Being Raped
I was raped, when I was twelve years old. The man was about twenty-nine or thirty years old at the time. I was in the privacy of my mother’s home. She was at worked. However, the intruder found a way in the house and when I came home he attacked me. He told me if I ever told anyone he would kill me. Although, he did not kill me, but instead he fled before the cops could find him.
This accident burden me for awhile and I took action my own way. I was drinking and smoking at the age of twelve and hanging out with people older than me. By the fall of that 1991, I begin to seek help with the counselor at school. I would tell her my problems and she would find a way to help me out. I became sexual active and for some reason I was having sex just to be doing it.
As a child, I was scared I really didn’t know what to do or what to expect. I acted out the best way I knew how. Keeping all this information bottled up inside of me. I would interact by hanging out with girls older than me, sneaking out of the house and going to parties, and wearing makeup. I would only talk to the counselor at school. My mother tried but at the time it just didn’t feel right talking to her. By the time I became pregnant, I realize that I had someone that needed to look up to me. Being raped and knowing your attacker was hard for me. I didn’t feel I could trust anyone. I feel that way with my children today. I am scared to leave them anywhere because I am scared that they may be abuse or something may happen to them while I am away. Being raped with cause a child to regress and not interact properly.
According to a survey for the period 1998–2000 compiled by the UN, South Africa was ranked first for rapes per capita. The incidence of rape has led to the country being referred to as the "rape capital of the world". One in three of the 4,000 women questioned by the Community of Information, Empowerment and Transparency said they had been raped in the past year. More than 25 per cent of South African men questioned in a survey published by the Medical Research Council (MRC) in June 2009 admitted to rape; of those, nearly half said they had raped more than one person. Three out of four of those who had admitted rape indicated that they had attacked for the first time during their teens. South Africa has amongst the highest incidences of child and baby rape in the world.
South Africa has some of the highest incidences of child and baby rape in the world. More than 67,000 cases of rape and sexual assaults against children were reported in 2000 in South Africa, compared to 37,500 in 1998. Some cite a 400% increase in sexual violence against children in the decade preceding 2002. A third of the cases are committed by a family member or close relative. Child welfare groups believe that the number of unreported incidents could be up to 10 times that number. The largest increase in attacks was against children under seven (http://en.wikipedia.org/wiki/Sexual_violence_in_South_Africa).
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A number of high-profile baby rapes appeared since 2001 (including the fact that they required extensive reconstructive surgery to rebuild urinary, genital, abdominal, or tracheal systems). In 2001, a 9-month-old was raped and likely lost consciousness as the pain was too much to bear. Another 9-month-old baby was raped by six men, aged between 24 and 66, after the infant had been left unattended by her teenage mother. A 4-year-old girl died after being raped by her father. A 14-month-old girl was raped by her two uncles. In February 2002, an 8-month-old infant was reportedly gang raped by four men. One has been charged. The infant has required extensive reconstructive surgery. The 8-month-old infant's injuries were so extensive, increased attention on prosecution has occurred. A significant contributing factor for the escalation in child abuse is the widespread myth in HIV ravaged South Africa that having sex with a virgin will cure a man of AIDS. This myth exists in Zambia, Zimbabwe and Nigeria. The child abusers are often relatives of their victims and may even be their fathers and providers (http://en.wikipedia.org/wiki/Sexual_violence_in_South_Africa).
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References
http://en.wikipedia.org/wiki/Sexual_violence_in_South_Africa
Saturday, January 28, 2012
Saturday, January 14, 2012
Health
Immunizations
Immunization shots, or vaccinations, are essential. The shots may hurt a little, but the diseases they can prevent can hurt a lot more! They protect against things like measles, mumps, rubella, hepatitis B, polio, diphtheria, tetanus and pertussis which is the whooping cough. Immunizations are important for adults as well as they are for children (http://www.nlm.nih.gov/medlineplus/immunization.html).
Immunizations are meaningful to me because my immune system helps my body fight germs by producing substances to combat them. Once it does, the immune system can remember the germ and can fight it again. The vaccines contain germs that have been killed or weakened. When given to a healthy person, the vaccine triggers the immune system to respond and thus build immunity. Immunizations are also helpful in the same way with young children. As a teacher, we are protected as well because the STATE require that children immunizations record are up to date before they may attend a childcare center, Head Start, or enter public school.
There are no immunizations requirement in Spain. However, if you are traveling to Spain the following immunizations are required four to six weeks prior to the visit. You will need the Hepatitis A, Hepatitis B, Measles-mumps-rubella, Tetanus-diphtheria, and Influenza. All travelers should bring along an antibiotic and an antidiarrheal drug to be started promptly if significant diarrhea occurs, defined as three or more loose stools in an 8-hour period or five or more loose stools in a 24-hour period, especially if accompanied by nausea, vomiting, cramps, fever or blood in the stool. You should also bring adequate supplies of all medications in their original containers, clearly labeled. Carry a signed, dated letter from your personal physician describing all medical conditions and listing all medications, including generic names. If carrying syringes or needles, be sure to carry a physician's letter documenting their medical necessity. Pack all medications in hand luggage (http://www.mdtravelhealth.com/destinations/europe/spain).
Impact
Immunizations are helpful to the community because they help the body get immune to the disease so that the body can fight off the actual disease if occurred. It is basically mandatory for child care centers and school age students. The child may not attend school or the center if he or she vaccinations are not up to date. Many immunizations are free so parents should be graceful to protect the health of their child.
References
http://www.mdtravelhealth.com/destinations/europe/spain.
http://www.nlm.nih.gov/medlineplus/immunization.html
Immunization shots, or vaccinations, are essential. The shots may hurt a little, but the diseases they can prevent can hurt a lot more! They protect against things like measles, mumps, rubella, hepatitis B, polio, diphtheria, tetanus and pertussis which is the whooping cough. Immunizations are important for adults as well as they are for children (http://www.nlm.nih.gov/medlineplus/immunization.html).
Immunizations are meaningful to me because my immune system helps my body fight germs by producing substances to combat them. Once it does, the immune system can remember the germ and can fight it again. The vaccines contain germs that have been killed or weakened. When given to a healthy person, the vaccine triggers the immune system to respond and thus build immunity. Immunizations are also helpful in the same way with young children. As a teacher, we are protected as well because the STATE require that children immunizations record are up to date before they may attend a childcare center, Head Start, or enter public school.
There are no immunizations requirement in Spain. However, if you are traveling to Spain the following immunizations are required four to six weeks prior to the visit. You will need the Hepatitis A, Hepatitis B, Measles-mumps-rubella, Tetanus-diphtheria, and Influenza. All travelers should bring along an antibiotic and an antidiarrheal drug to be started promptly if significant diarrhea occurs, defined as three or more loose stools in an 8-hour period or five or more loose stools in a 24-hour period, especially if accompanied by nausea, vomiting, cramps, fever or blood in the stool. You should also bring adequate supplies of all medications in their original containers, clearly labeled. Carry a signed, dated letter from your personal physician describing all medical conditions and listing all medications, including generic names. If carrying syringes or needles, be sure to carry a physician's letter documenting their medical necessity. Pack all medications in hand luggage (http://www.mdtravelhealth.com/destinations/europe/spain).
Impact
Immunizations are helpful to the community because they help the body get immune to the disease so that the body can fight off the actual disease if occurred. It is basically mandatory for child care centers and school age students. The child may not attend school or the center if he or she vaccinations are not up to date. Many immunizations are free so parents should be graceful to protect the health of their child.
References
http://www.mdtravelhealth.com/destinations/europe/spain.
http://www.nlm.nih.gov/medlineplus/immunization.html
Saturday, January 7, 2012
Birthing Experience
My birthing experience was very exciting. I became pregnant at the age of twelve (12) and gave birth at the age of thirteen (13). Being pregnant was a challenge for me at a very young age. Many people were not comforting with the fact that I was pregnant. I got dirty looks and comments from many but I did not let that get in my way. Some wanted me to get an abortion but I was determine to be the best mother I could. It was not easy, I had school, under peer pressure, and plenty of stress. I had to be placed on bed rest, therefore I had to take a lead of absent from school.
Maurice was born at 28 weeks in Natchez Community Hospital on June 7, 1992 weighing 3 lbs, 12 ounces. He was premature. However, his lungs were healthy, he was eating well, but he had to stay in the hospital for 4 weeks until he was 5lbs. There was no complications giving birth and the experience was a success. I gave birth with no anesthesia and medication was not required. Maurice is now 19 years old, attending a community college and I am very proud of him.
Maurice was born at 28 weeks in Natchez Community Hospital on June 7, 1992 weighing 3 lbs, 12 ounces. He was premature. However, his lungs were healthy, he was eating well, but he had to stay in the hospital for 4 weeks until he was 5lbs. There was no complications giving birth and the experience was a success. I gave birth with no anesthesia and medication was not required. Maurice is now 19 years old, attending a community college and I am very proud of him.
Wednesday, December 21, 2011
A Note of Thanks!!!
Congratulations, we have gain a lot of knowledge over the past eight weeks in the field of early childhood education. I appreciate the comments, support, and the advice you have giving me concerning my blogs. We have learn so much from this course, each other, and the experience that we have encounter. I hope that we will stay connected with each other throughout our career. I have really enjoyed you as a classmate, friend, and an educator in the field of early childhood education. Keep up the good work as you continue to embark on your journey at Walden University as a professional in early childhood education and do keep in touch. We are the voice for our young children and families so lets speak out and make it happen. The success is yours!
Thanks a lot,
LaKeshia S. Short
Thanks a lot,
LaKeshia S. Short
Sunday, December 18, 2011
CODE OF ETHICS
Code of Ethics
I-1.1—To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.
* This code of ethic is important because you must be knowledgeable of early childhood education to deliver the best quality to our young children of the future.
I-1.3—To recognize and respect the unique qualities, abilities, and potential of each child.
*Knowing the child and learning what he or she is capable of will give you a better opportunity to educate the child in a way that he may comprehend the skills provided by you as a teacher.
I-1.6—To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.
*This bring me to the assessment tools we used at Head Start such as the LAP-D. It is a good assessment tool but I believe there is something more adequate to use than this tool.
I-1.7—To use assessment information to understand and support children’s development and learning, to support instruction, and to identify children who may need additional services.
*Knowing their social, emotional, cognitive, physical skills of a child will help you to identify problems. If there are problems than you can provide additional help for the child.
III. RESPONSIVE FAMILY CENTERED PRACTICES ensure that families receive individualized, meaningful, and relevant services responsive to their beliefs, values, customs, languages, and culture. We are committed to enhancing the quality of children’s and families’ lives by promoting family well-being and participation in typical life activities. The early childhood special education professional will demonstrate respect for all families, taking into consideration and acknowledging diverse family structures, culture, language, values, and customs. Finally, families will be given equal voice in all decision making relative to their children. The following practice guidelines provide a framework for enhancing children’s and families’ quality of lives.
I-1.1—To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.
* This code of ethic is important because you must be knowledgeable of early childhood education to deliver the best quality to our young children of the future.
I-1.3—To recognize and respect the unique qualities, abilities, and potential of each child.
*Knowing the child and learning what he or she is capable of will give you a better opportunity to educate the child in a way that he may comprehend the skills provided by you as a teacher.
I-1.6—To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.
*This bring me to the assessment tools we used at Head Start such as the LAP-D. It is a good assessment tool but I believe there is something more adequate to use than this tool.
I-1.7—To use assessment information to understand and support children’s development and learning, to support instruction, and to identify children who may need additional services.
*Knowing their social, emotional, cognitive, physical skills of a child will help you to identify problems. If there are problems than you can provide additional help for the child.
III. RESPONSIVE FAMILY CENTERED PRACTICES ensure that families receive individualized, meaningful, and relevant services responsive to their beliefs, values, customs, languages, and culture. We are committed to enhancing the quality of children’s and families’ lives by promoting family well-being and participation in typical life activities. The early childhood special education professional will demonstrate respect for all families, taking into consideration and acknowledging diverse family structures, culture, language, values, and customs. Finally, families will be given equal voice in all decision making relative to their children. The following practice guidelines provide a framework for enhancing children’s and families’ quality of lives.
Friday, December 2, 2011
Additional Resources
Engaging Families in Early Childhood Education
by Amy L. Reschly, Ph.D., University of Georgia
Collaborative problem-solving will require that parents, educators, specialists, and administrators work together to determine appropriate resources and supports as well as specific information-sharing practices that facilitate parental engagement.
http://www.rtinetwork.org/essential/family/engagingfamilies
Early child development
August 2009During early childhood, children undergo rapid growth that is highly influenced by their environment. Many challenges faced by adults, such as mental health issues, obesity, heart disease, criminality, and poor literacy and numeracy, can be traced back to early childhood.
http://www.who.int/mediacentre/factsheets/fs332/en/index.html
Early Childhood Education: Resources for Enhancing Early Development
Children’s brains develop most significantly from birth through six years of age. Use this Early Childhood Education Web Guide to find resources that can enhance young children’s social, emotional, physical and academic development.
http://www.findingdulcinea.com/guides/Education/Early-Childhood-Education.xa_1.html
by Amy L. Reschly, Ph.D., University of Georgia
Collaborative problem-solving will require that parents, educators, specialists, and administrators work together to determine appropriate resources and supports as well as specific information-sharing practices that facilitate parental engagement.
http://www.rtinetwork.org/essential/family/engagingfamilies
Early child development
August 2009During early childhood, children undergo rapid growth that is highly influenced by their environment. Many challenges faced by adults, such as mental health issues, obesity, heart disease, criminality, and poor literacy and numeracy, can be traced back to early childhood.
http://www.who.int/mediacentre/factsheets/fs332/en/index.html
Early Childhood Education: Resources for Enhancing Early Development
Children’s brains develop most significantly from birth through six years of age. Use this Early Childhood Education Web Guide to find resources that can enhance young children’s social, emotional, physical and academic development.
http://www.findingdulcinea.com/guides/Education/Early-Childhood-Education.xa_1.html
Resources for Early Childhood Education
Resources for Early Childhood
Position Statements and Influential Practices
NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
Use the Academic Search Complete database, and search using the article's title.
Global Support for Children’s Rights and Well-Being
Websites:
http://worldforumfoundation.org/wf/wp/about-us
This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage
World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP’s mission.
Association for Childhood Education International
http://acei.org/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
Selected Early Childhood Organizations
http://www.naeyc.org/
The Division for Early Childhood
http://www.dec-sped.org/
Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
Harvard Education Letter
http://www.hepg.org/hel/topic/85
FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
HighScope
http://www.highscope.org/
Children’s Defense Fund
http://www.childrensdefense.org/
Center for Child Care Workforce
http://www.ccw.org/
Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/
National Child Care Association
http://www.nccanet.org/
National Institute for Early Education Research
http://nieer.org/
Pre[K]Now
http://www.preknow.org/
Voices for America’s Children
http://www.voices.org/
The Erikson Institute
http://www.erikson.edu/
More Professional Journals Available
YC Young Children
Childhood
Journal of Child & Family Studies
Child Study Journal
Multicultural Education
Early Childhood Education Journal
Journal of Early Childhood Research
International Journal of Early Childhood
Early Childhood Research Quarterly
Developmental Psychology
Social Studies
Maternal & Child Health Journal
International Journal of Early Years Education
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