To report laser pointer induced damage to retina and choroid and briefly review literature. A case report of a 13-year old Caucasian boy developed blurry central vision and central scotoma in right eye (OD). He was exposed for one minute to class IIIA green laser pointer of 650 nm wavelength and 5 mW power. Clinical examination showed a grayish lesion in foveal region. Ancillary testing revealed disruption of the retinal pigment epithelial (RPE) layer in foveal region and indocyanine green angiography demonstrated evidence of choroidal hypofluorescence suggestive of choroidal infarction in OD. Visual acuity improved from 20/100 to 20/60 in one day and he was treated with tapering doses of oral prednisolone (40 mg) for 3 weeks. Laser pointer with a power of >5 mW caused damage to RPE in the macula. Children should not be given laser pointers as toys especially those with label of danger instructions.
This paper examines the rise in school exclusions in England in the 1990s. It discusses the de nitions and different types of exclusion and how policies towards exclusion have been changing. It considers the groups of students that have been, and remain, at the greatest risk of exclusion and the main reasons given by schools for excluding students. Particular attention is focused on the views of excluded children themselves, collated from a wide range of studies, including primary research with excluded students and some of their parents. The 1999 government initiative to cut exclusions by one third by the year 2002 is then considered. The paper argues that much more attention should be given to the opinions and ideas of young people themselves in the search for a solution to young people's disaffection with education andEngland's high rates of exclusion.
This article offers a direct empirical test of one of the main tenets of the human capital model. It shows that by the end of their compulsory education English pupils in general are aware of the relationship between educational qualifications and average earnings. For the first time in Britain direct calculations are made of ex ante perceived rates of return to upper secondary and higher education. The perceived rates correspond closely to the actual rates estimated by earlier studies. The article also provides useful evidence of differences between social classes and ability groups. In particular it shows that the human capital model offers a much less satisfactory explanation of the behaviour of low ability and working class pupils than it does of high ability and middle class pupils.A sample of just under 3,000 16-years-old students in England were tested on their reasoning ability and asked about their family backgrounds, self concepts, educational intentions and anticipated earning capacity at various stages of their working lives.
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