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Watch the four video’s above. You will answer the video questions below. Use this format given to write your paper – answer each question for Video 1, 2, 3, and 4. There are two questions at the end that ask you to compare the videos.

Video One ( Alex/Josh and the firefighter):

1. What did you notice about the teacher’s body posture throughout the video? Was her body posture a positive or negative thing in dealing with this conflict? Why? ( Be specific) 2 pts

2. What did you notice about the teachers use of verbal language and her tone of voice? List three specific examples. 3 points

3. What types of guidance techniques ( see text and hand outs) did this teacher use with the boys? List three and explain why she used them. 3 points

4. What was each child’s overall response to her guidance and presence? 2 points

Video Two ( Julia/Alex on the Carpet with Teacher)

1. How did the teacher respond when the girls first started arguing? Describe the teacher’s body posture throughout the video. 2 points

2. How did the teacher act as a facilitator to the girl’s problem? What guidance techniques did she use? Was her language appropriate for helping the girls? Why or why not? 3 points

3. The girls decide on the “solution box”. What did you think of the things inside of the box? Why do you suppose they were in that box? How do you think the teacher had introduced this box at the beginning of the class semester to the children? 3 points

Video Three ( It’s my blanket)

1. There were many arguments going on during this video. Describe the teacher’s body posture, language, tone of voice and demeanor throughout the conflicts. 3 points

2. How did the teacher stop children from hurting each other? Be specific. 2 points

3. List the video’s points to solving conflicts. 2 points

4. Describe the children’s response to the teacher. Give two examples. 2 points

Video Four ( I was here first)

1. How did the teacher respond to the first argument ( language and body posture)? Why do you think she was touching the young boy? 2 points

2. What communication technique did the teacher use to help the children understand each other’s point of view? 2 points

3. What were the guidance techniques suggested in this video? 2 points

4. How did the second teacher engage the children into helping solve the ” having enough room” problem? 2 points

Compare and Contrast – 10 points

1. Which teacher’s style ( video 1, 2 3 or 4) in handling guidance and discipline did you prefer? List three reasons. Was there any video about guidance and techniques that you did not feel comfortable with? Explain.

2. What did you think the general relationship was between each of the teacher’s and the children they were helping? You should have a sentence about each teacher and what your thoughts were on their relationships and why.

Sample Solution

keletal muscle caused by group A Streptococcus or other beta-hemolytic streptococci. It may be preceded with skin abrasions or blunt trauma. The infection will progress over several hours and involve muscle groups and soft tissue. If the patient develops streptococcal toxic shock syndrome, then they have an onset of hypotension. These patients will not have evidence of gas formation in tissue on physical or radiographic examination.
Necrotizing fasciitis in an infection of the deeper tissues that results in progressive destruction of the muscle fascia and overlying subcutaneous fat. Infection is usually spread along the muscle fascia due to it’s relatively poor blood supply. The process progresses rapidly over several days, from erythematous area to change in skin color from red-purple to patches of blue-gray. Within three-five days onset, skin breakdown with bullae will occur and frank cutaneous gangrene can be seen. By this time, the involved area is no longer tender but has become anesthetic secondary to thrombosis of small blood vessels and destruction of superficial nerves in the subcutaneous tissue. There are two types of necrotizing fasciitis.
Type I of necrotizing fasciitis is a mixed infection caused by aerobic and anaerobic bacteria. Risk factors include diabetes, PVD, immune compromised, and recent surgery. Type II necrotizing fasciitis is generally monomicrobial. It is caused by group A Streptococcus or other beta-hemolytic streptococci that is either alone or in combination with other pathogens, most commonly S. aureus. Patient’s culture came back with growth of Staphlococcus aureus.
(Stevens, 2016)
The Society for Vascular Surgery Lower Extremity Threatened Limb Classification System, WIfI, is a system for classifying the severity of limb threat that is intended to reflect clinical considerations that impact management and amputation risk. WIfI is an acronym for wound, ischemia, and foot infection. Each category has a different grade.
For wound, a grade 0 is rest pain; no wound; no ulcer; no gangrene. Grade 1 is a small shallow ulcer(s) on distal leg or foot, any exposed bone is only limited to distal phalanx(ie. Minor tissue loss, limb salvageable with possible simple digital amputation or skin coverage). Grade 2 involves a deeper ulcer on distal leg or foot with exposed bone, joint, or tendon, or shallow heel ulcer without involvement of the calcaneus( ie. Maj

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