Aging And The World Health Organization - 2792 Words

INTRODUCTION Ageing has been described as the inevitable slow progressive impairment of normal biological function resulting from cellular and structural changes in an organism. These cellular and structural changes directly impact on the functioning of organs, systems and eventually the organism as a whole (Burton 2007). The correlation between the biological time clock for ageing and the calendar/chronological age differs among individuals. However, the World Health Organization accepts 65 years as the chronological age that defines an ‘elderly’ person (World Health Organization 2014). According to the United Nations’ report on population ageing, one of the most distinguishing demographic occurrences of the twentieth century is the fact that the world’s elderly population is growing at a faster rate than the rest of the population and is expected to continue through the twenty-first century. Over the last 50 years, the number of elderly persons is believed to have tr ipled and a greater increase is expected over the next 50 years (Department of Economic and Social Affairs United Nations 2002, pp. 1 34). New Zealand has not been left out of this trend with an increasing proportion of elderly people and a decreasing proportion of children. The proportion of New Zealanders aged 65 years and over has increased from 11 percent in 1991 to 13 percent in 2009 and is expected to be up to 21 percent by 2031 (Ministry of Social Development 2014a). In view of this ongoingShow MoreRelatedAssessment Of Gerontology Paper1364 Words   |  6 Pagesdemand for competent geriatric nursing care to reduce the years in which function and health are impaired. It is exciting to see that quality geriatric nursing education has been integrated into the BSN program at Florida Adventist University of Health Sciences. Statistics of the Geriatric Population Elderly in Texas is on a small scale compared to other states because it is relatively younger than most states. The aging population in Texas by 2030 is projected to be 19.4% or 5.9 million elderly populationRead MoreThe Aging Of Population Aging1553 Words   |  7 PagesAging of population (also known as demographic aging) is a summary term for shifts in the age structure of a population making them looking of elder aged person . A direct consequence of the on going global fertility rate decline as well as make the society less working and aging causes lot of health issues too , population aging is expected to be among the most prominent in whole world . Population aging is progressing rapidly in many developing countries as well as developed nations tooRead MoreImpact of the Aging Population on Healthcare1508 Words   |  7 Pagesfacility or a particular region. The rate at which our population is aging is one of the most demographic trends that will changes the face of the future workforce of healthcare. The demand for services and they type of services offered will change as well. The impact will be felt on a economic level across the board. †¢ If health care consumption patterns and physician productivity remained constant over time, the aging population would increase the demand for physicians per thousand populationRead MoreEconomic Development Patterns Of Employment And Retirement915 Words   |  4 Pages if any? Societal aging may possibly affect economic development patterns of employment and retirement, the way individuals and families operate, the capabilities of governments and communities to offer sufficient resources for the elderly population, and the commonness of chronic disease and disability. The social, economic, and demographic deviations that the United States is undergoing at the population level may perhaps have far-reaching outcomes on one’s physical health and well-being. ForRead MoreMigrant Workers In China Case Study840 Words   |  4 PagesPopulation aging has been a global issue. According to the United Nations statistics, population aging is occurring throughout the world. In 2015, there are 901 million people aged 60 or over, comprising 12% of the global population. The population aged 60 or above is growing at a rate of 3.26% per year. It is projected that by 2050, the global population of all major areas of the world except Africa will have nearly a quarter or more of their populations aged 60 or over. [37] Population aging can beRead MoreAgeing Population And The Aging Population1691 Words   |  7 PagesIntroduce the topic of the aging population and the ways in which people are trying to look and feel younger and healthier. The world is ageing rapidly. People aged 60 and older make up 12.3 per cent of the global population, and by 2050, that number will rise to almost 22 per cent according to the United Nations Population Fund (UNPF). In the United States of America, the older population defined as persons 65 years or older numbered 46.2 million in 2014.They represented 14.5% of the U.S. populationRead MoreThe Decline Of The Twentieth Century1156 Words   |  5 Pageshaving fewer children. The consequence will be a situation without precedent: by the year 2020, there will be more of people over 65 years of age than children. World Health Organization (WHO) and many of the developed as well as developing nations are raising questions such as  ¬ Will longer lives result in longer periods of good health, longer periods of productive careers and social engagements, or will old age mean prolonged illness, disability, and dependency on family and the State. How willRead MoreA Silver Fox868 Words   |  4 Pagessocietal ignorance. Virility, affluence, and power, are components of the formula that represents Hollywood’s longstanding depiction of a silver fox. Feeding into such stereotypes portrayed by older males in the industry paints unrealistic images of the aging process into the minds of the consumers, ultimately misconstruing one’s expectations of the future. However, consciously making an effort to appreciate every moment and memory formed over the course of one’s life can deter a common fear shared amongstRead MoreForgetting The Past, Focusing On The Future: . How Alzheimer’S1412 Words   |  6 Pagesthe Past, Focusing on the Future: How Alzheimer’s in the Aging Population Effects Health Care Today Within the next forty years, the United States will spend over $20 trillion dollars in total for patient’s with Alzheimer s (Johns). As the population ages, people become continuously more at risk for Alzheimer’s and other dementias; therefore, it remains crucial to learn about the effects of the aging population and Alzheimer’s on health care today. With the baby boomer generation reaching agesRead MoreChildhood Obesity And Its Effects990 Words   |  4 PagesChildhood Obesity has quadrupled in the last thirty years, and the number of children with obesity related diseases and health conditions reflect that. More and more Kids are developing what would be considered adult health conditions like osteoporosis, sleep apnea, fatty liver disease, and cardio vascular diseases, which usually only affect people later in life. Kids are not only developing adult diseases, they are physically becoming adults. If you were to compare a obese 10 year old DNA to their

Jfk And The Civil Rights Movement - 1980 Words

One of the most beloved president in the history of the United States is John F. Kennedy. JFK is revered and esteemed as a champion of racial equality. This perception of him was delicately and strategically crafted by him through his performances during his presidential bid. However, JFK did not contribute much to the civil rights movement per se (). JFK did not produce many historical achievements in his term, which includes civil rights achievements (). Many experts even argue that the crucial Civil Rights Act of 1964 would’ve been either watered down or not even passed if JFK was not assassinated (). But shockingly, he is still seen in the eyes of many Americans as one of the main propellers of the advancement of civil rights. However, this perception combined with his assassination helped his successor, LBJ, to advance the civil rights movement. The perception of JFK as an avid advocate of the civil rights movement was more impactful than what he accomplished, but the pe rception he created helped propel movement to new heights. The promotion of civil rights was in alignment with JFK’s goal of winning the presidency, so he crafted a perception of himself as a champion of civil rights in an attempt to win the presidency. He ran for presidency during the era of Martin Luther King Jr. It was an era where a majority of African Americans wanted equal opportunity. African Americans made up a sizable chunk of the electorate base at that time, so it was in JFK’s best interestShow MoreRelatedThe Assassination Of John Fitzgerald Kennedy873 Words   |  4 PagesJohn Fitzgerald Kennedy, also known as JFK, is one of the most infamous and tragic events in American history. JFK was one of the United States’ most influential politicians, and in the year 1961 he was appointed to be president. Less than a thousand days later, JFK was assassinated in Dallas, Texas, by gunman Lee Harvey Oswald. JFK was beloved both by many Americans and those abro ad, and thus his death came as a terrible shock to many across the globe. JFK was a great and stalwart individual - aRead MoreThe Civil Rights Movement 1104 Words   |  5 Pageschildren consisting of four girls and five boys; however, by his family, he was known as Jack, not John. He went to Harvard for his college degree. He was in the naval position in the army and was well decorated with Navy and Peace Corps medals later on (JFK Library). In 1956, John F. Kennedy was chosen to run for vice president due to his popularity as a successful politician; however, he decided not to run and instead wanted to run for president the next term. John F. Kennedy was the 35th president ofRead MoreThe Legacy Of John F. Kennedy1429 Words   |  6 PagesHowever JFK studied and graduated from Harvard in 1940. Three years later he volunteered in the U.S military. After the war was end Kennedy joined the politics as a democracy. Then he was elected in the House of Representative, and he served as a congress man for six years. It follows that he faced the republican Richard Nixon and he won the election that day with a small amount of votes. As a result of that he was the first American catholic president. He took the charges in the era of the civil rightsRead MoreKameron Harris. Mrs. Thompson. Hist 102-10. 2 May 2017.824 Words   |  4 Pagescurrency such as the bronze penny and five-dollar bill, and the President who freed the slaves. JFK was the 35th President of America, household favorite, and the President who saved the world from nuclear destruction. But deep inside the walls of the White House, the two Presidents had other motives for that occurred during their term and many people believe that it led to both of their assassination. JFK and Abraham Lincoln were American Icons, and their secret past seem to hurt their legacy in theRead MoreBrown V. Board Of Education1145 Words   |  5 Pageswell during 1954, known as Operation Wetback, which allowed for the capture of foreign Mexicanos. In public schools, white teachers and black teachers began to earn equal pay, so the movement was effective, but how strong would it move to reach racial equality for all? It is important to note, that during these movements, Black and Mexicans did not get along very well. They could never reach an agreement to work together for one cause, due to underlying beliefs. NAACP and LULAC had different viewsRead MoreThe War Of The Civil Rights Movement1476 Words   |  6 PagesThe 1950s was a decade of prosperity, the economy was booming, military was strong, the beginning of the civil rights movement. In the 1960s the decade involved protest, the war in Vietnam, the fight for civil rights, and JFK. Then came the 1970s and it was known as the time of peace and love, equality for all, the ongoing war in Vietnam, and Nixon. Each decade after one another affected the next with foreign policy, domestic policy, politics, political leadership, the economy, and the social termsRead MoreTime Capsule Unearthed: the 1960s Revisited Essay1381 Words   |  6 Pagescountry and from the black community. MLK Jr. wanted equal rights for all people as stated in the constitution, and during this time blacks were not given the same rights as whites, and the women of all colors deserved equal rights. MLK Jr. tried to accomplish this through peaceful means, speeches, walks for peace, large gatherings. Malcolm X on the other hand wanted blacks to have more power than they did, he did not care about equal rights as much as he wanted the black community to rise up intoRead MoreThe Positive Impact Of The Civil Rights Act Of 1964717 Words   |  3 Pagesimplementation of the civil rights act of 1964, America has become a more just and tolerant society. The Civil Rights movement is what changed people’s perspectives on society. The movement was a huge change to the world in the past, present, and even the future. It has affected our lives in so many ways..mainly positively. All around, the civil rights act will always be known for its positive impact for affecting the society by making it a more just and tolerant society. The Civil Rights Act of 1964 isRead MoreAnalysis Of Peter Charles Hoffer s For Ourselves And Our Posterity955 Words   |  4 Pagesthis novel Hoffer makes many interesting and compelling arguments in saying that the preamble has been one of the most influential pieces of work in helping develop this country. After reading this book and looking at the civil war, the presidency of FDR, and the presidencies of JFK and Lyndon B. Johnson. I have found that I agree with Hoffer’s opinion. President Abraham Lincoln took the phrases â€Å"to form a more perfect union† and â€Å"to promote the general welfare â€Å" from the preamble to heart. This isRead MoreWhat I Found in a Time Capsule in the Year 2325854 Words   |  3 Pagesthat define the era of the 1960s. The very first item that we found was a news paper clipping about the Assassination of President John F. Kennedy on November 22, 1963. John F Kennedy, affectionately known by his family as Jack, and by the nation as JFK; was the 35th president of the United States beginning in January 1961 up until November 1963 when he was tragically shot down during a motorcade in downtown Dallas Texas Dealey Plaza. The President was beginning to work on his presidential campaign

Childcare Child Development Free Essays

string(51) " relationships and develop understanding of rules\." Unit 1 – Understanding and promoting children and young people’s development Learners Declaration: I certify that the work submitted in this assignment is my own. Student Number.. We will write a custom essay sample on Childcare: Child Development or any similar topic only for you Order Now eb1257620 Full Name †¦Mrs Debbie England Address†¦.. 1,Woodlands Residential Park Quakers Yard, Treharris CF46 5AR L/601/1693 Unit 1 NCFE LEVEL 3 EARLY LEARNING AND CHILDCARE Debbie England EB1257620 Q1a, Explain the sequence and rate of each aspect of development from birth – 19 years? 1a. All areas of development are important as each other, but children do not always develop at the same rate, but as soon as your bundle of joy is born they are their own little person. Areas of development from birth – 19 are : PHYSICAL DEVELOPMENT including movement skills gross motor skills, fine motor skills and hand-eye coordination, from 0-6 months a child will turn head towards sounds and movement ,try to put everything in mouth, hold and reach out for things and reach to hold their feet whilst on back and when they are being fed they watch you and smile at a familiar face. Accompanying material: Explain the Reasons Why Children and Young People’s Development May Not Follow the Expected Pattern By the age of one a child has the ability to sit alone unaided. They are also getting inquisitive by looking for things that have been hidden, behind you or in your hand. Children also want to be picked up, so they lift arms up, they also want to stand up so they pull or push against adults or furniture, and not all children can crawl by this time but they might get around by shuffling on bottom or rolling around. Children also know their name by now and turn towards you when they are called, they like to play by passing objects from hand to hand and examine them by poking or prodding. By the age of two, a child has many talents, such as walking with or without toys, bending to pick up things from floor. Children have started to do a lot more with their hands such as Waving, pointing to what they want, building towers out of bricks, banging objects together and also feed themselves. And the ability to say no by shaking their head. You will also start to notice that they have a preference to which hand they want to use. By three years of age children are able to kick or throw a ball, kneel down to play with things and can build larger towers. Children also like water, so playing pouring with different shaped things is enjoyable for them . Between the ages of three and seven, children are more adept, they have mastered climbing stairs and gained more confidence to climb, walk on tiptoes and jump , also gained control of eating with cutlery which in turn should help with holding a crayon or pencil to draw. Throwing and kicking a ball with aim, using safety scissors and copying shapes and letters. As children get closer to seven they are climbing, jumping catching, skipping and riding a bicycle and are able to write. Between seven and twelve years of age children are experiencing the art of taking part in team games such as football, athletics etc. From twelve onwards we reach puberty. Not all girls and boys reach puberty at the same time, some are slower than others. Puberty can cause a lot of upset and anguish. For boys, at this age,, start getting taller, muscles start to grow, along with facial hair, their voice may break, they may experience acne due to oilier skin and it does not get any better because some boys experience slow pubertal growth so they feel different from the rest of their friends and causes upset and worry, so as a parent you need to be there to reassure them that their rate of development is not related to the final physical potential. For girls,, by the age of thirteen periods would have started, their breasts have developed and their bodies are fuller and rounder and by 15 it is likely that she has grown to her full height, some girls develop as early as eight, but some do not show changes until late teens. Sometimes it is hard for teenagers, they become totally preoccupied with their development. They feel awkward and sometimes feel embarrassed. SOCIAL AND EMOTIONAL DEVELOPMENT: includes forming relationships , learning social skills, self reliance, making decisions, caring for others and developing self-confidence and dealing with emotions. -3months, children of this age concentrate on an adults face when being fed and smiles, they respond to adults especially mothers face and voice and also very dependant on adults for comfort and reassurance when cuddled. Six -nine months children show affection to people they are used to ,but shy with strangers, they also like to play games like peek-a-boo. One to two years, children like to please people and like to be centre stage and perform, play along with other children, they can be cooperating but then can be istracted by unwanted behaviour and may become distressed if separated from a known adult, so they may need use a comfort object, e. g toy or blanket. Between two and three, a child will develop sense of own identity and start to be independent, act impulsively ,prone to bursts of emotional tantrums and demanding things, wanting things NOW, and craving attention. Three to four years, at this stage children become more caring to others, they like to share and they become more cooperative and want to help with everything. They also become more independent and more secure in unfamiliar places. Four to seven years, This age group need structure and routine to feel safe, when behaviour is bad they need limits to be set , they enjoy helping others. Often make friends but need a hand in resolving situations. They will learn a lot about the world and how it works , about people and relationships and develop understanding of rules. You read "Childcare: Child Development" in category "Essay examples" Seven to twelve years of age, Children start to form special relationships at about eight, they usually like to mix with children of same sex, because they become aware of own gender, they become less reliant on adults for support unless they need an adult to help sort out an argument. They enjoy being in groups of their own age but are strongly influenced by peers and want to fit into their rules. Children can be either arrogant, bossy or shy but they do develop an understanding that certain behaviour is not acceptable and why. Teenagers, teenagers become self-conscious as they notice changes to their body, they need reassurance more than anything else. Their body is going through emotional turmoil , they are tossed back and for between childish needs and adult desires, they are also being prepared for independence from their parents and closer to friends and relationships. Teenagers also get embarrassed and feel awkward and worry about making mistakes. INTELLECTUAL DEVELOPMENT. Between 0 and three years of age, realise others are separate from themselves, they imitate and try different ways of behaving in play and they become more confident but still need reassurance. Three to four year olds are able to sort objects by size, shape , colour and type, e. g animals . They can also understand two or three things to do at once e. g ` fetch that beaker of water, give it to your brother and take empty beaker back to kitchen. Five to seven year olds . At this age children begin to understand differences can exist side by side, and about sameness and difference in various aspects of life and are able to see that the same amount of porridge can look different in another container. Seven to twelve year olds, are able to do things for themselves, read, and take interest in certain things. Twelve to sixteen, At this age, children turn to their friends, they are less concerned about adult approval, they want to follow their peers, dress the same, have the same games, behave the same way even wear the same clothes. LANGUAGE DEVELOPMENT. Between 0 and three months , babies start to make happy sounds, they watch peoples faces and try to copy, and enjoys music and other sounds. Babbling sounds begin between six and twelve months, they will laugh or chuckle and feel pleasure by making squealing noises, they turn their head towards sounds. At one children start to put words together and understand key words. By two they start to understand the art of speech and start to copy and by two they can use thirty to one hundred and fifty words. Between two and three, children are able to put words into a sentence, they can join in with songs or nursery rhymes, scribble on paper and by the time they are three can be using several hundred words and like all children they start to ask what? , when? And why? Three to four year olds start to use pitch and tone, their vocabulary can be up to fifteen hundred words by now and including past tense, also their scribble becomes more controlled. Four to five year olds can steadily copy shapes and some letters, recognise their own name and words that are used regularly. They are also more able to use language to communicate ideas and grammar is more accurate. By using picture books children are able to follow , understand and enjoy the story. Questions that they ask becomes more complex. Five to seven years of age are fluent and able to make up stories, they handle books well, recognise more and more letters linking them to sounds and understand that text carries meaning. Seven to twelve years of age usually need help with spelling, adults introducing new words will help their vocabulary. Children can also read out loud and know the different tense and grammar and speak fluently explaining complicated happenings. Twelve to sixteen year olds can be quite irritating by using sarcasm and trying to be witty, but they are just testing their new sophisticated mental abilities. Their logical thinking is maturing and may enjoy a debate, it helps to practise verbal skills. Q1b, Explain how theorie s of development and frameworks to support development influence current practice? 1B. Theories related to child development, such as social and emotional skills can be divided into three schools of thought. 1. Biological – Genetic make up 2, L earning – Result of contact with others 3. Psychoanalytic – Combination of both biological and learning Each of the above has many theories supporting them. PIAGET. Jean piaget was a psychologist and philosopher and spent his professional life listening and watching children, his research found that children don’t think like adults and he suspected tha behind illogical statements were thought processes that had their own kind of order and logic. His background of biology and philosophy influenced his theories and research of child development. Piagets theory is based on the idea that children develop cognitive structures( mental maps ) for understanding and responding and their cognitive structure increase as they get older. He identified development stages. 1. Sensorimotor 2. Pre-operational 3. Concrete operations and 4. Formal operations. BRUNER Jerome Bruner is one of the best known psychologists and developed the theory of cognitive growth, he looked at environmental and experimental factors that affect intellectual growth . He believed that children need to move more freely and be involved in their own learning, his ideas were based on catergorisation and believed that adults could support their children in their learning experiences. Bruner had a profound effect on education, his work is still influential to scientific studies today. He indicated four key themes in the process of education (1960). 1. Readiness for learning 2. Motives for learning 3. Intuitive and analytical thinking 4. The role of structure in learning. VYGOTSKY. Says that a child is brought up by culture which has two contributions to a child`s intellectual development 1st their knowledge , 2nd what to think. Cognitive development – children learn by problem solving. Language is a learning process and interacting contribute to a childs development. HOWARD GARDNER, stated that there at least seven intelligences which link our individuality they are. 1. Verbal – linguistic 2. Musical. 3. Logical. 4. Spatial 5. Bodily kinaesthetic 6. Interpersonal. 7. Intrapersonal. MONTESSORI. Dr Maria Montessori, a scientist had a unique opportunity to study the thinking and learning skills in children and developed specific learning apparatus to help and including children who learn differently. She stated that the secret of good teaching is to regard the childs intelligence as a fertile field in which seeds may be sewn to grow under the heat of flaming imagination. Her theories and ways of educating children are used today e. g using music, language, hands on educational materials, games and muscle movements etc. Current child development theories, are that the first three years of life are critical to laying down the foundations for future learning. Babies need to be sung to, cuddled, touched, talk to and kept warm. There are three styles of learning Visual, Kinaesthetic and Auditory. In the early years of life most children experience rapid and physical, emotional, intellectual and social growth. There are systems in place to intervene and identify signals that may cause future concerns. Practitioners work with parents and primary carers to listen to views so as to build on children`s experiences, knowledge and understanding and provide opportunities to develop in all areas. Q1c, Explain how to monitor children and young people`s development using different methods? 1C. To monitor a child`s development starts with, 1. Observation 2. Assessment 3. Planning 4. Implementation and 5. Evaluation. Observation, – observing children is an important role for a childcare practitioner to practise it is essential that they are able to assess progress and plan for the childs future. Observation can help identify any issues with the child, identify strengths and weaknessess, monitor development and how to respond in situations, and to add any improvement where needed, also share with parents, collegues and specialists. By conducting observations you can learn more about a child, some characteristics on display maybe: 1. Skills and accomplishment 2. Personality and temperament 3. Interests and preferences 4. Level of cognitive and social development 5. Strategies for creating desired effects. Always obtain permission before using observation. Different methods are; Time sampling – at pre-planned times . Event sampling – Behaviour forms of Structured – create a particular activity. Naturalistic – usual routines Participative – be engaged in activity together Longitudinal – detailed observations Target child – use in groups to find out if they are getting worthwhile experiences. The skills are to be able to obtain information about the child Look – Know what you are looking for Listen – Take notice how conversations are with others Record – make accurate notes. Think – consider what you see and what assessment would you make . Assessment,- is the process of analysing and reviewing what you currently know about the childs development. When you assess, you are making a judgement or decision on the childs progress. To make a valid assessment you must collect all relevant information needed, this should include the childs development, learning, health, behaviour, academic progress and the need for special services. Once information has been collected any assessment should be carried out by a childcare worker and based on Thorough knowledge of child development , Parents observations of their childs development and other practitioners observations who has worked with the child and analysis of observations of milestones and expectations. The results of the assessment can then be used for planning the individual care. Planning,- For the next steps in a childs development should be done on the information you obtained from the assessment. Any concerns should be discussed with the parents and collegues to identify any intervention that maybe required. Planned activities are experiences and opportunities that are thought about and planned in advance. Unplanned activities are some of the most important and effective learning opportunity arise spontaneously. In these instances you have to make the most of the opportunities. All childcare settings have a curriculum, even if they don’t use that word to describe the activities they provide for children. Child-centred planning is important because it focuses on the needs of the child. Allows children to take lead in learning based on own interests and helps to practice and develop old and new skills. Enables parents and staff to take time out to think and be in agreement what development needs individual children want. Plans are always based on the knowledge of the stage of development reached by the child concerned. Appropriate goals are set for the next stage of the childs development. Implementation, – A long term developing plan should be put in place to lay out aims for learning over a year. It should represent the purpose behind the childcare worker`s practice and contain brief summary of what they want children to achieve. Short term plans are put in place to help practitioners plan activities weekly , it helps children to have a choice, either to have or try a new experience or activity that will encourage them in developing, and the plan should be adaptable for children at different stages of learning. When writing a short term plan it should outline; something to progress the developmental and learning needs of all children. Something of interest and supply enjoyment for all children. All the areas of learning in the early years foundation stage are covered. Do not discriminate against any child. And that setting has or can access the required resources. By creating a plan a childcare worker will be able to organise the environment List equipment and materials needed Identify the activities they want children to participate in. Set out their own participation in activities and set timing ( when and how long ) When creating an individual plan both child and parents can be involved, a child can contribrute can say what they like and what they don’t, and parents can contribute by given information about their childrens interests, experiences and activities at home . When creating plan the careworker must include the seven stages, which are : Assessing current stage in learning and development. Identify needs for further learning and development. Setting clear targets for achievement. Identify strategies for achievement. Intergrating plan into other plans of the setting. Implementing plan. Review plan. Individual plans should include ; Childs name Key workers name Date of plan Aims of plan Targets Strategies to help child achieve targets Date of next review Date and comments when aims and targets are reached. Evaluation – All plans need evaluating, reviewing or even re-planning. Everyone involved with the children play a part and staff should get together regularly to discuss plan in question and if anything needs re-thinking. 1. Do plans enable everyone working in setting to know what they are doing and how to do it? 2. Are plans enabling setting to be effective in progressing the childrens achievement in learning and development. If planning is not enabling one or both of these things to happen, it will have to use evidence collected to decide on appropriate changes to its plans , format or content. An important part of the evaluation plan is to inform parents how things are and for parents to explain their findings . Feedback creates good practice. Q1d,Explain the reasons why children and young people`s development may not follow the expected patterns? 1d,Children do not develop at the same rate as each other. Many children have growth spurts followed by a lull, their development may also not progress evenly across all areas. All children are individuals. Girls and boys going through puberty experience different things. Girls – If going through puberty early, her social development may not be keeping up with her physical growth, some girls can look grown up but still a child underneath. yet some girls are reaching full physical maturity and some are only beginning. Boys – some boys move into mid- puberty while others worry about their development. Their emotional state is constantly all over the place, their bodies are experiencing drastic changes which can cause emotional turmoil, all teenagers going through this could potentially cause disruption to development pattern. Some factors that can influence younger childrens development pattern are: Environmental and economic which consist of poor housing, lack of play facilities, low income families, lack of resourses and frequent changes in environment. Social – poor parenting, difficult family circumstances, few opportunities for one-to-one and few good role models. Emotional – conflict with family or peer group, family break up, moving house, death of a pet or family member, changes of childminder or a new arrival of a baby brother or sister. Medical – Long stays in hospital, illness of family member, ADHD, disability or frequent illnessess. Or in General – personality, immaturity, poor speech, temperament or becoming more independent. Most children experience rapid physical, emotional, intellectual and social growth, but for some children have major issues, and it is important to put systems in place where we can help children. Practitioners should work closely with parents and carers to listen to their views and to build on previous experiences, knowledge, understanding and skills and to provide opportunities to develop. Monitoring children is essential, when a child show signs of slow development, it is necessary to present different opportunities to use alternative approaches to learning. Ongoing difficulties may indicate that they need extra help and support above what is normally offered. Early education settings are perfect for observing any changes in children`s development pattern because everything is recorded. Sometimes concerns are not noticed fully until later when a child is in formal education. Settings will determine what issues there are and able to set up programmes of support which the child may benefit from . Practitioners need to assess and assist the child in developing further in any area of their development. Disability can disrupt the development pattern also. A disabled child who cannot think or react or talk for themselves have to be assessed for specific needs and if they don`t get what they need interfere with their development pattern. Help childrens developing pattern by giving them what they need, that is by : Providing space, equipment, materials and activities for physical development . Giving praise, guidance , support, listening , supervision, provide opportunities to share in decisions and to take responsibility, be warm and affectionate and attentive and let them express themselves, for social and emotional development. And for intellectuall development, talk to them play I spy and dressing up , look and touch things, provide art and craft activities and include them in things like question and answers and laying the table etc. Language development includes asking questions, talking, discussing books, objects and ask them about themselves. Without these things the development wont follow the expected pattern. Q1e, Explain how disability may affect development? The early support programme is for families who have a disabled child under five, it is there to support families who leave hospital with a child with medical and physical needs and significant factors that could affect development. Long stays in hospital and long illnessess can also affect development. So can the lack of facilities. Carers should obtain as much background information as possible to help to understand what the child needs. Disability may affect development if you do not provide the environments and resourses that they need, these include; Brightly coloured and textured toys . Toy`s and equipment with lights and moving parts. Large play and safety equipment. Painting with bright colours. Large print books and large print letters on computer keyboards. Mirrors and magnifying glasses and sensory activities. , for visual impairment. The other considerations are: Have good lighting. Encourage orderly movement around the school. Supervision in activities such as P. E , cooking and craft. Children with hearing impairment should be provided with : Music, movement, drama and dance activities. Craft and art. Story tapes and headphones. Reading, one to one stories and specialist computer programmes. Other considerations are: Look at the child when talking to them. Speak clearly and repeat yourself if they have not heard. Use visual aids, avoid distractions and use body language. Children with behavioural difficulties should be provide with: Quiet story times. One to one individual attention. Toys and activities that promote concentration. Large outdoor play area with lots of equipment. Sand and water for relaxing and dough for releasing aggression. Other considerations are: Give rewards. Minimise distractions. Make eye to eye contact. Speak clearly and give direct instructions. Avoid clutter. And distract children with an alternative activity ot toy. Ativities such as : Construction toys. Jigsaws. Sand and water play. Songs and rhymes. Music and instuments. Specialist computer programmes. Reading and looking at books. Painting will help with self-expression for children with autism, other considerations are: Be patient. Have a structured daily routine, children with autism cannot adjust to changes easily. Do not expect to keep eye contact but try to encourage it. Keep verbal instructions brief. And provide activities for children to play individually. Children with physical disabilities, should be provided with: Stories. Role play. Sand, water, painting and dough all stimulate physical motor skills. Floor toys such as, cars, farm and large construction toys. Table-top activities such as crayons and paper. Painting. Sensory activities. And interactive play encourages other children to accept differences in other children. Other considerations are: Consider classroom layout. Install ramps, lifs and special toilets. Ensure chairs, tables and equipment are at a suitable height. And specialist equipment may be purchased such as special bicycles, scissors and triangle shaped pencils. Children with dyslexia should be given any activity or toy that does not need to use memory or organisation skills. Children with dysphasia should avoid music or movement activities. They may have low levels of concentration and may have difficulty doing jigsaws, sorting games and holding a pencil. Without all these things a disabled childs developed may be affected. Q1f,Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern? Early intervention is important because some children experience problems in the developmental process, and it is also important that there are systems in place to intervene and identify signals that may cause concern. Graduated response. Monitoring of a child`s progress is essential, if a child shows signs of slow development it may be necessary to present different opportunities or use different methods to learning, and or the child needs more support above what is normally available for children of same age. Early education settings are perfect to observe patterns of development, the settings determine what the issues are and set up programmes of support from which the child benefit. The early support programme – was developed by carers practitioners and parents and it is used for families with disabled children and gives families and people working with children support, guidance and resourses . It promotes multi-agency working and the consistency of approach to the care and well-being of the child . Common assessment framework – is a key part of the governments aim of delivering frontline services that are focused on and around the needs of children and young people. It helps to identify needs and promotes coordinated service provision. Children with additional needs often require support from more than one agency or more than one local authority and they pull together the information they gather to identify aspects of the childs learning and development. Observation, – observing children is important for a childcare practitioner to practise because it is an essential element of being able to assess a childs development. It can be used to strengthen virtually every aspect of an early childhood programme. Methods of observation are: Time sampling Event sampling Participative observation Longitudinal â€Å" Taget child â€Å" Naturalistic â€Å" Structured â€Å" In order to make the most of any observation the observer should record what they have witnessed, and every child should have their own file, and only be used in ways to maintain confidentiality. Observation is how you find out the specific needs of individual children and you can then plan the next steps in the childs development and learning. Assessment – is the process of analysing and reviewing what you know about the childs current level of development and learning. When you assess you are judging what the next step will be for the child to improve. There are two types of assessing, formative and summative. Profiling – is a system of recording a childs personal achievements in all areas of development. There are now computer systems available that record childrens profiles and analyse many more options. After making observations and assessments you must use the results to identify learning priorities and plan relevant and motivating learning experiences for each child. Any concerns about a childs progress should always be discussed with parents and colleagues to identify wheather intervention may be required. Planning includes : Planned activities Unplanned activities Child-centred planning Long term development plan Short term development plan Individual development plan Whaever the plan is, they all need evaluating, reviewing and maybe re-planning. The childcare setting should monitor the progress of each childs learning and development, it is important because it will enable the childcare worker to establish how far the child has moved the settings long term objectives for the child. Whether the learning and development of the child is moving towards achievement . Whether the settings planning and implementation of the EYFS is being effective in progressing the childrens development. Apart from all of the above we have to provide the right environment so children can learn and develop , children thrive best in an environment that supports their active and learning development. Debbie England EB1257620 R/601/1694 Q2a, Explain the factors that need to be taken into account when assessing development? Observing a child at work or play will help you assess and provide evidence of the range of the childs work, progress and attainment over time. It will also enable you to find out about the specific care and learning needs of each child and subsequently plan the next steps in the childs development and learning. To make an assessment you should gather together all relevant information about the child. This information should contain observations over a period of time. Development Learning Health Behaviour Academic progress and need for special services Any assessment carried out should be based on: Thorough knowledge of child development. Parents observations of their childs development during the time. Observations of other practitioners who have worked with the child. Analysis of observations of the child against milestones and approximate expectations. The result of the assessment can be used to develop or amend plans for a childs individual care, learning and development and gude any curriculum decisions. This may include any of the following actions: Plan for the childs next steps for learning in an individual learning plan. Set goals for individual children that are realistic and within their capabilities. Provide appropriate play activities to stimulate the next stage of development. Set realistic expectations for the childs behaviour. Identify any developmental delay and, in conjunction with the parents, consider the need to seek help from specialists. Provide individual help in a specific aspect of development where it has been observed as necessary. Suggest introducing a behaviour modification programme. Leave the current plans for a child unchanged because the setting is satisfied with the childs progress or development. The assessment should always be discussed with the parents and that the parents share the same views about their childs stage of development. Q2b. Explain the selection of the assessment methods used to assess children? Formative assessment – is based on observations, which inform or guide everyday planning. When performing a formative assessment you need to ask yourself. What do your observations and any other evidence of learning you have collected tell you about the childs learning and development? ( examples of art work, information from parents or a photo you took. ) What was new- was there something yoy had not observed before? When you do this regularly, you will gain evidence of the childs progress over time and you will gain insights into his/her learning, development and their future needs. It is important that a childs parents are included in the assessment process, so they can share their views and observations about the childs development and being involved in planning what opportunities and experiences should be offered to the child. Assessments might be required in different formats :eg Filling in a checklist Answering a series of questions or writing a free and unstructured description. You must know what format you are to record achievements, difficulties, behaviour, physical performance and comment on whether the child has reached the agreed targets. And make sure theres confidentiality. Summative assessment – Is a summary of all formative assessments carried out over a long period of time. The EYPS profile is the summative assessment completed by practitioners, it summarises childrens progress towards the early learning goals. Within the final term of the EYPS providers must provide the parent of each child with:- A copy of EYPS profile if requested by parent. A written summary reporting childs progress against the early learning goals and the assessment scales. Details of the arrangements under which the EYFS profile and its results may be discussed with the parent. Planning for the next step in a childs development should be done on the information you have collected from your own observations , assessments and information from parents. Debbie England EB1257620 L/600/8782 Q3aExplain each of the areas of learning and development and how these are interdependent? Learners use all their sense to receive information. One or more styles is normally dominant. This dominant style defines the way a person learns new information. The learner may prefer one style of learning for one task, and a combination for another task. Carers should present information using all three styles of learning, it allows a learner to be presented with the other two methods as well, they all help children learn faster by reinforcing the material. Auditory learners often talk to themselves, they also move their lips and read aloud, they may have difficulties with reading and writing tasks. Many people assume reading is a visual action, although we see words, most of us process information by hearing ourselves say the words. Auditory learners fall into two categories. 1. The less understood auditory learners need to hear their own voice to process the information, they are those who need to talk it out. In a class setting when the instructor is not asking questions, auditory-verbal processors tend to mutter to themselves. 2. Some auditory learners prefer to listen both to themselves and others. Listeners are more likely to do well in school. Visual learners – linguistic and spacial, Visual learners prefer to see what they are learning, pictures and images help them understand ideas and information better than explanations, they may create a mental picture of what is being described. They may watch a speaker talk as well as listen. Visual – linguistic learners like to learn through reading and writing tasks, they remember what has been written down. They also like to write down directions and pay better attention to lecturers if they watch them. Learners who are visual-spatial have difficulty with written language but do better with charts, videos, demonstrations and other visual materials. Kinaesthetic or tactile learners do best when touching or moving. Tactile learners want to touch. Kinaesthetic learners want to sense the position and movement of what they are working on. Even if they don`t get much from discussions or written materials , they may catch up by working through scenarios. Most classrooms don`t offer enough opportunities to move or touch. Sometimes we can sense the way they process information by what they say. A visual learner may say â€Å"I see your point† An auditory learner may say â€Å"I hear what your saying†. A kinaesthetic learner may say â€Å" I feel we are moving in the right direction†. All areaof development are important and all impact on one another. Physical development includes all movement skills and can be supported by providing Space Materials Equipment and Activity Social development include learning social skills, emotions, caring for others, self reliance, decision making, developing self confidence and forming relationships and can be supported by providing Praise Guidance Giving children chance to spend time with others Activities Encouragement Opportunities Listen to children Supervision Emotional development can be supported by Being warm and affectionate Opportunities to express how they feel Making them feel safe , secure and valued Giving them time and attention Intellectual development includes attention span Reasoning Developing memory Logic thinking and questioning Understanding information and can be supported by providing Games like I spy Getting children to help you Asking and answering questions Activities Playing make-believe Looking at plants, animals etc Talk about what they have seen Look at computers with them. Language development includes understanding and aquiring language, vocabulary and body language and can be supported by Asking questions Discussions about books, pictures etc Ask children to give information about themselves Ask children to recall something from the past. By using all these learning and developing methods , which work interdependently, help the child learn by experience, contact with others and environment. Adults who support this learning and developing process play a crucial part in ensuring that children gain maximum benefits. Children learn by doing, imagining what they have been doing and then turning what they know into symbols such as speech, drawing and writing. Q3b. Describe the documented outcomes for children that form part of the relevant early years framework? Documented outcomes should consist of a short discription of how the child demonstrates the three characteristics of effective learning. Playing and exploring Active learning Creating and thinking critically. These discriptions must reflect on going observations of the child within formative assessment processes and should take account of all relevant records held by the setting and include information from the child, their parents and other relevant adults. Playing and exploring – engagement . Finding out and exploring is concerned with the childs open-ended hands-on experiences which result from innate curiosity and provide raw sensory material from which the child builds concepts, tests ideas and finds out. Using what they know in their play describes how children use to play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences through imaginative play supports the development of narrative thought, the ability to see from other perspectives and symbolic thinking. Being willing to have a go refers to the child finding an interest, initiating activities, seeking challenge, having a `can do ` orientation, being willing to take a risk in new experiences, and developing the view of failures as opportinities to learn. Active learning – motivation Being involved and concentrating describes the intensity of attention that arises from children concentrating on following a line of interest in their activities. Keeping on trying refers to the importance of persistence even in the face of challenge or difficulties an element of purposeful control which supports resilience. Enjoying achieving what they set out to do refers to the reward of meeting one`s own goals,building on the intristic motivation which supports long-term success, rather than relying on the approval of others. Creating and thinking critically – thinking Having their own ideas covers the critical area of creativity – generating new ideas and approaches in all areas of endeavour. Being inventive allows children to find new problems as they seek challenge, and to explore ways of solving these. Using what they already know to learn new things refers to the way in which children develop and link concepts, find meaning in sequence, cause and effect and in the intentions of others through both narrative and scientific modes of thought. Choosing ways to do things and finding ways involves approaching goal-directed activity in organised ways making choices and decisions about how to approach tasks, planning and monitoring what to do and being able to change strategies. The following etails listed below are the ares of learning of the early years foundation stage 1. Listening and attention 2. Understanding 3. Speaking 4. Moving and handling 5. Health and self-care 6. Self-confidence and self awareness 7. Managing feelings and behaviour 8. Making relationships 9. Reading 10. Writing 11. Numbers 12. Shape,space and measures 13. People and communities 14. The world 15. Technology 16. Exploring and using media and materials 17. Being imaginative. During final year of the early years framework practitioners must undertake ongoing (formative) assessment to support each childs learning and development. There is no requirement that this is recorded in any specific manner or at specified points in time, practitioners should be mindful of their professional responsibilities for the learning and development of every child in their care and plan the provision needed to enable children to take the next steps in their learning . In the final term of the EYFS practitioners must make a judgement for each child using information from all sources to make a judgement for each ELG. Practitioners must make a judgement for each ELG as to whether the childs learning and development is best described by:- The description of the level of development expected at the end of EYFS (expected) Not yet at the level of development expected bt the end of the EYFS(emerging) and Beyond the level of development expected by the end of the EYFS (exceeding). Q3c. Explain how the documented outcomes are assessed and recorded? PLEASE UPLOAD YOUR ASSIGNMENT ONTO THE VLC IN THE UNIT 1 SUBMISSION AREA Learning Outcomes Assignment question 1 L/601/1693 1-3 a. Explain the sequence and rate of each aspect of development from birth – 19 years. b. Explain how theories of development and frameworks to support development influence current practice. c. Explain how to monitor children and young people’s development using different methods. d. Explain the reasons why children and young people’s development may not follow the expected patterns. e. Explain how disability may affect development. f. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. 2 R/601/1694 1-2 a. Explain the factors that need to be taken into account when assessing development. b. Explain the selection of the assessment methods used to assess children. 3 L/600/8782 1,3,5 a. Explain each of the areas of learning and development and how these are interdependent. b. Describe the documented outcomes for children that form part of the relevant early years framework. c. Explain how the documented outcomes are assessed and recorded. d. Explain how practitioners promote children’s learning within the relevant early years framework. e. Explain the importance of engaging with a child to support sustained shared thinking. f. Reflect on own practice in supporting learning and development of children in their early years. How to cite Childcare: Child Development, Essay examples

Should Government Tax Sugary Drinks free essay sample

Should Government Tax Sugary Drinks? Over the past few years, overweight and obesity have been the most troublesome problem in the united states and more than one-third of U. S. adults (around 35. 7%) are obese according to Centers for Disease Control (CDC) which could lead to heart disease, stroke, diabetes and some type of cancer. There are many things that could cause obesity but one of the main cause is sugary drinks. Sugary drinks contain chemical substance that could make addiction to the consumer. Sugar should be regulated in the same way as alcohol and tobacco because its increasing use in processed foods and sugary drinks poses a significant danger to public health, causing obesity and addiction to it according to a group of scientist. Sugary drink such as soda contain chemical substance that make the consumer become addicted to it and having some kind of trouble such as feeling unhealthy, not fresh, dizzy if they didn’t consume it. This overconsumiong is ther roots of health problems including obesity and certain type of liver and heart disease. According to â€Å"A tax that Invests In Our Health†, by Richard F. Daines Sixty Percent of New York adults are overweight or obese, and so are on-third of the children. And the most pernicious factor is added sugar. We also consume about 300 calories more a day now than we did 30 years ago and most of those extra calories come from sugar-sweetened sodas. This cause a significant increase of death number over the past 30 years. Furthermore it discovered that the heaviest youngsters were more than twice as likely as the thinnest to die before age 55. Dr Tim Lobstein, director of policy and programmes at the  International Obesity Task Force, said sugar consumption was a major battleground for public health. The large food manufacturers are very reluctant to see any restrictions on the use of cheap, bulk ingredients like sugars and starches. In the UK we have seen a gradual decline in sugar purchases, but this has been amply made up by an increase in sugar added to manufactured products, including ready meals, soups, snack foods and alcoholic drinks, and the last decade has seen record purchases of confectionery and soft drinks, despite endless health education campaigns. There is certainly rising interest in taxing sugary foods, and treasuries will see this as an opportunity to boost state income while helping improve our diets. According to â€Å"Let Them Drink water† by Daniel Engber, drinking sugary drink is a really bad habit because it contain a lot of calorie. A typical 20-ounce bottle of a sugared soft drink from a vending maching contains 250 calories. To convince voters to tax soda we need more than just and analogy we have to convince them that soda is as bad as tobacco . Neuropundits said that junk food literally alters the biological circuitry of our brains which is quite dangerous. Junk food including soda contain dopamine which activates the brain’s pleasure system. It could circumvent our natural inclinations and trigger â€Å"action schemata† for mindless eating. Soda is like a designer drug, layered with seductive elements, sweetness for a burst of dopamine and bubles to prick the trigeminal nerve. We have known that fat tax won’t be succesfull to reduce the amount of obesity since fat tax only effect some group of people and many people oppose fat tax. But taxing sugary drink will affect not only some group of people but everyone which make it is more effective. Taxing on Sugary drinks is the best way to reduce the number obesity, overweight, and overconsuming. By taxing on sugary drinks, people are forced to reduce or even stop consuming sugary drinks. Why drink sugary drinks that contain dangerous chemical substance and cause obesity while water which is very health and free? People will think twice before purchasing sugary drink such as sodas if the price has risen. Beside reducing the rate of obesity, money gained for sugary drinks tax would bring some cash to the country and could be used to create physical public facility such as gymnasium, sport field (basketball court, football court), and many other else. This is a win-win solution besides reducing the rate of obesity, public facility is created. Furthermore, taxing on sugary drink have another advantage. By increasing the price of sugary drinks, wide variaties of food are available. Most of the problem for today is that the price of healthy food is too expensive compared to junk food and sugary drinks. Price of one small bottle of fresh juice can be as expensive as the price of one large bottle of sodas so people would prefer to buy sodas rather than healthy and fresh juice. By increasing the price of sodas, people could think twice wether they want to buy sodas which is unhealthy or juice which is good for health. They can decide by their own choice. My mom, a pediatric endocrinologist who has seen childhood obesity soar in his clinic over the past thirty years, has long referred to sugary drinks as â€Å"empty calories. † She’s right. Soda and other sweetened beverages are luxury items that offer no nutritional benefit to the consumer. Even the food at McDonald’s offers modest nutrition at a low price — a defensible value proposition, especially for low-income individuals. Soda proponents can make no such claim. There are some individual or groups, who will disagree with my stand. Some of them may feel not only sugary drink contain addcition and why tax on sugary drink? There are many other way to gain money rather than taxing on soda. People will still buy soda because it taste better that healthy drink. Their point are acceptable or may have value but they’re incorrect because some of them such as coffee which also create an addiction is not as dangerous as sugary drink. Consuming sugary drink will lead to obesity while coffee won’t cause obesity. Taxing soda is a win-win solution since people are forced to consume healthier food while many physical public facilty will be created. Obesity cause a lot of trouble in United States and also lead to many other sickness such as heart and liver problem, cancer and many other. One of the major cause of obesity is consuming sugary drink which contain dopamine that create addiction and over eating. It also contain a lot of calorie that cause obesity. By taxing sugary drink we can reduce rate of obesity in united states while creating more public facilty which will make United States a better place to live.

5 Ways To Perfect Your Common App Essay

The common application essay has long been a dreaded element, essential to securing a place at a dream university. It forces many students to dig deep into creative self-expression at a time when they’re often spread pretty thin across a range of other commitments. We asked Jamie Beaton, who applied to 25 of the top universities around the world and was accepted into all of them, including: Stanford, Yale, Harvard, Columbia, Wharton and Cambridge, how he took the stress out of crafting his personal essay that has received critical acclaim. 1. Eradicate cliches Too often we depend on phrases we believe sound catchy, like ‘spine-tingling’ or ‘deafening silence’ to add vibrancy to our writing. However, in reality, cliches leave an essay to appear dull and unimaginative. Cliches can also hint at a lack of vocabulary. It’s important to take a critical scan over your writing, and highlight all the cliches that have crept into your essay - then delete them! There are plenty of synonyms you can draw on to replace commonly used words to really capture your reader’s attention. 2.Tie it all together Admissions officers are reading tens of thousands of common app essays, so you want your piece to shine for its tight structure and well-articulated prose. One of the most effective ways to achieve this is to show a clever link back from your intro to your conclusion. Consider using an image that you can thread through your essay from the beginning, to refer to in your conclusion - this shows your ability to structure a coherent essay. 3.Take time to reflect on a specific event To avoid generic statements that can lack focus and direction, choose a specific event that you can write about clearly. Describe a significant moment in your life to add weight to your story and inject real character into your writing. For example, talk about working part-time at your local burger shop and describe the task of carefully wrapping burgers. A very personal, distinct image is key- it’s much easier to describe a particular scene vividly than to write about a broad event. The person reading it knows exactly what you’re talking about and so will you! 4.Use extended metaphors Show your literary skill and add color to what can otherwise sound like a report, by being crafty with a range of literary devices . Similes and alliteration are two sophisticated tools to splice through your piece. These effects will unify your essay. 5.Vividly describe people Don’t be afraid to get personal and go into specific detail - a person’s expression as they approach you or the particular weave of the wool jumper they’re wearing. Really characterize what you are seeing as a reader. No depth of detail is too much when it comes to your essay. Crimson Consulting provides full-service support to students looking to develop their skill-set to seize the best education and career opportunities around the world. Click here to learn more about the services they provide, and register now!

buy custom American Sports and the Civil Rights Movement

buy custom American Sports and the Civil Rights Movement American Sports and Racial Discrimination Introduction Annually all the Americans are required to file all their tax returns for verifications. However, the day is memorable for all Americans in the sports arena as its the day Jackie Robinson took to the field to compete with Brooklyn dodger in the baseball, 1942 .As he was the first black-American to play the game in major league and he did it during a time activists and blacks- American human rights defenders were at their toes to align the rights of all American. Historically, this followed after the national basket league was formed in the American sports and it integrated both African and white American players. Most of the young men joint the military services in the World War II during the period between 1941 and 1945. However, demand for basketball players was at higher notch and white American players couldnt meet the demand, hence, black players such as Jackie Robinson found their way to the game. Players from most of the black teams for example the New York renaissance popular ly known as Rens and even Harlem Globetrotters began to play for the national team in the NBL game.

Democracy in the digital age Essay Example | Topics and Well Written Essays - 500 words

Democracy in the digital age - Essay Example As Balkin (2004) argues, digital technologies increase opportunities for widespread cultural participation and social interaction at scales previously unimaginable. For instance, the internet allows individuals to access global audiences and sources of information with considerable ease and convenience. Almost anyone with access to the internet can publish a blog, interact with individuals from all corners of the earth and share experiences. According to Shane et al (2009), digital technology promotes democracy as a core individual and community need, with those able to access digital tools and skills acquiring social, economic and political advantage over those without. Democracy arising from the advent of the Digital Age is further exemplified by the impact of the internet in development of informed communities driven by the values of openness, empowerment, inclusion, participation and the pursuit of truth. A stark reminder of the power of digital communication is in its recent rol e in organizing entire populations across North Africa in a series of coups against undemocratic governance (ICG 2011). However, the digital revolution has also created opportunities for increased limiting and control of cultural participation and interaction. Balkin (2004) discusses how conflict arises due to the advent of the digital age. First, it has to be appreciated that the digital revolution is both an economic and a technological phenomenon. The same features that empower ordinary individuals including cheaper distribution of information and easy reproduction and transfer also attract commercial interests. Here, DVDs, compact discs and streaming forms of media are the perfect examples in terms of low cost production and distribution. The observed democratization by digital technology is thus in conflict with commercial interests as it leads to issues of intellectual

Managerial Finance Essay Example | Topics and Well Written Essays - 3500 words

Managerial Finance - Essay Example from the marriage of the managing director (then a saw mill owner) and a wealthy forestry owner from the north of England, in the phase of the current market situation a number reforms are about to be implemented base on the best option. This paper is therefore going to analyse the case thoroughly by looking at the main issues discussed in the case study in section 2 below; evaluating the management control system of Wooden Post Ltd as described in the case study in section 3 below; analyzing the case using agency and contingency theories in section 4; comparing and contrasting agency and contingency theory perspectives as well as looking at how the interpretation of the case differ from each theoretical perspective in section . This will require using certain financial analysis tool such as the Net Present Value and the Payback. The last section takes a decision and provides conclusion and recommendations The Wooden Post Ltd case study raises some important themes. The case first of all highlighted the issue of cultural change. The main idea in the area included improving on its transportation system, reducing cost in other to boost the organization competitive position. Agency control is also highlighted in the case through the introduction of a new director’s incentive scheme and a fall in growth potentials. Other problems raised in the case involve issues of corporate restructuring, contracting and outsourcing, employee’s redundancy. Under the present situation, management is now faced with the options of either merger and acquisition, joint venture or closure of some facilities. A couple of research has been carried out with the view to answer the two fundamental question as follows; (1) Does capital structure matters- can the total market value of a firm be increase or decrease by altering the mix of equity and debt? And, (2) if capital structure is relevant, what factors determine the optimal mix of equity and debt that would maximise the firm’s

Week 2 #2 Coursework Example | Topics and Well Written Essays - 250 words

Week 2 #2 - Coursework Example Secondly, the internal pay equity creates a good sensible business; thus improving the firm’s retention of its top performers and maximize its chances of hiring a top talent in the industry. Therefore, failure to manage the internal pay equity can result in losing employees to other companies and creates disloyalty among the employees (Kramar & Syed, 2012). The external pay equity management is also important for company’s success. Employers are expected to manage carefully determine the appropriate markets. Therefore, the management of the appropriate markets helps in having accurate external wage comparison. Thus, this reduces unnecessary payments in some areas (Kramar & Syed, 2012). For instance, a narrow determination of a market can lead to wage that higher that is expected. Therefore, employee inequity and equity perception are equally significant, and companies should consider as it sets its compensation objectives (Perkins & Perkins, 2011). Employees perceiving equitable pay treatment can be more motivated in supporting the company goals of performing better. In conclusion, about compensation, fairness is reached when pay is equal to work performed

Smoking In England Health And Social Care Essay

Smoking In England Health And Social Care Essay Smoking is one of the major causes of preventable and premature death in the England. Smoking is a main contributory factor to the gap in mortality and healthy life expectancy between the most and least advantaged. There has been action on this public health issue by the government to protect the children and old age people. Government effort to tackle the problem of smoking gives multiple results in health promotion in society like reducing the cancer deaths, reducing asthma, reducing coronary heart diseases etc. Government took a major step towards the issue smoking by publishing White paper. Smoking is also one of the primary causes of health equality in England. In this paper, the problem of smoking is addressed by discussing about public health and health promotion models approach towards smoking, epidemiology of smoking in England, international policies and strategies to control smoking, national and local policies and strategies implemented to reduce the prevalence of smoking in England and reviewing them and concluding with some suggestions and recommendations. Smoking was not a major public health problem in 19th century. Tobacco was introduced from North America in Europe at the end fifteenth century. In beginning, tobacco was used for the medicinal purposes, later it was burnt in pipes for the pleasure purpose in England, then in Europe which later spread in whole world (Doll, 1998). The introduction of mechanical cigarette rolling machine brought the transformation and then cigarette became the cheapest and convenient way of tobacco use. In first half of 20th century cigarettes were promoted through advertisements, public relation and sponsorships. Smoking was not considered a public health issue due to insufficient evidence to prove relation of smoking to lung cancer, coronary heart disease etc. Later in research studies prove that smoking causes lung cancer (Doll and Hill, 1950). Globally 5.4 million people die each year from tobacco epidemic. The death toll is rising persistently and in two decades will reach 8 million a year. In the WHO European Region smoking prevalence is estimated at around 28.6% with a large gender difference males account for 40% and females 18.2%. The difference between the proportions of men and women smoking has gradually reduced, although it has not disappeared completely. In 1982, 38 per cent of men and 33 per cent of women were smokers, compared with 27 per cent of men and 25 per cent of women in 2002(Office for National Statistics, 2004). Among young people aged 15 years, the prevalence of weekly smoking is on average 24%. About 8.5 million people still smoke in England today, and over 80,000 deaths a year are due to smoking in England alone. According to the Tobacco control database, years lost from death by smoking range from 12 20 years, and up to 21% of deaths are attributed to smoking. According to Office of National Stat istics (March, 2009) smoking fell to its lowest recorded level in 2007 i.e. 21 per cent of the population aged 16 and over which were 22 percent in 2006, 28 percent in 1998 and 39 percent in 1980. It has been found that smoking is prevalent in the working age groups. Those aged 20 to 24 and 25 to 34 reported the highest prevalence of cigarette smoking (32% and 26% respectively) while those aged 60 and over reported the lowest (12%). Current smokers smoked an average of 13.1 cigarettes a day. Prevalence of smoking amongst people in the routine and manual socio-economic group continues to be greater than amongst those in the managerial and professional group (26% and 15% respectively). Almost two thirds (65%) of current and ex-smokers who had smoked regularly at some point in their lives started smoking before they were 18. Smoking is more prevalent in the ethnic minority groups. There has been huge difference between the ethnic groups in England. Bangladeshi (44percent), White Irish (39 percent), Black Caribbean (35 percent) men were the highest smokers where as Pakistani (25 percent) and Indian (23percent) men were smoking comparable to the general population and Chinese men smoked the least of 17 percent. Similar to men, White Irish and Black Caribbean women had the highest smoking rates (33 per cent and 25 per cent respectively), although only White Irish women had a rate higher than the general population (27 per cent). But unlike men, women in every other minority ethnic group were much less likely to smoke than women in the general population (Health Survey for England, 1999). Smoking prevalence is a key indicator not just for smoking-related diseases but also for health inequalities. Smoking behaviour is strongly related to a persons socio-economic class. Death rates from tobacco are two to three times higher among disadvantaged social groups. Smoking is significant contributor to the gap in health and life expectancy between the richest and the poorest. Smoking exhibits a strong social gradient and is the major cause of health inequalities in the United Kingdom accounting for two thirds of the difference in risk of premature death between social classes. Reducing the prevalence of smoking increases the life expectancy and also reduces the chances of various acute and chronic diseases. Smoking is responsible for various forms of cancers, coronary heart diseases and respiratory diseases like emphysema and bronchitis. It also increases the chances of tuberculosis infection. Reducing the smoking rate has a strong positive impact on local economy. People from lower socio-economic classes are more likely to smoke than those from higher classes. For example, Bangladeshi men were over represented in the lowest socio-economic class (semi-routine or routine occupations), and these men also had the highest rates of smoking. Smoking is prevalent almost equally in both the sex in the high income group but in low income groups or manual working class the number of female smokers is considerably less (Health Survey for England, 1999). Smoking in pregnancy increases infant mortality by approximately 40%, and smoking prevalence is 1.5 times higher in routine and manual pregnant women than the population as a whole. Second hand smoke is responsible for the sudden infant death syndrome and also contributes to asthma or bronchitis in children. People in poorer social groups who smoke, start smoking at an earlier age: of those in managerial and professional households, 31% started smoking before they were 16, compared with 45% of those in rou tine and manual households. The issue of smoking can be approached from all the models of health promotion. From medical model point of view the aim is to identify those at risk from disease. It can be done by screening the individual for the risk assessment e.g. measurement Forced Expiratory Volume (FEV). Behavioural change approach is aimed mainly to encourage individuals to take responsibility for their own health and choose healthier lifestyle. This can be done by individual advice and information about the impact of smoking on their family members .Educational model approach aims to increase the knowledge about healthy lifestyle which can be done by educating about the hazards of smoking and informing them about various methods to quit smoking e.g. Nicotine replacement Therapy (NRT) etc. Social model approach from aspect of health promotion is very important for dealing with smoking. It aims to address the inequalities in health based on class, race, gender, geography. This can be done by development of pu blic health legislation like smoke free workplace, smoke free public places etc (Naidoo and Wills, 2009, p.67-77). Smoking kills one-in-two of all lifelong users. At current rate of mortality and morbidity due to smoking approximately 10 million people will die out of which around 70% people will be from developing countries. World Health Organisation developed a first health treaty known as Framework Convention on Tobacco Control (FCTC) and adopted in May 2003 to control tobacco supply and consumption. At the World Health Assembly in May 2003 the Member States of the World Health Organization (WHO) including United Kingdom agreed on this public health treaty. The text of the WHO Framework Convention on Tobacco Control (FCTC) covers tobacco taxation, smoking prevention and treatment, illicit trade, advertising, sponsorship and promotion, and product regulation. The treaty requires signatory parties to implement comprehensive tobacco control programmes and strategies at the national, regional and local levels. The preamble of treaty mentions the need to protect public health, the unique nature of tobacco products and the harm that companies that produce them cause. The key measures included in the tobacco control strategy for England are reducing exposure to children from second-hand smoke through targeted campaigns highlighting the benefits of smoke-free homes and cars; to strengthen the NHS Stop Smoking Services and providing new routes to quitting for smokers unable to stop abruptly; to increase the investment to drive down tobacco smuggling; to sustain spending on marketing campaigns to encourage smokers to quit; to implement the retail display ban and ban on sale of tobacco from vending machines (Health Act, 2009).The key elements included in text of FCTC and in tobacco control policy of United Kingdom were very similar. These key elements have been discussed together from the international and national aspects. Advertising is considered as the main reason for promotion of smoking. At international level, World Health Organisation tells the signatory countries to move towards a comprehensive ban within five years of the FCTC convention entering into force. It also contains provisions for countries that cannot implement a complete ban by requiring them to restrict tobacco advertising, promotion and sponsorship within the limits of their laws. It also requires the countries to look at the possibility of a protocol to provide a greater level of detail on cross-border advertising which can include the technical aspects of preventing or blocking advertising in areas such as satellite television and the internet. At national level, tobacco advertising is banned by law throughout the United Kingdom. The Tobacco Advertising and Promotion Act 2002 prohibit tobacco advertising on billboards, in print media, by direct mail and through sponsorship. The act has set of four regulations which ban advertisi ng at point of sale, brand sharing, sponsorship, specialist tobacconist. A health warning equivalent to one third of the surface area of the advertisement must be included at counters. Taxation and price rise of the tobacco product is one of the way which helps in reducing the prevalence of smoking among young people by increasing the cost of tobacco products. High tobacco tax, which is  recommended by the World Bank,  is recognised as a good health and economic policy. Increasing taxes on  tobacco encourages people to give up smoking and raises revenue for the government  thus reducing the need for taxes on jobs and investment. At international level, the FCTC guidelines tells that countries should consider public health objectives when implementing tax and price policies on tobacco products. At national level, the British government announced that it planned to increase tobacco tax by at least 5% a year in real terms (White Paper, 1998). This policy was dropped in 2001 and since then annual increase is around inflation rates which comes around 2.5% a year. Tobacco smuggling is an international problem requiring a global response. It has been estimated that about one-third of all internationally traded cigarettes are smuggled (350 billion cigarettes per year), causing billions of pounds of lost government revenue (over  £2 billion in the UK alone).Under the Article 15 of Framework Convention on Tobacco Control (May, 2003) agreed governments were required to monitor and collect data on cross border trade in tobacco products including illicit trade, to enact or strengthen legislation against illicit trade in tobacco, to destroy counterfeit and contraband tobacco, to adopt and implement measures to monitor and control the distribution of tobacco products and to adopt measures to enable the confiscation of proceeds derived from smuggling. The British Government launched a  £200 million initiative to tackle tobacco smuggling which resulted in declining the illicit market share from a peak of 21% in 2000-1 to 15% by 2003-4. In the 2006 Bu dget, the Treasury announced plans to extend the campaign which included a target to reduce the size of the UK illicit tobacco market by 1,200 tonnes by 2007/08. In the 2008 Budget, the Chancellor announced that the recently created Borders Agency would take responsibility for developing a new comprehensive strategy to tackle tobacco smuggling. Labelling of the cigarette and tobacco packet showing health warning alerts the customer about the potential health hazards of the product. According to FCTC guidelines, at least 30 percent of the display area on tobacco product packaging should display clear health warnings. These warnings can be in form of text, pictures or both. Labelling language should not be misleading and should not give false impression that the product is less harmful than others. Similar policy was implemented in United Kingdom by Tobacco Products Regulations (2002). In the UK, picture warnings on cigarette packs were introduced from October 2008. Pictorial warnings on other tobacco products will be required by October 2010. The Tobacco Products Directive also places maximum levels on the amount of tar, nicotine and carbon monoxide permitted in cigarettes and requires tobacco companies to disclose tobacco ingredients to national governments. Financing of the national tobacco control programmes by the governments is a major step towards smoking and health promotion among the people, educating the illiterate people about the hazards of tobacco. According to World Health Organisation Framework Convention on Tobacco Control (2003), signatory countries are required to provide financial support to their national tobacco control programmes. The elements of the treaty reflect WHO and World Bank policies on a comprehensive plan to reduce global tobacco consumption. The text of the treaty requires the countries to promote treatment programmes to help people stop smoking and education to prevent people from starting, to prohibit sales of tobacco products to minors, and to limit public exposure to second-hand smoke. In England, tobacco control activity is led by the Department of Health. The Department has six strands strategy to reduce smoking rates. This strategy is focused on: supporting smokers to quit; reducing exposure to second-hand smoke; running effective communications and education campaigns; reducing tobacco advertising, marketing and promotion; effectively regulating tobacco products; reducing the availability and supply of tobacco products. The outcome of this six strand strategy is that the prevalence of smoking is reducing in general population but the rate is slower in the routine and manual group and smoking is major contributor of health inequality in England. In 2008, Department of Health issued a consultation, a step towards a new national tobacco control strategy. It covers four main areas for controlling smoking. They are: Reducing the smoking rates and health inequalities caused by smoking. Smoking prevalence is an indicator for health inequalities. Government policy is dedicated to tackle health inequality under a Public Service Agreement (PSA) to ensure that the gap in health inequalities in rich and poor should not widen. National Support Teams are made to support the local delivery of the Public Sector Agreement, working with local authorities like primary care trust. Local Strategic Partnerships need to be encouraged to adopt smoking prevalence as one of the targets in their Local Area Agreements. Local Strategic Partnerships should ensure that work is undertaken with their local public health agencies and government office for calculating smoking prevalence in their area and for determining the appropriate targets. Public Health professionals also need to work with their Local Strategic Partnership to help develop Local Area Agreement action plans. Targeting the Routine and Manual helps in targe ting the largest group of smokers responsible for smoking related health inequality (Department of Health, 2009). Protection of children and young people from smoking by reducing the affordability, reducing the availability to the children, reducing the attractiveness of the tobacco products and increasing awareness about harms of tobacco products. There is rise in the price of cigarettes and tobacco products each year by government which makes cigarette less affordable for young people. Government made strict laws for sale of cigarettes by vending machines and also by increasing the minimum age to 18 years for purchase of tobacco product. The advertising of the tobacco products is banned and tobacco products will be removed from display in 2011 from large retailers and completely removed by 2013. The government will continue to give advice on harms of smoking and tobacco through voluntary National Healthy Schools Programme. Motivating and assisting smokers to quit smoking. Smoking cessation has been a key component of the governments tobacco control policy. This includes NHS stop smoking services or primary care or using over the counter medication. The NHS Stop Smoking Services were launched in 1999-2000 in the Health Action Zones (HAZ) which are the areas of high deprivation. The services were rolled out to the rest of England in 2000/01. The Specialist stop smoking services providing behavioural support and pharmacotherapy have been established as standard NHS services throughout the United Kingdom. Most forms of Nicotine Replacement Therapies are also available on general sale. The importance of helping smokers to quit smoking is stressed in priorities guidance to the NHS and health professionals. Targets have been set for smoking cessation treatment and also for prevalence reductions in each Primary Care Trust. Expenditure on smoking cessation services has steadily increased since their creation in 2000, rising from  £21.5 million to  £74 million in 2008-09. The cost per quitter in 2008/09 was  £219. The cost including hospital admissions, GP consultations and prescriptions, the treatment of disease caused by smoking is approximately  £1.7 billion per year. The net ingredient cost of all pharmacological therapies to help people stop smoking was  £61 million in 2007/08. This compares to  £45m in 2006/07. The government encourages people to quit smoking through its mass media campaigns like Get Unhooked campaign. The funding of advertising campaigns in form of banners is supported by the government on large scale. Government funds various researches to give evidence on smoking cessation services, and to monitor and evaluate the above initiatives including options to reduce under-age sales, introduce ID cards for children, tougher penalties for retailers who sell to children, and a new code on the location of cigarette vending machines. Reviewing the tobacco control policy in United Kingdom various policy gaps were identified and recommendations are suggested for the service gaps. Firstly, advertising policy of the tobacco products. Currently advertising at the point of sale is still permitted which is equivalent in size to one A5 sized advertisement and the health warning should be covering the one third area of the display or advertising. According to Health Act (2009) the tobacco products should be removed from the display in shops. But government will implement this law in 2011 for large retailers and 2013 for small retailers. It is recommended that government should implement the law about the advertising immediately so as to reduce the promotion and marketing of tobacco products which discourages the interest of the young age people. Government is encouraging and funding various media campaigns like banner promotions, television and newspaper advertising campaigns to promote smoking cessation services and anti smoking campaigns. Government need to develop local campaigns which should target the ethnic groups by translating the banners in their language. The campaigns should involve the cultural or community leaders, celebrities etc so that the campaigns attract more public. The age limit for buying a tobacco product has increased from 16 years to 18 years so that the cigarette and tobacco products are not easily available to young people. Government should licence all the tobacco retailers so as to improve the enforcement of the minimum age limit. Prohibit the sale of tobacco from vending machines. Ensure all pregnant women are offered support from specialist stop smoking services as part of routine antenatal care. Train midwives to provide appropriate stop smoking advice and referrals to all pregnant smokers. Develop and evaluate new services and incentives to support the efforts of pregnant smokers to quit. Promote smoke free homes and cars through national and local campaigns. Routine and Manual smokers should be approached through an integrated framework model to reduce smoking prevalence. All the Primary Care Trust service providers at the local stop smoking service should be trained and capable to deliver high quality services. The insights of the routine and manual smokers should be shared by health commissioner for development of future agreements. The service provider should try to gather and share tobacco related intelligence e.g. cheap and illicit tobacco. The local authorities should try coordinating and monitoring the local tobacco control alliance. Government has encouraged various initiatives to reduce the prevalence of smoking in England. There has been support from the World Health Organisation and World Bank to promote anti tobacco campaigns. The new strategies and policies are needed to focus on the routine and manual worker groups which will help in reducing the smoking prevalance. The policies should be implemented properly at the local level. England has achieved the targets to reduce the smoking in public. But still there is a need for every individual smoker and non smoker to take an initiative to eradicate the unhealthiest lifestyle from their lives.

Wedding Speech †Best Man -- Wedding Toasts Roasts Speeches

Wedding Speech – Best Man Before I begin with Leon’s character assassination, I should probably introduce myself, as a lot of you don’t know me†¦my name is Andy. My full name is actually Andy WhatcanIgetyou. For those of you who I meet in the bar later, I’d appreciate it if you could Use my full name. I’d also like to remind you, that the more you laugh at my gags the faster my speech will be delivered†¦so it’s in your own best interest†¦ I think being a best man can be a very nerve racking experience†¦(pause)†¦ if there’s one person here this afternoon feeling nervous, apprehensive and queasy about what lies ahead†¦.then it’s probably because you’ve just married Leon. Anyway, I wanted to take this opportunity, not only to demolish Leon’s reputation and character, but also to talk about Leon AND Lucy as a couple. In September 1998, Leon and I both started and met at Bath University. I think, in hindsight, going to Bath was one of the best decisions Leon ever made, as a few days in, he met Lucy. And from what I remember about 1st year (which frankly isn’t a lot), within a few weeks they were spending a lot of their time together and started to get quite close†¦ I remember myself and the other lads in our house used to constantly badger Leon to make an advance. And as you’ll probably know, Leon IS a bit of a fast mover when it comes to the ladies ..(pause†¦), so it took him only 1 year (pause†¦) (and severa... ...st doesn’t like to interrupt. On a more serious note, there’s not many best men who can describe both the groom and the bride as a true friend, and in that, I think I’m very lucky. It is an honour, albeit a most terrifying one, to have been asked to be the best man here today. But if I’m honest I do feel a certain relief to see the end of my duties in sight, as I’m totally certain that Leon will never have a need to call on met to be his best man again. As a final thought – â€Å"you don’t marry someone because you can live with them, you marry them because you simply cannot live without them†Ã¢â‚¬ ¦ Ladies and Gentlemen, please be upstanding and join me in a toast†¦ to Mr and Mrs [groom’s surname]†¦Leon and Lucy