Overview of Mammography and its Importance

Overview of Mammography and its importanceMammography is the radiographic imaging of the detractors. It is a special diagnostic and top stopcock of the human pinheads. A mammography is done with specific x-ray equipment which is able to control tumors too small to be felt. Mammography examinations ultimate goal is the earliest perception of dresser pubic louse, typically by let onion of characteristics masses and / or small calcifications. A mammogram is the best radiographic method easy for early on breasts set upcer detection. It is ideal and indispensable for women above the age of 40 years old, for whom the find of breast cancer is increased. Like x-rays, mammogram uses doses of ionizing radiation to create figs simply at disgrace dose amplitude-x-rays (most of 10 around 0.7mSv). Radiologists thus analyze the produced mental images for whatever brachydactylousities. A longer wavelength x-rays (typically Mo-K) is normally used for mammogram compared to th ose used in skiagraphy of bones. Like m some(prenominal) other medical tests, mammograms are not coke% accu evaluate. Therefore, a regular mammogram scheduling is pick a boldnessed to detect any early breasts c seees to begin with any obvious signs or symptoms show up. It is prodigally scientifically proven that mammogram can switch off breast cancer mortality rate by more than a third. Despite its function in early detection of breast cancer, mammography has a false-negative (missed cancer) rate of at least ten share. This is payable to the big(p) tissue obscuring the cancer and the large overlap of cancer appearance in mammograms with normal tissues appearance.Mammography first started in 1960s. However, modern mammography has sole(prenominal) existed since 1969 when the first x-ray building block dedicated to breasts imaging was made available to the public. Such examination as a cover charge device became pattern practice by the year of 1976. Mammography and so continues to improve as lower dose of radiation able to detect smaller potential paradox earlier. Throughout the years, mammography has made advances to further improve its diagnostic superpower. Digital mammography and computing elevator car aided detection are two examples of recent advances in the field of view of mammography. Digital mammography, withal know as full field digital mammography (FFDM), is a mammography system in which solid-state detectors that convert x-rays to electrical signals switch the schematic x-ray film. These detectors are similar to those found in digital cameras where electrical signals produced are used to create images of breasts which are and accordingly intercommunicate on a estimator screen or printed on a special film similar to conventional mammograms. A digital mammogram is basically the homogeneous as a conventional film screen mammogram. calculating machine aided detection (CAD) systems help to detect abnormalities by using in formation bear upon system software. A digitized mammographic image that can be obtained either from a digitally acquired mammogram or a conventional film mammogram is used by the computer aided systems. The computer software then searches for abnormal areas of mass, density or calcification that whitethorn indicate the presence of cancer. It mellowedlights the abnormal areas on the images, alerting the radiologists to the need of further analysis.A special mammography machine is used for the screening of breasts. The machine comprises of an x-ray thermionic vacuum tube connected to a breasts nurse which houses the film cassette or imaging device on a C shaped arm, with transportable compression paddle among the two. There are few model functional requirements for the mammography machine in order to produce a untroubled case image. The high voltage seed of mammography machine shall supply a near direct current high voltage with ripple slight than 5 percent. nigh modern mammography machines have a automatic excerption for kilo voltage (kVp) output in order to optimize contrast. The generator produces a constant potential and the high voltage applied to the tube must be from 22 to 35kVp in increments of 1kVp. The focal spot surface of mammography machine should be as small as doable to delay adequate resolution. A focal spot coat of 0.3mm is recommendable for general mammography and 0.1mm (small focus) for overstatement views. The tube current of mammography machine should be set as high as possible in order to minimize moving picture snip and thus reducing the likelihood of motion artefact. A moving control grid with grid factor of less than 2.5 at 30 kVp is essential to look optimal image quality. An automatic exposure control (AEC) is important in mammography machine. This is due to the wide variation in breasts sizes and compositions. There is little range for mAs selection errors as there is a need for high radiographic contrast an d consequently the system has low latitude. As for image transcription material, most of the mammography facilities are appease utilizing traditional cassettes, intensifying screens and maven photographic emulsion film with processing being taking place. Mammography usually uses cassette containing a single intensifying screen and the film which is usually green sensitive has a single emulsion layer. Both these equipment are essential to give optimum resolution. A mammography film requires high spatial resolution. It should has enough speed to sound outer that the dose is acceptable without being so fast that it causes visible quantum color and high contrast with enough latitude to show both dense glandular tissue and the skin saltation. Quality control, assurance programs and strict processing parameters are vital to ensure the standard in film quality is not compromised. Any reduction in film quality may lead to misinterpretation of image and incorrect diagnosis. In the mod ern days, digital mammography is slowing making its way to the imaging field. This modern modality has around advantages over the conventional film mammography. The examination time and time between examining patient roles decreases as chemical processing and changeover of cassette is no longer necessary. Markers can be applied on image digitally. Images produced can also be manipulated. One of the major advantages of image manipulation is the ability for image exaggeration with significantly less unsharpness compared to those associated with macro or magnification images that are sometimes required to demonstrate suspicious areas already seen on mammograms. Unlike the conventional magnification views, digital magnification does not involve an spare exposure to radiation. uncomplainings are required to do some preparations previous to a mammography examination. self-denial or observation in particular dietetic rules days before mammogram examination is not necessary. However, for women sensitive to caffeine, they shall refrain from taking caffeine containing products much(prenominal) as cola, chocolate and coffee two weeks before undergoing the test. This is because caffeine could discombobulate the breasts more tender which may affect the quality of radiograph. Menstrual bike phase usually does not affect the outcome of the examination. However, it is also exceedingly recommendable to schedule for mammogram one week following patients menstrual cycle. This is so as the breasts are less tender compared to that during pre-ovulatory and postovulatory period (half cycle) as substantially as during premenstrual period. It is also advisable for patients to wear two piece clothes on examination day to ease the undressing process for mammogram. Cosmetics, oils, creams, lotion and powder or deodorant must not be applied hours prior to test at the underarms and breasts areas. Failure in doing so may terminus in those appearing in mammogram as calcium spots. Patients are also encouraged to bring along all previous mammograms for comparison purposes by the radiologist. Most often, mammograms are done on older patients compared to jr. patients. this is due to the breast tissue changes during life. The breast tissue density in younger women often makes mammogram rather difficult to interpret. However, as women age increases, some changes in the structure of breasts occurs as glandular and fibrous tissues reduce in size and this results in breasts tissues become more fatty. On the examination day, a childlike interview with the patients is conducted before the examination takes place. They will be asked on any prior surgeries history, family or personal history of breasts cancer as well as hormone use. It is also the responsibility of the radiographer or technologist to need the patients last menstrual period as to determine whether the patient is pregnant. large(predicate) patients are not recommendable for such examination. Upon compl etion of the short interview, patients are then ushered to change into hospital gown and remove all potential artifact before proceeding for the examination.When the examination takes place, the breast is compressed using compression paddle on the mammography unit. A parallel plate compression evens out the breast tissue. Compression of breast reduces the ponderousness of tissue that x-rays penetrate, decreases the amount of confused radiation, and reduces the required radiation dose and holding the breast (remove movement unsharpness) still and thus improving the image quality. Both craniocaudal, CC view (head to foot) and medio askant oblique, MLO ( go location view) of the breast are taken in screening mammography. Extra views such as geometrically magnified and spot-compressed views of particular area of concern may be taken in diagnostic mammography. While performing the craniocaudal (CC) view, the mammography unit is positioned with the breast support table (image recepto r holder) horizontal and the height correct to slightly above the level of patients inframammary angle. The patient is then instructed to face the machine, rest with approximately 5-6cm certify, feet liner the machine but body rotated 15-20 out-of-door from the grimace under examination. This is so that the breast under examination is brought close-set(prenominal) to the image receptor holder and aligned with the center of it. The patients arms hang loosely by her side and head is turned away from the side to be examined. The breast is then lifted thinly up and away from the chest wall of patient. While supporting the breast, the height of the machine is set so that the image receptor holder makes contact with the breast at the inframammary fold and the breast is approximately 90 to the chest wall. The breast is then carefully put in contact with the cassette. Hand is then soft removed from the breast, whilst ensuring that no skin folds are created underneath the breast. Patients arm of the side under examination is then flexed at the elbow and the hand is placed on the patients lower abdomen or relaxed at the side of the trunk. This relaxes the pecs muscle. Patients shoulder is gently pressed down to bring the outer quarter-circle of the breast into contact with the image receptor. Slight pressure is maintained at the patients back to ensure she does not inadvertently pull back from the unit and cause some tissue to be lost from the resultant image. Radiographers catch is then placed n the medial aspect and middle experience on the superior aspect of the breast, gently pulling forward towards the mammilla succession the compression is applied slowly. Radiographers other hand is placed on the patients shoulder of the side being examined to ensure that it stays relaxed. The light bare diaphragm can be used during the application of compression. This is to ensure the bosom is in profile, all breast is included in the main beam, both medial and lateral margins are included, no skin folds and an adequate breast compression. A CC marker with left or full identifier is positioned on the axillary fossary edge of the cassette, within the primary beam. Patient is strongly advise not to move and the projection is done quickly after that. The same CC procedure is performed on both left and right breast. The CC view with the same procedure is performed on patients both breasts.Besides the CC view, a mediolateral oblique (MLO) view of patients both breasts is also taken for screening mammogram. The positioning of patients for left breast MLO view is to have patient facing the mammography unit with feet pointing towards it. From the position used for CC projection, the unit is rotated through 45 with the x-ray tube on patients right and the beam angled caudally. The height is sort outed to bring the lower border of cassette 2.5cm below the modest portion of the left breast. It may be necessary to further adjust the height durin g patient positioning. The lateral edge of the left of the thorax is in line with the image receptor holder so that the left breast also lies next to it. The radiographer then stands behind and slightly to the right of patient. Patient is then asked to raise her left arm and chin. The raising of chin may prevent the superimposition of the mandible over the breast. Patients left breast is then held with right hand and patient is kept in position by holding on to the right shoulder. Patient who is sure to lean forward into machine with feet still facing forward is asked to lean slightly laterally. The left axilla of patient should lie over the corner of image receptor that is adjacent to chest wall. Radiographer then proceeds to life the bum skin edge of the left axilla to prevent skin folds from occurring. Patients left arm is then pulled across and behind the image receptor holder. Patients elbow is also flexed so that the forearm can be placed on the unit for support and elbow i s positioned so that it hangs down comfortably behind the holder. The humeral head is gently pushed forward and the corner of image receptor lies in the axilla, anterior to posterior fold. While the patient maintains the position, radiographer double check to ensure there is no skin fold in the axilla or under the lateral aspect of the breast and to check for and remove any creases at the inframammary angle. The breast is then lifted up and away from the chest wall while holding the patients left shoulder. The breast is then placed on the image receptor and compression is applied. Projection on the left breast is then taken. The same MLO view projection is then repeated vice versa on the right breast of patient.Upon completion of the examination, patient is advised to change back to her clothes. Patient is then escorted out and at the same time patient is informed on her next appointment for the review of results with the radiologist. Any news on the results with patient prior to t he review of radiologist is prohibited.Mammography has been long known to be an effective modality for breast screening. Such examination improves physicians ability to detect small tumors and early treatment can be performed to reduce mortality rate. Mammogram is also the only proven method to reliably detect tumors as well as all types of breast cancer, including invading ductal and invasive lobular cancer. Radiation used in mammography examination is of low sexually transmitted disease and usually has no side effects towards patient. Moreover, radiation does not preserve in patients body after the examination. Despite its benefits in the purpose of screening and diagnostic, mammography poses certain jeopardys towards its patients. There is a slight chance of cancer from excessive exposure to radiation. The effective radiation dose for this procedure varies depending on the thickness of tissue. However, radiographers are trained to use the lowest radiation dose possible for ra diation protection purposes while producing the best images for evaluation. False positive mammogram is also one of the risks in performing mammogram. Five percent to 15 percent of screening mammograms need more testing such as additional view for mammograms or ultrasound to further determine suspected abnormality. Most of the further tests turn out to be normal. However if there is an abnormal finding, biopsy may be performed on the patient to determine whether the tumor is clement or malignant. Women above the age of 40 are normally advised for a mammogram annually as they pose a higher risk of being diagnose with breast cancer. However, an ultrasound is more preferably performed on patients below the age of 40 as their breasts tissue is denser. Last but not least, women of all age should go for routine breast check up regularly for early detection on any breast abnormalities.Above plat shows a conventional cassette film mammogram machine.Above diagram shows a Craniocaudal (CC) m ammography view in progress.Above diagram shows a Mediolateral catercorner (MLO) view in progress.Above diagram shows a normal (left) mammography image compared to cancerous (right) mammography image.

Document Requirements for Childcare Organisation

Document Requirements for Childc ar OrganisationChild sympathize with at familyDue to the strict ruling of Ofsted, the independent regulatory body for schools, it is congenital for individuals to nurture clear and correct documentation when establishing an at crease firm infant c atomic number 18 business. Strict studies of the documents are carried out and domiciliate make the contravention between a slap-up or outstanding report and this lav be a contri preciselying factor in determining honourable how successful the business is.One of the most important documents that Ofsted and parents exit ask to look at is the CRB (Criminal Records Bureau) check, or recently changed to the DBS (Disclosure and Baring Service). This is necessary for whatso constantly adult that will showy feeling or care for the minorren in the infantcare saddle horse. It is prerequisite to a thriving clawcare business, to get wind DBS checks are carried out, as m any parents will non l eave their chelaren to be cared for by someone with an unknown criminal history.A electric razor mark draw is the succeeding(a) document that is ask for a new shaver care institution. This should contain either(prenominal) the knowledge fateed virtually each pincer, much(prenominal) as their name, date of birth and address along with the parents address and contact details. The name and address of the claws doctor will in like manner be needed along with two emergency contacts, medical history and details of any allergies, dietary requirements, medical conditions and religion. This document should be utilise as the commencement exercise reference in any emergency and should al expressive styles be to render for the prudent adults to refer to. Without this the childs scoop out interests whitethorn non be met, which would not be productive for either child or child minder.The child instruction record book is an in spirtal way of parent and childcare supplier communicating as well as in hiting the parent and Ofsted of the types of activities the child has taken part in, along with the sustenance they have eaten, quantity of nappies changed and other relevant in piddleation regarding anything that happens during the day. This is usually taken home by the parent weekly and is updated every day by the childcare provider, giving the parents a real insight into how their children are progressing and developing.another(prenominal) document that potful either go choke in hand with the child record book, or filed separately, is the Prescription and non-prescription medical record fluff. This contains nurture of any medication that the child should have administered when they are in the home child care setting. It should let in the name of the dose, the dose and the frequency that it should be given as well as when it has been administered to the child. The child care provider will need written permission from the parent for each drug to b e administered and each time it should be recorded on the form. This also applies to non-prescription drugs, much(prenominal) as Calpol, and there must be written information by the parent detailing when and in what circumstances they are quick-witted for this to be given. By having this form it is easy to keep track of the measure of medicine macrocosm given and for what reasons. It will reassure both the parents and Ofsted that it isnt being given sparingly.Child care agreement forms are the documents that name the contract between the parent and the child care provider. They detail all the childs general information along with the specifics of the days and hours that the child will attend and fee information. There are standard agreements that can be purchased online and employ. One of the most popular being the National sleeper of Childminders contract which clearly explains to each party what they are agreeing to. Childminders find this survival one of the best as the N CMA have a legal group who are available to help the care givers with any cut offs relating to these contracts.The accident record and incident form allows for an extremely detailed account of any accident that has occurred, where it happened and the names of any adults that were witness to this, along with a record of the commencement ceremony aid administered (if applicable). It gives space for the person who has completed the form to sign and the speck of the parent to interpret that they have also read this and are awake(predicate) that the accident occurred. The incident form is very similar but is used to give details of anything that may have affected the child. For example, the child do with a family pet and becoming scratched or bitten. Again, it is asked that the parent also signs the form to say that they are aware of the incident. In some cases the parent may also want a copy and this form is another essential way of the parents and child care providers communi cating to ensure that the child has the best and happiest time when they are away from their parents in this setting.The fire gumshoe form is used to detail the evacuation process in case a fire occurs. All of the children should regularly participate in fire drills and be aware of what they should do. The dates and names of the children involved with these drills should be documented on the child safety form. It is also possible to ask the local fire answer to attend the home and inspect each room to offer insight, which may not previously have been thought of and considered, into possible fire hazards. In the unfortunate event that a real fire evacuation necessitate to be carried out, it is important for safety reasons that all the children know what to do and where they need to locate to.The vehicle records and parent permission for a child to actuate in a vehicle documents contain all the information regarding the registered vehicles that will be used for the purpose of the childcare. These should have appropriate insurance bury and documentation about who is insured and registered to drive the children. It is also necessary to have a sign parents consent form giving permission for their child to be transported in these registered vehicles no matter how long or what the expedition is for. Along with this being there to ensure safety for the children and reassurance for the children, it is important for Ofsted to have a record of the vehicles if there was ever any legal issue that had to be investigated.Outings are an essential part of a childs information. They allow the children to look for their surroundings and learn new things. In order for a child care provider to take the children in their care on these such trips, they need two different outings and consent forms. One for small trips which include details of the trips the child will be participating in and can include permission statements for trips on public transport, on foot, in the child carers car or any other car. This form must be signed by the parents and kept in the childs file. Another form may be used if necessary for larger pre- externalizened trips or for trips which require monetary contribution from the parent.In addition to the forms above there are threesome financial forms that are essential for starting an at home child care setting and record financial details relating to the home child care business. The first form is a record of payment fees, used to record the payments by the parents in which the child care provider signs to say that the payments have been received, and it can also be used as a receipt for the parents with a tear off strip.The record of complaint form require to be completed accurately and as soon as possible. The form must contain information detailing who make the complaint, the genius of it and the date it occurred, along with a full account of the complaint, how it was dealt with and any actions that were taken. This is thus signed and dated by the child care provider. It is important to all parties involved to have such a detailed account so it may be referred to, if necessary, by Ofsted, particularly if it is alleging abuse or upon to a child.It is essential to a child to develop through play and there are many activities that can be carried out in the home child care setting to encourage this. It can not only help them develop intellectually but also amicablely and physically and is an important part of a childs growth. somatic activities help to develop a childs gross motor skills and refers to the physical movements made in babies, such as crawling, rolling or walking and in children, such as walking, running, skipping and hopping. Activities such as throwing or catching a ball, developing hand eye coordination or hopscotch, developing jumping and numeracy skills are important parts of not only a childs growth but also their childhood. Throwing and catching a ball will encourage them to a ct and play with another child or grown up, something that some children may find difficult to begin with.Fine motor skills involve tact and fine control of muscle movement such as writing, drawing, victimisation a knife and fork and using scissors. For babies, toys are a good way to develop these skills, some can make a sound and have different feels to them and finger feeds such as pieces of banana or raisins are good to improve a babies hand eye coordination. At around 12 months a child will enjoy a shape sorter, the b reform colours and noises will encourage them to find the right holes to fit the shapes into and develop their fine motor skills. Water is also a brilliant way to develop both fine and gross motor skills, using sponges to soak up and squeeze out the water.Intellectual development for babies provide them with something to pair and see and listen, an excellent tool is a touch picture book where they can feel different materials whilst being read to. Children can also be developed intellectually by card games like Pairs or board games and Connect 4. They also learn by questioning during the day like What are we going to do next?, What time is it? and What letter does cat begin with?. These sorts of questions allow the child to agnise what is happening in their day and to apply these learnt answers in another setting such as nursery or school.To increase social development, usance play is a great way to encourage a child to express themselves and interact with others. They can explore different settings such as a supermarket or post office and interact being either the shop keeper or customer. Adults playing with babies will encourage their social development like tickling and chatting with you, as well as write your actions such as sticking your tongue out and shaking your hands, along with them watching other venerableer children play. Around two years old they will start interacting with other children and being mindful of how the oth ers react to them as well as being aware of how the others feel.Food health and safety policy Please fill in the relevant sections concerning your child material body of child D.O.B Food allergies Medical allergies Food preferences Special dietary requirements From this information we will provide the best healthy, nutritious and balanced meals that meet the needs of all the children in our care. Fresh drinking water will be provided and accessible to the children at all times and the food will be prepared hygienically and we ensure that all staff handling food have been trained in food hygiene. According to The Food Standards mission we will ensure that HACCP (being a preventative system designed to ensure food safety by identifying all the critical control points in a food process where contamination can occur) is implemented.The overall and last responsibility for health and Safety within the Provision rests with the members of the Management Committee. The superior Superviso r will generally advise the Management Committee in the implementation of its insurance and Practices. Members of the Management Committee will be responsible for areas/activities in which they are involvedBy ensuring that the Health and Safety form _or_ system of government is satisfactorily implementedBy ensuring that all new employees, whether paid or voluntary, aware of and observe the PolicyBy conducting a full investigation of any accidents or incidents that result in injury.All employees, whether paid or voluntary, have a responsibility for Health and Safety including the safety of others that may be affected by their acts or omissions. As such, they should familiarise themselves with the Health and Safety Policy of the Provision and the safe practices appropriate to their place of work.Policy Approved By __________________________ Date _____________Travel PlanWithin this plan I will discuss the main risk factors and my solutions for them when travelling with children in my care that may perhaps be encountered.The car that will be used has the relevant insurance needed to transport the children for a business purpose and all of the staff driving the car have equal driving licenses with no convictions. Written permission from each parent has been composed to say that they are happy for their children to be transported in the car in question.Enough car seats for the necessary children have been implemented and are all relevant for the childrens varying ages. I have comely petrol in the car to complete all the journeys needed without having to check-out procedure at any petrol stations enroute.In the car I have a medical bag and first aid kit with all necessary medicines for the children in my care along with spare clothes, drinks, nappies and wipes, if applicable.I have spoken with all the parents and then in turn the children about how we travel in cars safely and stressed the importance of this, for example not unclipping their seat belts whilst t he car is still travelling and acted in an appropriate way, should this ever happen.I have sufficient breakdown cover for the vehicle being used and a mobile phone with enough battery at all times to use in case of an emergency.

Concepts of Gender and Mathematics

Concepts of Gender and MathematicsIntroductionIn 1896 Charles Darwin wroteThe chief n wholeness in the intellectual index itemises of the devil sexes is shewn by the mans attaining to a higher eminence, in whatever he sorbs up, than set up wowork force.if men be targetdid of a decided pre-eminence over women in many an(prenominal) an(prenominal) compositors cases the average mental power of a man must be above that of women. (Darwin examine Walkerdine, 1989, p. 1) subsequently many years of social change we would expect these sentiments on women to absorb changed. Indeed, it is not common to hear that, mentally, men atomic number 18 break turn out than women, as women establish proved themselves to be just as adequate. Take chirp V positionman for example, in my opinion the close famous female mathematician that I know. She is so good at mental arithmetic that she co-hosted Countdown for 26 years (Vorderman, WWW). However, mathematics is still perceived as a male dominated subject and it is no wonder that women intrust they atomic number 18 inferior to men at mathematics. plane though this myth is cogitatet to be a statistical statement, many women interpret it to reckon they cannot do mathematics, having a distressing effect on individuals (Gray, 1996, p. 27). Walkerdine states thatWomen, after(prenominal) all, atomic number 18 clearly irrational, illogical and too close to their emotions to be good at mathematics. Or so the story goes. (Walkerdine, 1989, p. 1)If trustworthy batch actually take on this opinion that girls argon deficiencying in numeric ability (Walkerdine, 1989), how argon girls supposed to have the confidence to believe they can do mathematics, when girls report little confidence in their mathematical ability even when the girls achieve at the resembling take of boys? (Fennema break Orlich et al, 2007, p. 52). It is suggested in Burton (1990) that boys be getting a great deal encouragement and praise in the schoolroom than girls, which builds a lack of confidence cavictimization a ostracise effect on the girls ability to discover (Burton, 1990). In this essay I will try and address the biological reasoning behind wherefore girls cant do maths and relate this to the styluss in which girls swindle.The biologyThere ar two cerebral hemispheres to the oral sex, the odd-hand(a) and right. These atomic number 18 specialised, to many extent, to execute distinct tasks. People usually have a preference to unrivalled or the other, although certain people are whole mentalityed in their view, and whence transaction just as well in either (Funderstanding, WWW).Abigail Norfleet throng (2009) has researched into mental capacitypower differences in boys and girls. She found that language functions and the memory of certain nouns are lateralized to the left over(p) hemisphere, whereas mathematical per framingance and memory of pictures and sack upography are lateralized to the right hemisphere. not alone did she find differences in the left and right brain, she overly researched into certain tell aparts of the brain which help us to learn mathematics use memory and emotions (Norfleet James, 2009). The hippocampus, located inface the medial temporal lobe, plays an important part in long term memory and spatial navigation (Hippocampus, WWW). The amygdaloid nucleus, which is also found deep in the medial temporal lobe, performs a immemorial role in the processing of memory and emotional reactions (Amygdala, WWW). The research showed that as the hippocampus and the left side of the brain develops faster in girls, they outstrip in language, verbalising and working through situations logically. The right side of the brain and the Amygdala develops faster in boys, so their mathematical calculations and performance are striking in their learning (Norfleet James, 2009).To oversimplify a complex issue, the left hemisphere in most humans is primarily c oncerned with language ground behaviour and with the cognitive skills we might crudely characterize as analytical or logical. It has drop dead apparent recently that the right hemisphere is remote superior to the left in most visual and spatial abilities (Davies and Hersh, 1995, p. 346)If we numerate at certain traits from the opposite sides of the brain, we can see that the left brain is notorious for being analytical and sequential, rational and thought process objectively where as the right side is identified with spatial intelligence, thinking randomly and using an intuitive approach to situations (Funderstanding, WWW). Research suggests that the male brain holds an advantage with qualification quick decisions from lists where as the female brain works inductively and needs often much discipline to make that same decision (Gurian et al, 2001). It can be said therefore, that women are more than than inclined to think in a left brained way and men, a right brained way. As a core of this boys tend to have significantly better spatial skills and find visualizing victimize objects easier. When it comes to learning maths we need to use the whole brain the left and right hemispheres and the frontal lobe (Gurian et al, 2001, p. 51).Primary and Secondary Schools tend to have more female than male teachers (Statistics, WWW). In my opinion, female teachers are more probable to teach using the traits found in the left side of the brain as this is what they naturally excel at. This could possibly be seen as the prefer way of principle as the traits linked to the right side of the brain are usually connected with impulsive actions and general disruption in class (Gurian et al, 2001). In schools, students are taught to think in a incidental way, where they build on earlier knowl raciness. They are taught logical flavours, which gives a system they then apply to a question to gain an answer. If, however, the student comes crosswise a problem they have not faced before, they may lack the intuitive skills that would allow them to solve this particular, operose problem. This order of teaching is sometimes seen as being biased towards the female way of learning, as it develops the skills which girls are already, naturally gifted with. However, to study maths to a higher level, rules and methods can only get you so far. The right hand side of the brain allows you to look at problems as a whole rather than in individual, single steps. As boys naturally develop this part of their brains, they are already able to think subjectively (to relate their problems to personal experiences or previous challenges they have faced), a skill girls have to learn. Thus, with the schooling system exploitation the boys left hemispheres, they are capable of answering much more difficult, undetected questions, which may require more than just the taught rules.Girls are generally left brained and are therefore disadvantaged, as they are educated to thin k in one way, their right hemisphere being overlooked. The right brained boys, however, are taught these left brained skills, and coupled with their natural way of thinking allows them to be whole brained and much more efficient at the more difficult maths problems. (Fennema Leder, 1990 Gurian et al, 2001 Norfleet James, 2009)If schools are focusing on a certain method which disadvantages either girls or boys in ways of their brain functions, are they also biased in the way they are teaching, with regards to how boys and girls learn?Learning StylesAlong with having a stronger side of the brain, girls are also inclined to use their instincts in a particular(prenominal) way. This is usually related to the way they think. Research has shown that there are two types of reasoning abduct and concrete. Abstract isnot seeing or lamentable the thing and yet still being able to calculate it. For example, when mathematics is taught on a blackboard, boys often do better at it than girls. (Gurian et al, 2001, p. 45).If information was to be taken from the blackboard and put onto, for instance, number lines, which are inevitably more concrete, girls tend to thrive. For girls to understand the more abstract parts of maths, for example geometry, they must bring these aspects to life. In Primary School learning, the idea of logotype (a computerised turtle which moves round the screen following directions) makes the abstract ideas of direction and angles change by reversal more concrete. In fact many IT programs used in the classroom have been designed to give a concrete illustration of an abstract idea (Skrimshaw, 1993).Furthermore, people have a predisposition to relate to a particular learning strategy. It has been suggested that girls tend to conform to the serialist, or analytic, mannequin of thinking (Clark and Millard, 1998). These are one step at a time learners (Scott-Hodgetts, 1986, p. 68) who work through problems methodically, leading to instrumental under standing. In an article on the various types of understanding, Skemp (1976) described instrumental as rules without reasons. What he did not realise was, that for many the possession of such(prenominal) a rule and the ability to use it, is what they mean by understanding (Skemp, 1976, p. 2).Aside from serialistic understanding we have the holistic, or intuitive, model of thinking. Scott-Hodgetts claimed that holists like to take an exploratory way, working first towards an understanding of an boilers suit mannikin (Scott-Hodgetts, 1986, p. 68). The approach that holists take of looking at the whole framework and then filling in the gaps is a way of relational understanding, not only knowing which method works, but why. So although it may take longer for a pupil to become a relational learner, as there is more content, it is never the less, easier, for the holist thinker to then adapt this method and apply it to unknown problems (Skemp, 1976). This is seen as the preferable method to learning as it allows students to link together different concepts of mathematics. Research shows that boys coincide with this manner of thinking (Clark and Millard, 1998).A lucky few tend to be able to fracture between both the holist and the serialist approach. These students are called versatile learners. In higher level mathematics it becomes precise important to be able to switch your view point, from looking at a problem analytically to globally, in order to see the problem as a whole. pupils are expected to do more than simply reproduce items of knowledge, as they have been taught. They must, for example, also be able to restructure bodies of knowledge in ways appropriate to different problems a difficult task for the serialists because of their inclination to learn sequentially, without necessarily forming an boilersuit picture of the relationships involved. whilst holists are busy speculating about relationships, and discovering the connections between initially pa rt areas of mathematics, it may not even occur to serialists to begin to look for such links. (Scott-Hodgetts, 1986, p. 73)If you are capable therefore of using both of these techniques then sure enough you gain great advantage over your fellow workers?There are a few issues regarding these learning strategies. In Primary schools, students should havethe immunity to develop their ideas using their preferred learning strategies, however, teachers do sometimes cut back their own strategies upon pupils (Scott-Hodgetts, 1986, p. 70).I believe at such a youth age, it is easier for the teacher to teach rules and for the pupil to learn these, even if they have no understanding of them. Take long multiplication for example. I was taught a step by step procedure which gave me an answer. At this age I had very little idea about why we added a zero at the end of the second line of computation, or why we carried a one I was just told that is how it is done. This method of learning, remember ing and applying, confirms to serialists that this approach is best and leads to success. Even in Secondary school it is known that teacher exposition tends to be serialistic in style (Scott-Hodgetts, 1986, p. 70),Scott-Hodgetts (1986) claims that children who are predisposed to a serialist approach are less likely to become versatile learners than those who think more holistically, rigorously because of the way that they have been taught (Scott-Hodgetts, 1986). However, it has been discovered that if serialists are exposed to a holistic style of teaching they are just as capable of gaining the same understanding, at the time, as the holists. Although, Pask and Scott, claim that in the long term, such teaching has a genuine effect on reducing efficiency(Pask and Scott see Scott-Hodgetts, 1986, p.72). This inconsistency of teaching styles could explain why certain pupils are capable of working well in class, but then not playacting well in mathematics examinations. (Scott-Hodgetts, 1986)At the same time that serialists are convincing themselves that learning and remembering their method is the way to gain the top grades, holistic learners will be shown the effectiveness of a different strategy. They have then begun to be a versatile learner before they deform secondary education.ConclusionAfter looking at the brain and the mind in relation to learning mathematics, I feel that it is not that girls cannot do maths, on the contrary girls have many skills that would make them adept at the subject, it is more that girls are not taught the right techniques, which would broaden their minds when it comes to tackling harder mathematical problems. I believe that if girls were taught in a holistic way they would, like the boys, learn how to look at problems as a whole and become more proficient at their mathematics. However, as Pask and Scott (see Scott-Hodgetts, 1986) pointed out, mixing learning techniques can become a disadvantage in the long run to the serialistic l earners. But if Holists are able to learn from a serialistic point of view, why cant serialist learn from a holistic point of view? Surely this would increase the number of versatile learners?Drawing on my own experiences as a woman, if I look at the skills I have developed to reach my watercourse level in mathematics, I know that I have essential to be analytical in most of the problems I have encountered, as well as being able to observe the problem in full. Surprisingly, being able to think randomly as well as logically can sometimes help to solve the most difficult problems. Evidence shows that even though boys are more naturally intuitive and seem to have many of the skills needed in progressing in mathematics, girls are analytical and sequential which are evidently needed for mathematics. The natural abilities that most girls seem to inherit are the key components when first learning maths. It is only the boys ability to understand this new way of learning, which automatical ly makes them versatile learners, that gives them the edge over girls. Being able to look at problems analytically and form an algorithm to obtain an answer is vital to any problem declaration subject, and therefore it is easy to see why girls can enjoy, and can be good at mathematics. We can see from the following statistics that boys excel when the maths becomes more complicated. In Teresa Smarts article on Gender and Maths in England and Wales she explains that even though there are fewer boys than girls taking GCSE mathematics, more boys continue maths on to A-Level. Only 35% of pupils taking A-Level in 1992 were girls, which shows that the percentage of girls studying mathematics decreases as the level of mathematics increases (Smart, T. 1996). This reiterates that girls can do maths they are just not taught the necessary skills which are needed to continue the subject to A-Level or even university.However, in researching this take I found that it is not only our brain or the way we learn which causes us to think we, as girls, are not capable at maths, but also society and the perception they have on girls and mathematics. Until recently girls have very much been considered for different personal credit lines than boys. Careers advice to girls in the one-fifth form in the 1980s was based on retail and clerical types of employment (Burton, 1986). If girls were adamant that they wanted to study what was considered to be a more male subject, they were expected to achieve higher grades or in some cases, not considered for the jobs at all. In fact, one fifth form girl, in which the section of Burtons book is written, was told by her interviewer that he discouraged women from taking opportunities which would better their career (taking day-release) as they tend to leave and have babies (Burton, 1986). In todays job market women are considered equal to men, however, I feel, it will take a few years before we see equal numbers of women and men in male dominate d occupations.It is also important to point out that the content of this essay relates to the general assumption of boys and girls. I know myself, that after extensive research I would consider myself to be a holistic thinker, contrary to what the research suggests I should be as a girl. Does this mean that those female students who study university mathematics and indeed go further, think in a more male way, or are they just lucky enough to have become versatile learners despite what they have been taught at school?The statement Girls cant do Maths Myth or Fact, could be argued to be both myth and fact. We have seen that girls are less likely to be better at maths biologically but if our teaching system was different would we gain different results?

The Eight Principles Of Quality Management Principles Management Essay

The Eight prescripts Of Quality Management patterns Management EssayThis document introduces the viiier quality vigilance beliefs on which the quality counsel dust standards of the ISO 90002000 and ISO 90002008 series ar based. These rules can be used by senior management as a framework to guide their organizations towards repaird writ of execution. The principles atomic number 18 derived from the incarnate experience and knowledge of the international experts who put down in ISO Technical delegacy ISO/TC 176, Quality management and quality assurance, which is responsible for developing and maintaining the ISO 9000 standards.The eight quality management principles are defined in ISO 90002005, Quality management schemes Fundamentals and vocabulary, and in ISO 90042000, Quality management systems Guidelines for performance improvements.This document gives the standardized descriptions of the principles as they appear in ISO 90002005 and ISO 90042000. In addition, it p rovides examples of the benefits derived from their use and of exercises that managers typically democracy in applying the principles to improve their organizations performance. doctrine 1 guest focusPrinciple 2 LeadershipPrinciple 3 Involvement of slewPrinciple 4 Process border onPrinciple 5 ashes climb to managementPrinciple 6 unvarying improvementPrinciple 7 Factual approach to decision makingPrinciple 8 in return beneficial supplier relationshipsThe next stepPrinciple 1 Customer focus organic laws depend on their nodes and therefore should take care current and in store(predicate) client postulates, should meet node requirements and strive to exceed customer expectations. strike benefitsIncreased revenue and market share obtained with flexible and quick responses to market opportunities.Increased military capability in the use of the organizations resources to enhance customer satisfaction.Improved customer loyalty leading to repeat business.Applying the princi ple of customer focus typically leads toResearching and understanding customer demand and expectations.Ensuring that the marks of the organization are linked to customer needs and expectations.Communicating customer needs and expectations end-to-end the organization.Measuring customer satisfaction and acting on the results. systematically managing customer relationships.Ensuring a symmetricalnessd approach between satisfying customers and other interested parties (such as owners, employees, suppliers, financiers, local communities and society as a whole).Principle 2 LeadershipLeaders establish unity of purpose and direction of the organization. They should do and maintain the internal environment in which people can exit fully involved in achieving the organizations objectives. signalize benefits multitude depart understand and be motivated towards the organizations goals and objectives.Activities are evaluated, aligned and implemented in a unified way.Miscommunication betwe en levels of an organization will be minimized.Applying the principle of leaders typically leads toConsidering the needs of all interested parties including customers, owners, employees, suppliers, financiers, local communities and society as a whole.Establishing a clear vision of the organizations future.Setting challenging goals and targets.Creating and sustaining shared out nourishs, fairness and ethical role models at all levels of the organization.Establishing trust and eliminating fear.Providing people with the required resources, training and freedom to act with debt instrument and accountability.Inspiring, encouraging and recognizing peoples contributions.Principle 3 Involvement of people bulk at all levels are the essence of an organization and their full involvement enables their abilities to be used for the organizations benefit. happen upon benefitsMotivated, committed and involved people inwardly the organization.Innovation and creativity in furthering the organizat ions objectives.People world accountable for their own performance.People eager to participate in and contribute to running(prenominal) improvement.Applying the principle of involvement of people typically leads toPeople understanding the importance of their contribution and role in the organization.People identifying constraints to their performance.People accepting ownership of problems and their responsibility for solving them.People evaluating their performance against their personal goals and objectives.People actively seeking opportunities to enhance their competence, knowledge and experience.People freely sharing knowledge and experience.People openly discussing problems and issues.-Principle 4 Process approachA desired result is chance ond more expeditiously when activities and related resources are managed as a process.Key benefitsLower be and shorter cycle times through effective use of resources.Improved, consistent and sure results.Focused and prioritized improvemen t opportunities.Applying the principle of process approach typically leads toSystematically defining the activities necessary to obtain a desired result.Establishing clear responsibility and accountability for managing key activities.Analysing and measuring of the capability of key activities.Identifying the interfaces of key activities within and between the functions of the organization.Focusing on the factors such as resources, methods, and materials that will improve key activities of the organization.Evaluating risks, consequences and impacts of activities on customers, suppliers and other interested parties.Principle 5 System approach to managementIdentifying, understanding and managing interrelated processes as a system contributes to the organizations effectiveness and efficiency in achieving its objectives.Key benefitsIntegration and alignment of the processes that will best achieve the desired results.Ability to focus effort on the key processes.Providing confidence to in terested parties as to the consistency, effectiveness and efficiency of the organization.Applying the principle of system approach to management typically leads toStructuring a system to achieve the organizations objectives in the most effective and efficient way.Understanding the interdependencies between the processes of the system. merged approaches that harmonize and integrate processes.Providing a better understanding of the roles and responsibilities necessary for achieving parking area objectives and thereby reducing cross-functional barriers.Understanding organizational capabilities and establishing resource constraints prior to action.Targeting and defining how specific activities within a system should operate.Continually improving the system through measurement and evaluation.Principle 6 Continual improvementContinual improvement of the organizations everyplaceall performance should be a permanent objective of the organization.Key benefitsPerformance advantage through i mproved organizational capabilities. bond of improvement activities at all levels to an organizations strategic intent. tractableness to react right away to opportunities.Applying the principle of continual improvement typically leads toEmploying a consistent organization-wide approach to continual improvement of the organizations performance.Providing people with training in the methods and tools of continual improvement. make continual improvement of products, processes and systems an objective for every individual in the organization.Establishing goals to guide, and measures to track, continual improvement.Recognizing and acknowledging improvements-Principle 7 Factual approach to decision making hard-hitting decisions are based on the analysis of data and developmentKey benefitsInformed decisions.An increased ability to demonstrate the effectiveness of past decisions through reference to factual records.Increased ability to review, challenge and change opinions and decisions.Ap plying the principle of factual approach to decision making typically leads toEnsuring that data and information are sufficiently accurate and reliable.Making data accessible to those who need it.Analysing data and information using valid methods.Making decisions and taking action based on factual analysis, balanced with experience and intuition.Principle 8 Mutually beneficial supplier relationshipsAn organization and its suppliers are interdependent and a mutually beneficial relationship enhances the ability of both to create valueKey benefitsIncreased ability to create value for both parties.Flexibility and speed of joint responses to changing market or customer needs and expectations.Optimization of costs and resources.Applying the principles of mutually beneficial supplier relationships typically leads toEstablishing relationships that balance short-term gains with long-term considerations.Pooling of expertise and resources with partners.Identifying and selecting key suppliers.C lear and open communication. share information and future plans.Establishing joint development and improvement activities.Inspiring, encouraging and recognizing improvements and achievements by suppliers.-ISO 9000 is a family of standards for quality management systems. ISO 9000 is maintained by ISO, the International Organization for Standardization and is administered by accreditation and certification bodies. The rules are updated, as the requirements motivate changes over time. Some of the requirements in ISO 90012008 (which is one of the standards in the ISO 9000 family) includea destiny of procedures that cover all key processes in the businessmonitoring processes to mark they are effectivekeeping adequate recordschecking output for defects, with appropriate and disciplinary action where necessaryregularly reviewing individual processes and the quality system itself for effectiveness andfacilitating continual improvementA comp each or organization that has been respectivel y audited and certified to be in conformance with ISO 9001 may publicly state that it is ISO 9001 certified or ISO 9001 registered. Certification to an ISO 9001 standard does not guarantee any quality of end products and services rather, it certifies that formalized business processes are being applied.Although the standards originated in manufacturing, they are now employed across several types of organizations. A product, in ISO vocabulary, can mean a physical object, services, or software.table of contentshide1 Contents of ISO 90011.1 Summary of ISO 900120081.2 1.0 Scope1.3 2.0 Normative reference1.4 3.0 harm and definitions1.5 4.0 Quality management system1.6 5.0 Management responsibility1.6.1 5.1 Management commitment1.7 6.0 Resource management1.8 7.0 Product realization1.9 8.0 Measurement, analysis and improvement1.9.1 8.5 benefit1.9.1.1 8.5.1 Continual improvement1.10 1987 version1.11 1994 version1.12 2000 version1.13 Certification2 Auditing3 Industry-specific interpretatio ns4 Effectiveness4.1 Advantages4.2 Problems4.3 Summary5 See overly