007: p.27) The paper will therefore discuss these issues, taking into account how such issues may be dealt with in a context of evidence-based and anti-discriminatory practice. In the first instance it may be helpful to include a brief synopsis of the known facts about Jenny and Eleanor’s situation, as a guide to identifying their needs. The case study reports that they are from a White British background: they live in a local authority housing estate which, it is stated, is regarded as ‘rough’, i.e. socially problematical and economically deprived. This categorization is not supported by any objective assessment, such as referral to any social scales or indices, and so appears rather unscientific and possibly discriminatory. Jenny and Eleanor have experienced five different housing placements in the last seven years. Jenny has been the victim of domestic violence, both in previous relationships and from Derek, her current partner and Eleanor’s father. Eleanor was unfortunately the witness to many of the assaults on her mother, and is herself thought to have been the subject of violence from her father. As the result of one of the assault on Jenny, Derek was awarded two year custodial sentence, and is currently expected to be released in four months time: he requested contact with Eleanor whilst in custody. Eleanor is enrolled at a local primary school, where records reveal that her attendance is low and represents a cause for concern: she has appeared withdrawn, and on occasions been violent towards other pupils. Furthermore, the school nurse has registered concerns about Eleanor’s development. In the light of these facts, it is now up to the relevant services to make the appropriate arrangements, using such measures as the statutory and policy frameworks allow. One of the principle factors in their immediate future the matter of Derek’s release from custody is beyond the control of those agencies immediately involved in Jenny and Eleanor’s welfare, so it is up to them to make their dispositions accordingly in the light of this contingency. What follows is a discussion of the relevant issues as they arise out of the jurisdictions, expertise, and responsibilities of the various agencies involved. This discussion will start with the subject who is likely to be of most concern to the educational and human services, i.e. the most vulnerable individual, Eleanor. As a six year old, she is the only person in the situation who does not have self-determination, is consequently reliant on the various agencies appointed for her care: it is now up to them to ensure this is ensured. As Myers-Blair points out, ‘The basic equipment for emotional development (physical and neural) is present at birth, and in a very diffuse way emotional behaviour begins at birth, or perhaps even before.’ (Myers-Blair, 1975: p.60). The immediate concerns over Eleanor’s welfare devolve upon two separate but related spheres: her school and home life. The relevant professionals must unravel the intertwining requirements and responsibilities inherent in this situation. However, as the Department for Children, Schools and Families itself acknowledges, ‘The professional background of workers is both a strength and a barrier to multi-agency working. As each profession has developed its own language and body of knowledge, it not only serves to provide a professional identity but can alienate those outside the profession who do not share their language or way of thinking. Professionals also develop a different way of working in order to achieve their aims.’ (DCSF, 2007: p.5) Obviously, all of these considerations must proceed from the basis that Eleanor is physically safe, with possible physical abuse from Derek, the previously violent partner, being the most obvious threat to this. If sufficient evi dence of this threat is assembled, then the multi-agency effort is largely irrelevant, since the Local Authority, through the Social Services Directorate, will have a clear responsibility to act accordingly under sections 27 and 17 of the Children Act 1989, and remove her from the situation. The decision as to whether any contingent arrangements involve Eleanor only, or Eleanor and Jenny, will depend on the perceived or actual threat, and Jenny’s position in relation to this. As Asen pointedly reminds us, ‘When professionals are unable to decide whether to let the children remain with its natural family or not, this indecisiveness can be abusive in its own right: it leaves the child in a situation of limbo – which in some cases can last years – further adding to the child’s emotional or physical suffering.’ (Asen, 2000: p.227) Depending upon how matters proceed in relations between Jenny and Derek, Social Services will also be responsible for the next level of care, i.e. ensuring that Eleanor is not suffering from any forms of neglect or subsidiary abuse arising out of the situation. Assuming that this situation is being monitored, the weight of responsibility shifts back into the educational environment: this is not to say that the social worker loses control of the situation, or becomes less relevant to Eleanor’s care: quite the contrary. In fact, by virtue of the serious nature of Eleanor’s home situation, they may well become the ‘lead professional’ within the multi-agency effort, as will be discussed below. It is simply the case that the all the professionals involved effectively have their actions governed by overlapping and interlocking statutes. At present, the latter stipulate that Eleanor should be in school: that school will almost certainly be a mainstream school, i.e. not a PRU (Pupil Referral Unit) or other specialized facility: furthermore, the law provides that every professional effort should be made to ensure that Eleanor is supported in achieving the expected educational progress. This in essence is where the social w ork and educational efforts will interact: since achievement of the expected progress will hinge upon Eleanor’s mental and physical well-being, as well as her innate cognitive ability, the home and school environments will become linked around this effort. The essential point here is that the social services case worker will be reliant on the judgment and expertise of the school based professionals with respect to Eleanor’s learning and emotional well-being. This is very much an open-ended process: a number of successive measures and support systems will have to be put into place before any alternative or specialized provision is even considered. In the first instance, the school’s Child Protection Officer – usually the Headteacher in the context of a Primary school like Eleanor’s – will feedback directly to Social Services, if there is any evidence of abuse. The school Special Educational Needs Coordinator will subsequently be responsible f or ascertaining whether or not Eleanor has any educational or emotional special needs: if so, she must have an IEP (Individual Education Plan) classified as Step One, Two or Three, depending on their severity. The latter will also determine whether or not Eleanor may require a Statutory Statement of Educational Needs (usually referred to simply as a ‘statement’). If so, she may qualify for additional support through the Local Educational Authority’s Statutory Assessment Office. This in turn will involve the Educational Psychology Service, who will have to make a formal assessment based on observation of Eleanor in a school context. If it is deemed appropriate, she will also be referred to the Primary Behaviour Support Service, the School’s Pastoral Support Service, the Family Support Service, and the Primary Mental Health Service. What are the implications of these potential multiple referrals from a practical point of view? As the DCFS guidance advises, ‘It is the processes involved in building relationships between agencies and between providers of services and the communities they serve, which is vital, because this is where the real work has to be done. It is a real challenge to us all, not least finding the time and space to work on these issues when many services are provided from at least 8 am to 6 pm, five days a week.’ (DCSF, 2007: p2). What this euphemizes is the attempted integration of services which proceed from a series of parallel and successive statutes. This include the Children Act 1989, the Children Act 2004, the Education Act 2002, the Learning and Skills Act 2000, the Disability and Discrimination Act 1995, The Special Educational Needs Code of Practice 2001, the Special Educational Needs and Disability Act 2001, and the Data Protection Act 1998. The school based effort, into which the social worker must be integrated, is built around the role of the Inclusions Officer, who must in turn convene a school-specific inclusions team comprised of all the practitioners involved. Whilst all of this sounds fine on paper, the practical challenges of coordinating the support and care of a child in Eleanor’s situation cannot be underestimated. Take, for example, the role of the Lead Professional itself. As the Children’s Workforce Development Council concedes, ‘A lead professional is not a job title or a new role, but a set of functions to be carried out as part of the delivery of effective integrated support.’ (CWDC, 2007: p.5). In other words, the role is titular only and attracts no timetabling facility or resources, but must run parallel – and crucially, in addition to – the practitioner’s other responsibilities. As the CWDC frankly puts it, ‘†¦clear communication is necessary between both services so that the individual is not overwhelmed with lead professional and caseload responsibilities. Speak to your manager to ensure that they take account of any lead professional responsibilities in setting yo ur workload, and that your performance in delivering the lead professional functions is recognized and recorded.’ (CWDC 2007: p.2, para 3.14). This is far more than a Human Resources issue however. The whole rationale of the multi-agency movement and Every Child Matters initiative is to mitigate the kind of short-circuits, doublings-up and straightforward mismanagement which contributed to the Victoria Climbie tragedy. As McCullough reminds us, ‘In Laming’s detailed and damning report, twelve different occasions were identified when appropriate intervention by one or more of these agencies could have saved Victoria’s life†¦in his summing up, Laming noted that â€Å"the legislative framework for protecting children is basically sound. I conclude that the gap is not a matter of law but in its implementation.†.’ (McCullough 2007: p.28). The problem is that whilst the role of the lead practitioner is non-statutory, the responsibilities accru ed by the incumbent are not. As the CWDC again concedes, ‘†¦There are particular implications for staff who may be working part-time in a multi-agency setting and part-time in their home agency.’ (CWDC 2007: p.2, para 3.14). Arguably then, the same issues which underlay Victoria’s death are potential factors in any such case, including Eleanor’s. The mere creation of a job title, i.e., Lead Practitioner, or mechanisms such as the Common Assessment Framework, guarantees nothing if the staff involved are overstretched, unsupported and undirected. The fact that Jenny has cancelled two possible contact appointments so far is disappointing, and may well represent an impediment to the advancement of Eleanor’s care in the future. At present however, it does not constitute an insurmountable barrier to the coordinated effort of the multi-agency team, and definitely is not a pretext for inaction on their part. As the school has noted, Eleanor’s emotional well-being is questionable, indicating a serious potential impediment to her progress. As Meadows indicates, ‘Certain emotional states are frequent and salient, and become parts of feeling about the self, so that they can then influence a wide range of behaviours, such as perception, emotional expression, cognitive processing and social relations.’ (Meadows, 2006: p.438) Instruments in an around the curriculum, such as the SEAL (Social and Emotional Aspects of Learning) programme may be used to help Eleanor externalize and come to terms with the events whic h have shaped her experience: essentially these means must be tried in order to redress any lack of emotional support she is receiving at home. As Maslow points out, ‘†¦thwarting of these needs produces feelings of inferiority, of weakness, and of helplessness. These feelings in turn give rise to either basic discomfort, or else compensatory or neurotic trends.’ (Maslow, 1970: P.1) Also, as Samuels reminds us, ‘Basically, if the child’s needs are not met appropriately at each developmental level, the psyche becomes unable to adequately regulate self-esteem by the use of adequate mechanisms.’ (Samuels, 1977: p. 35). The problem is that, whilst the statutory framework stipulates that the school is currently the focus of support for Eleanor’s needs, the latter obviously do not stop there. As Schaefer et al. observe, since behavioural problems in the home usually precede those occurring elsewhere, part of the focus has to be behaviour in the home.’ (Schaefer et al. 1984 p.96). Consequently, whilst ‘Inter-Professional Collaboration’ has to be an overriding consideration for the social worker, it is likely to be the case worker themselves who initiates much of the strategic action, such as the proposed ‘cold-call’ home visit. The focus on Eleanor does not of course mean that Jenny’s needs, as an individual or as a parent, can be overlooked. A holistic approach, encapsulated within an action plan and developed with the Family Therapy or Support Service will be required. However, for environmental as much as professional reasons, as will be discussed below , Eleanor must remain the primary concern within this case. As this conclusion is being written, the manifest weaknesses of the supposedly revamped multi-agency framework have been revealed in the most devastating manner: through the death of a seventeen-month child, who was in the Child Protection Register’s ‘at risk’ category. Whilst any legislative or policy outcome of this tragedy is obviously some way off, some commentators have been quick to apportion responsibility to the inter-agency working framework. ‘When procedures become so exacting and time-consuming, the exercise of judgment is deemed neither necessary nor possible. Indeed, it will get you into trouble, because it is not part of the procedure.’ (Dalrymple 2008) Calls for less weight to be given to parental wishes and rights, and more to be placed on the safety of the child, are already being heard. The outcome of such debates, it may be argued, may have significant effects on the conduct of cases such as that of Jenny and Eleanor. Bibliography Adams, R., Dominelli, L. Payne, M. (2002) Social Work Themes, Issues and Critical Debates, Basingstoke, Palgrave Anning, A., and Edwards, A., (2006), Promoting Children’s Learning from Birth to Five: Developing the New Early Years Professional, Open University Press, Maidenhead. 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(2002) Failure to attend overshadowed Climbie inquiry [online] August 27  Available from: http://www.guardian.co.uk/society/2002/aug/27/climbie  [Accessed 16 November 2007] Children’s Workforce Development Council, (2007), The Lead Professional: Practitioner’s Guide, CWDC, Leeds. Crawford, K. Walker, J. (2003) Social Work and Human Development, Exeter, Learning Matters Ltd. Dalrymple, T., ‘We can’t be surprised by the death of baby P’ The Times Online, 12 Nov 2008, INTERNET, available at http://www.timesonline.co.uk/tol/comment/columnists/guest_contributors/article5133966.ece?Submitted=true, [viewed 12.11.08] Davies, L (2007) The Big Picture: Is protection working? [online] November 15  Available from: http://www.communitycare.co.uk/Articles/2007/11/15/106450/the-big-picture-is-protection-working.html  [viewed 20.11.07] Department for Children, Schools and Families, (2007), Common Core of Skills and Kn owledge for the Children’s Workforce, DFES Nottingham. Department for Children, Schools and Families, (2007), Integrated Working Exemplar: Young child with behavioural problems: Integrated working to improve outcomes  for children and young people, HMSO, London. Department for Children, Schools and Families, (2007), Effective practice: Multi-agency Working, HMSO, London. Department of Health, (1999) Working Together to Safeguard Children, London, The Stationery Office. Department of Health, (2002) Modernising services to transform care: inspection of how councils are managing the modernisation agenda in social care [online] June 27  Available from:  www.dh.gov.uk/en/Publicationsandstatistics/Lettersandcirculars/Chiefinspectorletters/DH_4004590  [Accessed 21 November 2007] Department of Health, (2004) Executive Summary, National Service Framework for Children. 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Goleman, D., (1996), Emotional Intelligence: Why It Can Matter More Than IQ, Bloomsbury, London. ‘Good to be Me’, (May 2005) Primary National Strategy: Excellence and Enjoyment, Social and Emotional Aspects of Learning, Department for Education and Skills, HMSO, Gurney, P., (1988) Self-Esteem in Children with Special Educational Needs, Routledge, London Gillen, S and Lovell C. (2007) Victoria Climbie Foundation head calls for child protection probe [online] November 5  Available from: www.communitycare.org/articles  [Accessed 12 November 2007] Glover-Wright, D. (2007) Social Work, As We See Ità ¢Ã¢â€š ¬Ã‚ ¦, Community Care, 5-11 April, p.28 Guardian Unlimited (2007) a. Ministers deliberately making asylum seekers destitute, say MPs [online] March 30 Available from: www.guardian.co.uk/immigration/story  [Accessed 04 November 2007] Healy, K (2005) Social Work Theories in Context, Basingstoke, Palgrave MacMillan. Hockey, J. James, A. (2003) Social Identities across the Life Course, Basingstoke, Palgrave Macmillan. Hopkins, G. Wetherall, G. (2007) Fatal Failings Community Care The voice of social care 11-17 January 2007, p. 34-38 Horner, N. (2003) What is Social Work? Context and Perspectives, Exeter, Learning Matters Ltd. Howe, D., Brandon, M., Hinnings, D. Schofield, G. (1999). Attachment Theory, Child Maltreatment and Family Support, London, Palgrave. Howe, D. (2005) Child Abuse and Neglect, Basingstoke, Palgrave Macmillan. Laming, L (2003) The Victoria Climbie Inquiry Report of an Inquiry by Lord Laming, London, Stationery Office. Meadows, S., (2006), The Child as Thinker: The Development and Acquisition of Cognition in Childhood, Routledge London. McCullough, M., (2007), ‘Integrating Children’s Services: the case for child protection’, in Siraj-Blatchford, I., Clarke, K., and Needham, M., (eds), (2007), The Team Around the Child: Multi-Agency Working in the Early Years, Trentham, Stoke-on-Trent. Mens Health Network (2000) Family Violence [online] September 1  Available from: http://www.menstuff.org/issues/byissue/domesticviolence.html#femalebatterers  [Accessed 11 November 2007] Myers Blair, G., Stewart Jones, R., Simpson, R.H., (1975), Educational Psychology, 4th Edition, MacMillan, NY. Office of the High Commissioner for Human Rights, (1989) Convention on the Rights of the Child [online]  Available from: www.unhchr.ch/html/menu2/b/k2crc.htm  [Accessed 15 November 2007] Parton, N. (2006) Safeguarding childhood, Basingstoke, Palgrave Macmillan Parton, N. OByrne, P. (2000) Constructive Social Work, Basingstoke, MacMillan Press. Pierson, J. Thompson, M. (2002) Dictionary of Social Work, Staffordshire University, Collins. Plummer, D., (2001) Helping Children to Build Self-Esteem: A Photocopiable Activities Book, Jessica Langley, London. Podesta, C., (2001) Self-Esteem and the Six-Second Secret, Corwin, Thousand Oaks, California. 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To Kill a Mockingbird by Harper Lee - Summary :: To Kill a Mockingbird Essays

CH. 1 Scout, the narrator, remembers the summer that her brother Jem broke his arm, and she looks back over the years to recall the incidents that led to that climactic event. Scout provides a brief introduction to the town of Maycomb, Alabama and its inhabitants, including her widowed father Atticus Finch, attorney and state legislator; Calpurnia, their â€Å"Negro† cook and housekeeper; and various neighbors. The story starts with the first summer that Scout and Jem meet Dill, a little boy from Meridian, Mississippi who spends the summers with his aunt, the Finch’s next-door neighbor Miss Rachel Haverford. From the children’s point of view, their most compelling neighbor is Boo Radley, a recluse whom none of them has ever seen. Dill’s fascination, in particular, leads to all sorts of games and plans to try and get Boo to come outside. Their attempts culminate in a dare to Jem, which he grudgingly takes. Jem runs into the Radley’s yard and touches the outside of the house. CH. 2 - 3 Dill goes back to Mississippi for the school year, and Scout turns her attention to starting first grade—something she’s been waiting for all her life. However, Scout’s first day at school is not at all the glorious experience she’d been expecting from the winters she spent â€Å"looking over at the schoolyard, spying on multitudes of children through a two-power telescope . . . learning their games, . . . secretly sharing their misfortunes and minor victories.† Scout’s teacher, Miss Caroline Fisher, is new to teaching, new to Maycomb, and mortified that Scout already knows how to read and write. When Miss Caroline offers to lend Walter Cunningham lunch money, Scout is punished for taking it upon herself to explain Miss Caroline’s faux pas to her. (Walter refuses to take the money because his family is too poor to pay it back.) Scout catches Walter on the playground, and starts to pummel him in retaliation for her embarrassment, but Jem stops her and then further surprises her by inviting Walter to have lunch with them. Scout is then punished by Calpurnia for criticizing Walter’s table manners. Back at school, Miss Caroline has a confrontation with Burris Ewell about his â€Å"cooties† and the fact that he only attends school on the first day of the year. That evening, Scout tells Atticus about her day, hoping that she won’t have to go back to school—after all, Burris Ewell doesn’t. Atticus explains why the Ewells get special consideration and then tells Scout, â€Å"‘You never really understand a person .

Psychoanalyzing Jokes

Jokes are a part of culture that tries to bring about laughter in words that appears to be humorous. As the saying goes â€Å"jokes are half meant â€Å", there are implications of jokes to the human person. Simply put, jokes that are often said in a casual conversation are means for a repressed expression or feeling of a person to come out in the open. Kind of like a â€Å"slip of the tongue† situation. To establish the link of jokes in relation to the subconscious, let us take a look at this hypothetical example.A guy who jokes his friends about how his friends are being too childlike because of their parents’ 24/7 cared which according to Sigmund Freud’s Psychoanalytic theory could mean that he has a pathological need for the care of his own parents or at least someone to take care of him. The key concept in this example is that the ability of the guy to ask for love from his parents is repressed because probably he cannot say it blatantly then that desire f or that care was voiced out through other means such as a joke. Driving the point of the connection between the jokes and the subconscious level, let us take a look at jokes in a community.Basing from the degree of the laughter that it had brought assuming that the delivery was good and other factors was alright, if we take a look at it, we see that some jokes are funny to others and to others not funny. It could be said that the jokes are funny because they are true to life (in most cases) leading to the point that some people laugh at jokes and others don’t is because the joke is funny up to how other people could relate to the joke. So we could actually say that the culture of joke is rooted on the similarities of the people when it comes to experiences and if not experiences then feelings or sentiments.Freud argued that jokes is in relation with dreams is that jokes are the manifestation of desires that are contained inside the persons behavior. So jokes in the individual entities aspect is rooted on the history of the person mainly on his or her childhood. What is good about jokes is that not only that it gives off humor at the right place and time but also jokes in society acts as an outlet of desires or needs that people cannot actually ask for it directly maybe because of the fear of being subjected or compared to the rigid structure of what most people call as the social norm.Since jokes serves as an outlet to personal needs and desires that is concealed it actually helps the person from being sane and not accumulating these desires and let them burst in one blow and easily releases the tension from the persons consciousness. So addressing the question of psychoanalysis. â€Å"What are the underlying cause of culture that is rooted in the biological entity or instinct? † The culture of jokes may it be knock – knock to lawyer jokes and to any other types of jokes it is rooted on the need to bring about a feeling or desire that peop le cannot blatantly say or ask for.

Exercise 38 Anatomy of the Digestive System

R E V I E W NAME ____________________________________ LAB TIME/DATE _______________________ S H E E T EXERCISE 38 Anatomy of the Digestive System General Histological Plan of the Alimentary Canal 1. The general anatomical features of the alimentary canal are listed below. Fill in the table to complete the information. Subdivisions of the layer (if applicable) Wall layer mucosa submucosa muscularis externa serosa or adventitia Major functions epithelium, lamina propria, (not applicable) ecretion, absorption protection protection, vascular supply for mucosa churning, mixing protection, anchoring circular and longitudinal (not applicable) Organs of the Alimentary Canal 2. The tubelike digestive system canal that extends from the mouth to the anus is known as the canal or the digestive tract. it has an innermost layer that runs obliquely alimentary 3. How is the muscularis externa of the stomach modified? ____________________________________________________________ ______________________ ________________ How does this modification relate to the function of the stomach? lets the stomach ix, churn and move food along trac while breaking it down and mixing it in gastric juices ____________________________________________________________ _______________________________________ squamous cells in the esophagus to columna 4. What transition in epithelial type exists at the gastroesophageal junction? in the gastric mucosa ____________________________________________________________ ______________________________________ simple columnar absorb. How do the epithelia of these two organs relate to their specific functions? Stratified squamous protect ____________________________________________________________ _______________________________________ 5. Differentiate between the colon and the large intestine. large intestine extend from the ileocecal valve to the anus, bu the colon is divided into the ascending, descending, sigmoid colon _________________________________________ ___________________ ______________________________________ 259 6. Match the items in column B with the descriptive statements in column A. Column A l y o c n w h d b s h p i v e j x b v k t r u f z y a g , t 1. 2. 3. 4. , v 6. 7. structure that suspends the small intestine from the posterior body wall fingerlike extensions of the intestinal mucosa that increase the surface area for absorption large collections of lymphoid tissue found in the submucosa of the small intestine deep folds of the mucosa and submucosa that extend completely or partially around the ircumference of the small intestine 5. regions that break down foodstuffs mechanically mobile organ that manipulates food in the mouth and initiates swallowing conduit for both air and food y , 8. three structures continuous with and representing modifications of the peritoneum the â€Å"gullet†; no digestive/absorptive function Column B a. b. c. d. e. f. g. h. i. j. k. l. anus appendix circular folds esophagus frenulum g reater omentum hard palate haustra ileocecal valve large intestine lesser omentum mesentery 9. 10. olds of the gastric mucosa 11. 12. 13. sacculations of the large intestine projections of the plasma membrane of a mucosal epithelial cell valve at the junction of the small and large intestines m. microvilli n. o. p. q. r. s. t. u. v. oral cavity parietal peritoneum Peyer’s patches pharynx pyloric valve rugae small intestine soft palate stomach 14. primary region of food and water absorption 15. membrane securing the tongue to the floor of the mouth 16. absorbs water and forms feces 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. rea between the teeth and lips/cheeks wormlike sac that outpockets from the cecum initiates protein digestion structure attached to the lesser curvature of the stomach organ distal to the stomach valve controlling food movement from the stomach into the duodenum posterosuperior boundary of the oral cavity location of the hepatopancreatic sphincter thro ugh which pancreatic secretions and bile pass serous lining of the abdominal cavity wall principal site for the synthesis of vitamin K by microorganisms region containing two sphincters through which feces are expelled from the body bone-supported anterosuperior boundary of the oral cavity . tongue x. y. z. vestibule villi visceral peritoneum 260 Review Sheet 38 7. Correctly identify all organs depicted in the diagram oral cavity paratoid gland mouth sublingual gland pharynx submanibulargland esphogus gall bladder liver hepatic portal region cystic duct bile duct hepatic pancreatic sphincter accessory pancreatic duct hepatic flexure jejunum ascending colon ileum rectum illiocecal vavle anal canal cecum appendix anus transverse colon decsending colon sigmond colon pancreas cardiac sphincter pyllitic sphincter Review Sheet 38 261 8. You have studied the histological structure of a number of organs in this laboratory. Three of these are diagrammed below. Identify and correctly label each. (a) ____________________(b) ________________________(c) ____________________ Accessory Digestive Organs 9. Correctly label all structures provided with leader lines in the diagram of a molar below. (Note: Some of the terms in the key for question 10 may be helpful in this task. ) enamel dentin crown pulp cavity gum Neck periodontal ligament Bone root cementum rooteneal Blood vessels and nerves in pulp 262 Review Sheet 38 10. Use the key to identify each tooth area described below. c b e f j p g j a 1. isible portion of the tooth in situ 2. material covering the tooth root 3. hardest substance in the body 4. attaches the tooth to bone and surrounding alveolar structures 5. portion of the tooth embedded in bone 6. forms the major portion of tooth structure; similar to bone 7. produces the dentin 8. site of blood vessels, nerves, and lymphatics 9. entire portion of the tooth covered with enamel ; the number of perma nent teeth is Key: a. b. c. d. e. f. g. h. i. j. 32 anatomical crown cementum clinical crown dentin enamel gingiva odontoblast periodontal ligament pulp root . 20 11. In the human, the number of deciduous teeth is 2,1,2,3 12. The dental formula for permanent teeth is 2 2,1,2,3 Explain what this means. 2 incisors, 1 canine, 2 premolars and 3 molars on upper teeth. 2 incisors, 1 canine, 2 premolars and 3 molars on upper teeth. multiple by 2 2,1,0,2 What is the dental formula for the deciduous teeth? 2,1,0,2 13. What teeth are the â€Å"wisdom teeth†? the third set of molars 2 20 14. Various types of glands form a part of the alimentary tube wall or duct their secretions into it. Match the glands listed in column B with the function/locations described in column A. Column A a f 1. 2. . 4. produce(s) mucus; found in the submucosa of the small intestine produce(s) a product containing amylase that begins starch breakdown in the mouth produce(s) a whole spectrum of enzymes and an alkaline fluid that is secreted into the duodenum produce(s) bile that it secretes into the duodenum via the bile duct Column B a. b. c. d. e. f. duodenal glands gastric glands intestinal crypts liver pancreas salivary glands e d b c 5. produce(s) HCl and pepsinogen 6. found in the mucosa of the small intestine; produce(s) intestinal juice 15. Which of the salivary glands produces a secretion that is mainly serous? ublingual salviary gland Review Sheet 38 263 16. What is the role of the gallbladder? store bile bile duct , 17. Name three structures always found in the portal triad regions of the liver. portal venule and poral arteriole 18. Where would you expect to find the Kupffer cells of the liver? What is their function? inside sinusoid walls they line the sinus' and remove bacteria plasma protiens 19. Why is the liver so dark red in the living animal? 20. The pancreas has two major populations of secretory cells—those in the islets and the acinar cells. Which population serves the digestive process? acinar cells 264 Review Sheet 38

Disposal of Toxic Waste

A waste is considered toxic or hazardous if it threatens the health of the people and the destruction of the environment. The waste may be in any form and may be considered toxic even upon its storage. A more distinct characteristic of a toxic waste is given by U. S. Environmental Protection Agency (EPA). These are ignitability, corrosivity, reactivity and toxicity. Ignitability is characterized by the ability of the waste to create or catch fire. Not only is the waste needed to be able to start fire, but even to just catch it and spread it that it is considered to possess this characteristic.On the other hand, it fells under corrosive if it has the capacity to cause rusting to metal substances. Usually, these wastes are categorized to acids or bases. A substance with pH level with less than or equal to 2, or greater than or equal to 12. 5 is corrosive. Substances under this category are acids or bases that have the ability to harm the environment due to its high acidic and basic pro perties. Reactivity is described as instability under â€Å"normal† conditions. This means that without any special treatment or mixture with other substance, the waste has the tendency to explode or emit hazardous cyanide or sulfide gas.The last characteristic is proven when there is fatal consequence of its ingestion or absorption. A fatal consequence may be a severe illness, discomfort or even death. Depending on this consequence, the waste can be further classified as carcinogenic, mutagenic, or teratogenic according to the EnviroFacts. If it caused the development of cancerous cells in the body of the victim, it is considered carcinogenic. On the other hand, if its ingestion results to damage in chromosome of the victim, it is considered mutagenic.Lastly, if the victim is an expectant mother and the contact with the toxic waste affected the baby even before its birth, then the waste is teratogenic. The procedure that is being used in identifying and determining the toxic ity of the substance (or what is known to as EPA) is Toxicity Characteristic Leaching Procedure (TCLP). If the toxicity of the waste affects the plants or animals, it is bioaccumulative, that is, the plants or animals which are active parts of the food chain can infect other organisms.The characteristics above need not be fully applicable to the whole material for it to be considered a toxic waste. A small presence of toxic substance in a waste is enough for the latter to be toxic. Even if it is mixture or residue, it is still considered toxic waste. Hazardous wastes are usually by-products of different industries and commercial entities. Biological processes can also create a toxic waste. Even households can be held liable for the continuous increase of toxic wastes in the world. Hospitals also have its contribution, as well as the military. As such, the U. S.Environmental Protection Agency or EPA provides a categorization of toxic wastes based from the source. Differences in sourc e gives different kinds of wastes, and hence, treatments and means of disposal. According to the EPA website, hazardous wastes may belong to the F-list, K-list or P-list and U-list. The wastes belonging to the F-list are the most common among industries especially those engaging to manufacturing. Since there are numerous of this in a state, this list is also called the non-specific source wastes. These include solvents and other substances used for cleaning or degreasing purposes.If the industry that served as source for the waste is easily identifiable such as oil company or petroleum refining company, the wastes they produce belong to the K-list or the source-specific wastes. Lastly, discarded commercial chemical products belong to the P-list and U-list. Medicines and pesticides belong to this group. Toxic substances have the capacity to contaminate air, land and water. In effect, all organisms that interact or have contact with these can also be victims of the hazardous effects t hese substances bring.As such, government agencies and different organizations designed ways for these materials to be treated and disposed. According to the EnviroFacts site, there is really no completely safe way to treat these kinds of wastes. Land disposal, incineration and chemical or biological treatment were just the safe ways to solve the problem. Land disposal means dumping the waste in a selected area called landfills. These must be far from settlers, animals or humans alike and must be permanently sealed. Seals can either be plastic or clay. A concrete wall can also be built to enclose the garbage.However, these wastes can still penetrate the ground and eventually mix with the ground water. Some substances that oxidize can also affect the air causing illness or hazard to any organism. EnviroFacts also suggest incineration. This is burning the waste in either low or high temperature. In this process, the wastes are confined and are burned. This is highly preferred for hosp ital wastes. However, large caution must be taken in using this method. Several substances may produce highly toxic gases when burnt. For instance, lead or arsenic is released in the air when old painted surfaces are burned.Chlorinated hydrocarbons on the other hand produce hydrochloric acid and dioxins. Even solid by-products of this process that are left in the incinerators must be treated as hazardous as well. Lastly, certain chemicals or bacteria are added to the waste to lessen its toxins. Bacteria are believed to â€Å"eat† the toxins in the material, making it lesser hazardous. Water is used in the United States to treat hazardous wastes. Sulfuric acid wastes, if not recycled, can be treated with ammonia wastes from the same plant, forming ammonium sulfate, a fertilizer (Encarta Encyclopedia, 2007).Another treatment for the wastes is solidification. In this process, the waste is melted and then mixed with binder for it to huge solid mass. This process is widely used fo r radioactive wastes. Specific types of wastes require specific treatment. Lack of knowledge regarding this often leads to more trouble and danger. Caroline Black and Chris Stavroudis presented several ways for treatments and disposal of certain wastes and gave precautionary measures in dealing with them. In their article Hazardous Waste Disposal, they started with the solvents.These are highly corrosive materials that may include paints, oils or polymer residues. These must be kept in glass jars and not in metal containers to avoid rusting. If what is left to dispose is only a small amount, it can be allowed to evaporate. However, it must not be disposed on sinks and water pipes. This rule does not exempt water-soluble substances. When these accumulate in water pipe, it may cause fire or explosion. Since detergents are widely used in household, it is important to know that this is the only toxic substance allowed to be disposed of in the drain.Unlike solvents, there is no tendency to accumulate flammable vapors that pose threat of explosion in the detergents. However, the triethanolamine is exempted from this. This particular substance must be treated as a solvent (Black C. and C. Stavroudis). For alkali and acids, the first thing that has to be done before treating or disposing it is the presence of a heavy metal like mercury, copper, zinc or cadmium. If any of this is a component of the waste, it must be put in a container and be removed with the help of the authorities. It must not be disposed in the sewer system.Otherwise, the acid and alkali can be neutralized with the use of vinegar and baking soda, respectively. Then, they can be disposed in the drain with the aid of plenty of water. Ether, being a highly flammable substance must be treated with utmost care. It must be kept in a metal jar, not a glass one, to reduce the formation of peroxide. Upon using ether, there must be no fire that is near. Even a lit cigarette can ignite fire. If the ether was ke pt beyond three months, it must be surrendered to bomb squads because it has higher tendency of exploding (Black C.  and C. Stavroudis).While several chemicals can be used to neutralize and treat some toxic substances, there are some which can aggravate the problem than minimize it. For one, acids and alkalis must be kept separated, as well as solvents and known flammable substances(Black C. and C. Stavroudis). Because toxic waste disposal has been a long-running problem, countries have long tried different measures to address this problem. However, the process of treating and disposing the wastes are too costly and not to mention health-threatening.Even if there are ways to treat it in landfills or special sites, it is difficult to find a place where dumpsites could be established. And so, rich nations opt to bring them to the Third World nations in exchange for several billions of dollars or so. These Third World Nations, driven by their need for funds for their own development oftentimes accept these offers, discounting the threat it pose. This act increases the problem. The shipment of toxic wastes is usually by means of cargoes or ships. The tendency of spilling the wastes in its way to its destination is high.Also, the recipient nations do not usually have enough facilities and technologies to treat the wastes properly. This result to a larger threat for the people and the environment of the receiving nation. Also, landfills and dumpsites are usually inhabited by slums and squatters, ignoring the huge possibility of acquiring illness. Although several nations already realized the adverse effects of accepting wastes from other nations, still, there are some which continues to be the garbage bag of the richer nations. However, it is very essential to say that this act do not solve the problem.It just moves it. It is like passing the burden to the other. Through time, much legislation has been passed to address the issue of proper waste, especially toxic wastes, management. However, the main concern is their treatment and disposal. But the catch is there is no completely safe way to do this. One way or another, the waste would still affect the land, the water, and the air. And so, to really address this problem which started with the existence of these waste materials, the control must be put on the production and manufacturing of this highly toxic substances.The industries must find alternatives to their existing materials to find them less toxic. Further studies may also be concluded to improve the sewer system. Recycling and reusing had also been the longest running advice to minimize the waste. The problem on waste disposal must be addressed right down to its roots. It is not just the duty of the government officials, or the environmentalists, but rather, it is the duty of everyone. It might not be realized, but everyday is an opportunity to change the situation.

Review on the readings below Essay Example | Topics and Well Written Essays - 1000 words

Review on the readings below - Essay Example At full capacity of its pipeline, Azerbaijan’s revenues rose to $20 billion, growing by a third every year (De Waal 171). In 1994, the government signed a $10 billion contract with nine foreign companies, which created the Azerbaijan International Operating Company (AIOC). From these contracts, Azerbaijan used oil to become a politically visible country. Until present times, Caspian energy remains a strategic tool in the political decisions and foreign affairs of the U.S. in the region. Thomas de Waal is a British journalist and a writer on the Caucasus. He is a valid source on the Caspian issues because he has written several books and articles on them. What is most interesting in the chapter is how oil has become the center of political battlefield in Azerbaijan. The familiarity with such issues is only in the Middle East, but it is clear that the South Caucasus also presented the same political-economic nexus. The chapter is relevant to the course because it shows how widespread the oil war is, both economically and politically. Chapter 7 narrates the rise of modern Georgia, its Rose Revolution and other internal and regional conflicts. The Rose Revolution of November 2003 aimed to establish a democratic society and to enhance human rights and living conditions. At the same time, it wanted to decrease corruption and improve the national economy. Corruption was most prominent in 1999, under President Eduard Shevardnadze. Dismal economic conditions lasted until 2003. The Rose Revolution was initiated by the military to generate political and economic changes. However, conflicts continued afterwards because of the failure of the new government in addressing reforms and the remaining tension between Georgia and Russia. Chapter 7 provides a good example of a government that was changed from within through military intervention and not through any other popular

American Political Thought Essay Example | Topics and Well Written Essays - 1250 words

American Political Thought - Essay Example Ever since Cain killed Abel, it became necessary to protect future Abels, and to restrain the Cains. And after the concept of private property became established, it became crucial to protect that as well. Thus was born the 'state'. The government is the manifest spirit of the state - constituted by a group of people who represent it. The legitimacy of the state and its government is thus based on the interests of the people it serves; and this dictum holds true for even the most autocratic state governed by the most despotic of rulers. Is the role of the government, one of mere maintenance - of peace and security, and private property, or should it concern itself with much more than that Let us examine this question, with reference, primarily, to the views of Henry David Thoreau (1817-1862) a naturalist and 'philosopher cum political theorist' (perhaps the term reminds us of the Platonic, 'Philosopher-King Though Thoreau himself would have been quite appalled to have himself be compared to any 'king', despite the addition of the title 'philosopher'!) Thoreau's views on the state, which are set down in his work Civil Disobedience, influenced not only Mohandas Gandhi and Martin Luther King, but also those who struggled for the abolition of apartheid in South Africa, and more recently into the '70's and till today - those (especially in America) who have taken an ethical stand against war. Thoreau unequivocally rejected the right of the state to impose taxes, and stated that "that government is best which governs the least" (website thinkexist.com) The immediate reason for Thoreau's writing, summarily rejecting the authority of the state was on account of his being imprisoned (this was only for a day, as he was bailed out by his family, much to his discomfiture!). He had refused to pay a poll tax, and his refusal was a deliberate act of defiance, as he stated that the government had no right to tax him. He declared that it was against his conscience to pay taxes to a government, which indulged in acts he did not approve of. Although the government, especially in a democracy, represented the voice of the people, Thoreau stated that it also stood for the interests of elite politicians, which he was in no way ready to support. He went to the extent of arguing that even if the government did right, and followed the will of the majority, those who chose to disagree with the majority also had their right to not follow the diktats of this majority as expressed through the government; they (the minority) should be permitted to live on their own, unconnected with the state. (McElroy) He was, in fact, recommending a situation of peaceful and constructive anarchy, where each individual could choose to dwell within or without the 'confines' (in the abstract and not a physical sense) of the state, as he pleased. What did Thoreau find so repugnant with the government of his day He objected to the government's support and continuance of slavery and also the Mexican-American war. Thoreau wrote his Civil Disobedience roughly fifteen years before slavery was abolished in the US, and the debate over its abolition was just gaining momentum. Apart from this, the government had embarked on a policy of expansion, based on a common perception that it was the "Manifest Destiny" (McElroy) of America to expand and bring under control the native populations. In this process, Texas was annexed, and this led to a