Banduras social learning theory Essay Example for Free

Banduras social learning theory Essay Our study is based on the theory of operant conditioning and Banduras social learning theory. Operant conditioning states that learning happens through association, and we believe that car advertises are trying to make their target population associate buying their car with a desired characteristic/traits/lifestyles e.g. having a lot of female attention. Skinner described the ABC model of operant conditioning, which includes an antecedent, behaviour and a consequence. Bandura for his theory stated that learning can only occur if the four criteria (attention, retention, reproduction and motivation) were met. From looking at YouTube adverts we found that smaller cars had a tendency to have more feminine themes whereas larger cars tended to have more masculine themes.  Aim  To whether there is a difference between gender and the size of cars they drive.  Alternative Hypothesis:  Males will have a higher tendency to drive large cars while females will have a higher tendency to drive smaller cars  Null Hypothesis:  There will be no difference in gender and the size of the car they drive, and any difference will be due to chance. METHOD:  Design:  This is an independent group design and a quasi experiment as each participant can only be in either the male or the female category. We will gather our data by tallying, as our study will only include nominal data. This is useful as tallying is easy to analyse and draw up conclusions from. We are only looking at the gender of the driver and the type/size of their cars, so our data is quantitative. This is a non-participant naturalistic overt observation. Seeing as our results are nominal, this is an independent group design and the hypothesis predicts a difference. We will try our best to operationalise our variables by tallying the cars for the same period of time and by collecting data in different locations throughout Maidstone. Our IV will be the gender and how dependent variable (DV) will be the size of the cars. To make it easier to see the driver or the car, we will be collecting our data by a set of traffic lights, and tallying in the correct sections.  Participants  All of our participants will be over 17, as this is the legal minimum driving age. We will be using opportunity sampling as only those driving at the time of the study will take part in the study. Apparatus  Pen, paper and clipboard   Procedure  1. A table was draw up to collect results in (a copy can be found in appendix)  2. Researchers decided time and place of when they will be getting results  3. Researches went to location, stood by the nearest traffic light and collect results  4. Next lesson, the results were pooled  5. Adjustments were made  6. Carried out inertial test using chi-squared test  Control:  Pilot study was not to include family and sports cars as they are marketed differently and tend to be gender neutral. We increased our ecological validity by carrying out the experiment in different places in Maidstone. Ethics We followed most of the ethical guidelines by: ensuring that no participants were harmed physically or psychology and that the results were anonymous. Participants were not given fully-informed consent and were not debriefed as this would be too time consuming, but if a participant was to ask about our study they would have been told the true aim of the study and having their results omitted if they want to.We will accept our null hypothesis and reject our alternative hypothesis because our observed value (1.34) of chi-squared is lower than the critical value(3.841) and this means our results arent significant. Therefore the probability of our results being due to chance equal p0.5. Evaluation Our results are not generalisable because our participants are only form Maidstone and surroundings areas. People from different areas may have different cars and adverts in different cars might be marketed differently where males may not necessarily drive large cars and females drive small cars. To improve the study, we could look at adverts from other countries and if they are different, we could see whether they have an effect on the drivers.  By using opportunity sampling, our results were not representative because there might be different people that only drive specifically during a certain time of day. Our results are not reliable as they have inter rater reliability and also it is likely that participants may not have been driving their own car they might have been driving a family members car or a company car either way they might have not necessarily been driving their own car. This means our results would be unreliable because we are trying to find out if advertising influences a persons choice in cars we would have to ask the participants if they are driving their own cars and discard the results of those who arent. However, this is would be too time consuming and the only way of doing this efficiently is to do it in a car park but this would mean our sample size would be small.  We can also tell that our results arent replicable as other members of our class had different results and did accept their alternative hypothesis (we all carried out the same tasks with the same aim but under different conditions) and they are not similar to the key study (Bandura) as his study would suggest that advertising would have an effect on peoples choice on the size of the car. Also, there are other factors that may influence the choice on car, for example the cost of the car. Our results were made insignificant because there were more males driving small cars than large cars but overall there were more small cars than large cars observed in the experiment and this could be due to smaller cars being cheaper rather than the way they are being observed.  We could carry out the experiment at different types to have more control over extraneous variables in order to try and improve our study. Seeing as our results show that there is no difference between gender and the size of the car, it seems that our study would have applications to real life as it shows that advertisers are wasting their money marketing their cars specifically to male/females.  The study was valid in that it was a naturalistic observation of real driving behaviour that was not affected by the observer. The drivers of the cars were either male or female. Also, our study has face validity as there are different opinions on types and the sizes of cars, even though there was a general outline, most of us did get confused about some cars and to those that we could not categorise were not included in the study.  Our study would be ethical regardless of the fact that informed consent was not given as if participants were to ask us about the study; they would be informed about the true aim.

Strategies And Evaluation Of Nissan Management Essay

Strategies And Evaluation Of Nissan Management Essay In 1999 Nissan had been facing great losses for seven of the past eight years which were now resulting in debts. This was mainly caused by the Japanese business custom of keiretsu investments which left little capital for other investments, like innovations in product designs. This lack of design innovation furthermore caused the Nissan brand to weaken as competitors were producing vehicles more stylish and up to date, reflecting customer demands. To foster a turnaround the Nissan president and CEO Yoshikazu Hanawa formed a mutual beneficial strategic alliance (Global Alliance Agreement) with Renault, allowing both companies to expand in new desirable geographic areas. With his experience in turnarounds Carlos Ghosn seemed to be the obvious choice to lead the Nissan turnaround from both the Renault and Nissan point of view. Evaluation The approach was an overall success in meeting the specific and measurable goal of turning the losses into profits not only on time but 6 month prior to the deadline. The Nissan Revival Plan was achieved one year ahead of schedule and succeeded in reducing their purchasing costs by 20 % which meant that they approximately reached the level of Renault. The large emphasis Ghosn placed on the execution also gave him an edge as this phase is much more demanding in terms of communication, meeting objectives on time and budget, potential conflicts with power resources and resistance to change. The respect Ghosn showed for the Japanese culture was vital for the initiatives to succeed, even though I believe it was a mistake for him not to learn about Japan before coming there as it is very easy unintended to insult people from other cultures if you are not familiar with their specific customs, but it also gave him an edge in being open-minded in perceiving the Japanese and Nissan culture. Coming to Japan he only brought three principles of management with him were to be well received and understood by employees: transparency, execution vs. strategy; improving quality and customer satisfaction and reducing costs. Not just anybody could have managed the Nissan turnaround as well as Ghosn did. For instance, A COO from Japan would not have been able to cut back on keiretsu investments. Because of the Japanese business culture to make these kinds of investments and the Japanese emphasis on cooperation and loyalty, it would have been considered to be a sort of betrayal and ultimately would 3 have harmed the Nissan brand even more. Only an outsider with different cultural background could legitimize such a change. The resistance Ghosn eventually faced when ignoring the almost sacred tradition of promoting by education, age and time within the company would likewise have been much more pronounced if the initiative came from a Japanese COO. Resistance to change Ultimately some sort of resistance was inevitable because of the major structural and cultural changes Nissan was facing with Ghosn as COO. People generally do not resist change, per se. but some underlying causes, like lack of understanding, fear of the unknown or fear of an outcome worse than the present situation.1 In this specific case Ghosn went a long way implementing many changes before meeting actual resistance in form of lack of cooperation among employees caused by the elimination of the old promotion system, allowing younger, less experienced employees to be promoted based on their skills and achievements. This resistance was clearly caused by fear of the unknown and fear of loosing/not gaining status by promotions. Resistance is generally a very important form of feedback and Ghosn chose to view the resistance as an opportunity for experience rather than a limitation.2 1 Dent, E. B. and Goldberg, S. G. (1999). Page 26 2 Ford, J. D. and Ford, L. W. (2009). Page 101 3 Nohria, N., Joyce, W. and Roberson, B.(2003). Page 45 4 Ford, J. D. and Ford, L. W. (2009). Page 100 Ghosn has overcome the actual resistance and prevented potential resistance to the cultural and structural changes in large by clearly communicating all initiatives and objectives to all Nissan employees. Communication had previously been a problem within the company but by creating a matrix structure (combining efficiency and effectiveness) and through consistency between his own actions, thoughts and communication Ghosn was making sure that transparency as well as communication within the organization was improved and afterwards maintained, keeping focus on the strategy.3 Likewise by creating the Cross-Functional Teams, he sought to build engagement and participation and made sure that the employees would have a sense of ownership over the Nissan Revival Plan and motivate communication across departments, stimulate future risk-taking and responsibility as well as regaining confidence in the companys future. Mitigating resistance by involvement and communication are generally very e ffective and will increase employee commitment to execution.4 4 The former lack of accountability and acceptance of responsibility among employees was eliminated by directly assigning responsibility and accountability and encourage people to take risks. This was accomplished in part by monetary rewards and stock options whenever the actions led to increase in operating profits or revenues.5 The previous consensus mentality at Nissan seems to have been: à ¢Ã¢â€š ¬Ã¢â‚¬ ¢If everyone one is responsible then no one is accountable, and nobody gets punished,à ¢Ã¢â€š ¬- which was affecting risk-taking and slowing decision-making processes across the company. 5 Fu, Dean and Millikin, john P. page C553 Organizational culture As mentioned above, the understanding and respect Ghosn expressed for the Japanese Nissan culture and the fact that he communicated his wish to work through this culture were vital for his acceptance within the organization. He made it clear from the very beginning that he too had a personal stake in the outcome and thereby created a sense of cohesion with the employees. His visibility in the organization from day one and the consistency between his communications and actions was a new but welcome change that made him human in the eyes of the employees. This transparency and consistency together with his explicit promise to respect the culture also helped building a sense trust and thereby employee support for most of Ghosns change initiatives. The Nissan president and CEO, Yoshikazu Hanawa, had a positive attitude towards Ghosn and his experience and abilities in turnarounds, since he explicitly asked Renault to send Ghosn to Nissan to lead the changes. But because Ghosn was a foreigner and not accustomed to the Japanese way of doing business, several industrial business analytics expressed scepticism and concern for this arrangement. It is likely that middle-managers and higher-level-managers have been influenced by these critics and therefore had a negative attitude towards Ghosn as COO, but if they did, they did not make much fuss about it. 5 National culture When you consider the differences between Ghosns leadership style and the Japanese (Nissan) way of doing business, it is actually a bit of an achievement that resistance did not arise earlier and more pronounced than it did. The cultural differences between Ghosn, with his experience in working in organizations with strong corporate cultures, and the Nissan organization, with its weak culture traits, were very pronounced and had great potential to cause some trouble along the way, but it takes two to tango, and one of them has to lead. The initiative of putting together Cross-Functional Teams had great potential for meeting resistance in part because of the Japanese tradition of reaching consensus when making decisions. In addition, if every member of a Cross-Functional Team had to make sure, that their respective departments were supporting every suggestion, then the decision-making process would not only have been slowed severely but would have staled. It is also very likely that the employees at Nissan would have resisted the Cross-Functional Team initiatives because of the Japanese culture of loyalty and cooperation within departments but not necessarily across departments (especially not in troubled times) caused by the weak organizational culture. Early on Ghosn became aware that in order to turn Nissan around, he would have to address some of these cultural issues in order to get to root of the problems and meet the overall goal of creating profits. First and foremost, he would have to communicate and make understood the importance of meeting customer wants and needs (included a radical change in the decision-making processe).6 The management would have to create a shared vision (or long-term plan as opposed to their usual sort-term). Management at Nissan was displaying tunnel vision and was focusing on regaining market share instead of increasing margins and product innovation to meet customer demands.7 The emphasis placed on informal contacts and information, complicated knowledge sharing across the organization, as nothing was written or formally communicated, which also slowed decision-making processes. He would have to overcome these cultural obstacles (underlying problems) before addressing the real problems at Nissan. 6 Nohria, N., Joyce, W. and Roberson, B.(2003). Page 46-47 7 Fu, Dean and Millikin, john P. page C549 6 Luck and timing The timing for these changes was absolutely perfect. Had Ghosn and his Cross-Functional Teams tried to implement the same changes a few years earlier, they would most likely have met great resistance and possible failure. But because of the resent bankruptcy of the major financial house, Yamaichi, and the lack of bailout by the Japanese government, the employees at Nissan began to take their situation seriously and this imposed a sense of urgency among the employees. This sense of urgency helped push changes by making the employees more willing to cooperate and implement the proposed changes as well as taking more risks in order to turn the company around. This willingness for taking risks decreased the previous fear of making decisions (especially faulty decisions) which decreased the need for consensus decision-making , which again increased the speed with which decisions was able to be made. This further fostered motivation for innovative proposals for the product line, which had a positive effect on the Nissan competiveness and on consumer satisfaction. In short, the bankruptcy of Yamaichi was a stroke of luck at the exact right time to help kick-start the major changes at Nissan, especially in the minds of the employees. Looking forward In the next few years (2005) Ghosn will have to return to Renault to take over as CEO (his lifelong dream). The right replacement for his job must ensure continuous growth and success, keeping focus on customer needs and increases in profit as well as to nurture the newly accomplished sense of urgency to keep driving employees towards continuous improvements (Nissan 180). A successor should, besides the above mentioned, be able to create a balance between long-term and short-term objectives to ensure that employees do not fall back into old habits.8 Constantly setting short-term objectives, aligning them with long-term objectives will enhance motivation among Nissan employees as they will see their effort and hard work paying of. 8 Griswold, H. M. and Prenovitz, S. C.(1993). Page 5 9 Krackhardt, D. and Hanson, J. R.(1993). I would recommend Ghosn to use the network analysis9 as a tool for helping him making the best possible decision, ensuring that the person he will choose is trustworthy among employees, accountable and responsible, has influential power. The friendship network is always a good place to start, but he should be sure to mad both the communication network and advice network as well. Perhaps there will be an obvious overlap between the three. 7 Conclusion The Nissan turnaround was a great success in that it met measurable objectives and accomplished to overall strategic goal of increasing profits within the schedule. By approaching the Japanese and corporate Nissan culture with an open mind, Ghosn was able to gain the employees trust. His approach to the cultural differences combined with a great stroke of luck, turned the challenge into and opportunity and he was thereby able to meet the overall goal. In facing the fundamental problems within the organization; lack of clear profit orientation, insufficient focus on customers and too much on competitors, lack of a sense of urgency, no shared vision or common long-term plan, lack of cross-functional, cross-border, cross-cultural lines of work, he had to bend the rules of engagement by changing large parts of the Nissan culture. More specifically, based on the recommendations from the Cross-Functional Teams, he implemented some rather radical changes on the Japanese traditions of doing business, in order to help Nissan get back on track. Even though he was hereby violating his prior commitment to be sensitive to the Nissan culture, he did not experience serious resistance in doing so, because it was ultimately Nissan employees suggesting these changes, he was just executing them. In choosing his Successor Ghosn should map the informal networks within the organization, emphasising on trust, accountability and power to create change. 8 List of literature  · Dent, E. B. and Goldberg, S. G. (1999). Challenging resistance to change. Journal of Applied Behavioral Science, 35(1), 25-41.  · Ford, J. D. and Ford, L. W. (2009). à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Decoding resistance to change.à ¢Ã¢â€š ¬- Harvard Business Review, 87(4), 99-103.  · Fu, Dean and Millikin, john P. (2003) à ¢Ã¢â€š ¬Ã¢â‚¬ ¢The Global Leadership of Carlos Ghosn at Nissan,à ¢Ã¢â€š ¬- Thunderbird The American Graduate School of International Management, C546 C556  · Griswold, H. M. and Prenovitz, S. C.(1993).à ¢Ã¢â€š ¬Ã¢â‚¬ ¢How to translate strategy into operational results.à ¢Ã¢â€š ¬- Business Forum, 18(3), 5-9.  · Krackhardt, D. and Hanson, J. R.(1993).à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Informal networks: the company behind the chart.à ¢Ã¢â€š ¬- Harvard Business Review, July/August, 104-111.  · Nohria, N., Joyce, W. and Roberson, B.(2003).à ¢Ã¢â€š ¬Ã¢â‚¬ ¢What really works.à ¢Ã¢â€š ¬- Harvard Business Review, 81(7), 42-52.

Changing Nutritional Requirements for Children

Changing Nutritional Requirements for Children HEALTH PROMOTION AND DEVELOPMENT UNIT Ubah A adan 1. The food for babies in the United Kingdom is normally set on particular guidelines, which must be followed in order for the babies to develop in a normal and healthy way. The First six months. Infant normally feed on breast milk or infant formula. For the first six months breast milk is most nutritious and highly recommended. It contains a unique mix of fatty acids, vitamins, minerals, lactose, amino acid, enzymes and others. Important factors that combine they make perfect food for babies, its nutritious and easy for digestion. It has every thing baby needs, Brain development, healthy growth and protection from illnesses. If the mother chooses not breastfeed the baby, best option available is infant formula. Introducing solid food to the baby should only start after six months. It’s recommended by health practitioners and also the government policy in the UK, but if the baby feels hungry so often weaning can start before six months but only with foods recommended by an infant nutritionist. There are foods which must be avoided at all cost for example: shellfish eggs fish liver nuts wheat and gluten seeds unpasteurised and soft cheese salt sugar honey and whole nuts 6 to 9 months When the weaning is started a baby’s diet should include the following types of foods: milk and dairy fruit and vegetables meat and fish egg and beans pasta and rice starchy foods There are many types of prepared baby foods and cereals that have been specially designed for babies, but these foods can also be easily prepared and pureed at home with the use of a food blender, frozen individually into ice cube trays and used as needed. 9 months + The recommended guidelines for servings of solid food portions at this age are: 2 servings per day of meat, fish, eggs or pulses 3-4 servings per day of fruits and vegetables 3-4 servings per day of potatoes, bread and rice Formula or breast milk can still be given along with healthy fruit and cereal snacks. VITAMINS The Department of Health advises that although children should get the required amount of vitamins from their food, they may be lacking in vitamin A, C and D which can be supplemented in the form of vitamin drops. Vitamin A: helps children to see in dim light, supports and strengthens the immune system, and ensures healthy skin is maintained. Vitamin C: helps with the absorption of iron, and supports the immune system. Vitamin D: helps to strengthen bones, and assists with the absorption of calcium. 2. TYPES OF FOOD THAT SHUOLD BE AVOIDED BY YOUNG CHILDREN There are many different food types which are considered to be unsuitable for babies and young children. Parents and childcare providers must be very careful the food that is cooked for the children, and the once that is ready made. SALT Babies don’t need salt. Their kidneys are too immature to cope with any added salt; even the small amount of salt can damage their kidneys. Therefore salt should never be added to any food that is cooked for a baby. The guidelines provided by the food standards Agency for salt consumption for children are: HONEY Honey contains bacteria which can produce toxin in a baby’s intestine leading to infant botulism which is a very serious illness. It’s best not to give babies honey until they over 1 year old. Honey is a sugar so avoiding it will also help to prevent tooth decay. SUGAR Baby doesn’t need sugar by avoiding it you will prevent tooth delay and unnecessary weight gain. Sugar causes tooth decay in young children and can be easily prevented. By avoiding sugary drinks and snakes you will help to prevent tooth decay. Children should be encouraged to drink milk and water. NUTS Whole nuts including peanuts should not be given to the children under the age of five, as they can choke on them. As long as there is no history of food allergies or other allergies in the baby’s family they can consume peanuts once they are six months old as long as they are crushed or grounded. LOW FAT FOODS Fat is an important source of calories and some vitamins for babies and young children. It’s better for babies and young children under 2 to have full fat milk, yogurts and cheeses. After the age of two; amount of fat in diet can be gradually decreased. EGGS Eggs can be given to children over the age of 6 months, yolks and whites should be well cooked to reduce the risk of salmonella infection. RAW SHELLFISH Raw shellfish can increase the risk of food poisoning and are considered to be potentially allergenic foods it also harbours salmonella bacteria. So it’s best to avoid it. SWORDFISH, SHARK AND MARLIN It is best to avoid these foods as the amount of mercury in these fish can affect a baby’s growing nervous system. 3. SPECIAL DIETARY REQUIREMEN AND CULTURAL REQUIREMENTS When children come together at meal or snack time everyone should be eating the same foods. However, there are some circumstances in which some children cannot eat the same foods. For example of some special dietary needs including: Sugar in all forms may be limited for a diabetic child. Fats and cholesterol may be limited for overweight children. Specific foods or additive may cause allergic reactions in some children. Cultural or religious preference may restrict specific foods. Any dietary needs should be identified and documented and it’s important that staffs are trained in the importance of sticking to these needs or restrictions. Some food allergies can be life threatening all staff should know the specific food or ingredient restrictions, possible consequences and symptoms of food reactions and recommended first aid. Any dietary requirements should be gained from parents and recorded and any food allergies documentation should be request from the child’s doctor. Some children in child care have cultural and religious food preferences the child care provider and the parents need to work together in order to make sure that children with especial dietary needs receive appreciate foods. Examples of some cultural and religion practice: When recording special dietary requirements, there are many types of information that should be documented for example: child’s name parents name and address emergency contact emergency instructions should ingestion of an allergic food occur necessary medication doctor or health professionals name address, telephone number parental and childcare provider signature In the case of emergency medication being required the childcare provider should have this information documented on a separate medical form and keep the medication in a locked container. A Child record form for a new child joining a home at child care setting with specific dietary requirement may look as followed: 4. CHILDHOOD CHRONIC DISEASES There are many health problems during infant and childhood, but mostly they are mild and they do not interfere with their daily life and development. For some children however chronic health conditions affect everyday life throughout their childhood, Including asthma, diabetes, cystic fibrosis and cerebral palsy. 1. ASTHMA Asthma is a long term condition that can cause a cough, wheezing and breathlessness. The severity of the symptoms is different from person to person. Approximately 1 in 10 children being affected asthma in the UK. The cause of asthma is not fully understood, however trigger can bring symptoms of asthma, and anything that irritates the airways brings on symptoms of asthma. These are different from person to person and people with asthma may have several triggers. Triggers include house dust, animal fur, pollen, tobacco smoke and others. Asthma is caused by inflammation of the airways these are the small tubes called bronchi which carry air in and out of the lungs. If you have asthma the bronchi will be flamed and will be more sensitive than normal. Asthma may also affect children emotionally as the attacks may be frightening them. 2. DIABETES Diabetes is life long conditions that cause persons blood sugar level to become too high. In the UK approximately 2.8million people are affected by diabetes. There are two types of diabetes type 1 and type 2. *Type1 is usually diagnosed in adolescence and is controlled insulin injections. * Type 2 is usually diagnosed in adulthood and is controlled by diet and tablets. Symptoms common to both types of diabetes are weight loss, feeling very tired and feeling very thirsty and urinating frequency. 3. CYSTIC FIBROSIS Cystic fibrosis is a genetic condition in which lungs and digestive system become clogged with the thick sticky mucus. Symptoms start in early childhood and include cough, chest infections and poor weight. There is no cure for cystic fibrosis so the aim of the treatment is to ease the symptoms and make the condition easier to live with. Treatments include therapies, diet, medication, exercise and physiotherapy to remove mucus from the lungs. 4. CEREBRAL PALSY Cerebral palsy is a general term covering a number of neurological conditions that effect a child’s movements and coordination. Neurological conditions affect the brain and nervous system. Cerebral palsy is caused by damage to the brain which normally occurs before, during or soon after birth. It is estimated that 1 in every 400 children in UK is effected by Cerebral palsy. Cerebral palsy can put a great deal of strain on the body which can cause problems in later life. There is no cure cerebral palsy but the many of treatment can help relieve symptoms and increase child’s independent and self-esteem. These include physiotherapy, occupational therapy and medications. GUIDED ACTIVITY https://osclinks.com/84 https://osclinks.com/85 https://osclinks.com/86 https://osclinks.com/87 https://osclinks.com/88 https://osclinks.com/89 https://osclinks.com/90 https://osclinks.com/91 https://osclinks.com/92 https://osclinks.com/93 https://osclinks.com/94

Mandatory Uniforms in Public Schools Essay -- Papers Argumentative

Mandatory Uniforms in Public Schools Do you want equality among students in your child's school? Do you want less violence within your child's school? Would you like your daughter to concentrate more on her schoolwork and less on what name brand jeans she is wearing? All this is possible with mandatory uniform policies in public school districts. School uniforms may seem outdated for some people, but in many cases they can improve school spirit, attendance and student behavior. According to The Humanist magazine, former President Bill Clinton's 1996 State of the Union Address called for all 16,000 school districts in the country to adopt a uniform policy. The President stated, "If it means that teenagers will stop killing each other over designer jackets, then our public schools should be able to require their students to wear uniforms" (qtd in Wilkens, screen 1) The public school district in Long Beach, California was the first to take up the mandatory school uniform policy. The school district reported drasti c decrease in violence, discipline problems, as well as higher test scores after one year of implementing the new policy (Wilkens, screen 1). Although students feel that wearing uniforms to school stifles individual expression and creativity, mandatory uniforms in public schools promote a positive learning environment because it creates equality among all students, it decreases violence, and students can focus on schoolwork instead of their clothing. Students along with some parents dispute that mandatory uniform policies within public schools are unconstitutional. They feel that mandatory uniforms in public schools violate the First Amendment of the Constitution, Freedom of Expression. The First Amendment w... ...com*. Marchant, Valerie. "Dress for Success: It looks as if uniforms and dress codes may well make a difference." Time 13 Sept 1999: C6+. Infotrac. OSU-Okc Lib., Oklahoma City.23 Feb 2001 *http://www.infotrac.galegroup.com*. Renstrom, Peter. Constitutional Rights Sourcebook. Santa Barbara: Dimensions, 1999. "Uniform Improvements." Psychology Today Sept 1999: 14. Infotrac. OSU-Okc Lib., Oklahoma City.23 Feb 2001 *http://www. infotrac.galegroup .com*. "Uniforms Rule: This fall, dress codes are an increasingly popular remedy for all that's wrong with American public schools. Do they deliver?" Newsweek 4 Oct 1999:72. Infotrac. OSU-Okc Lib., Oklahoma City.27 Feb 2001 *http:// www.infotrac.galegroup.com*. Wilkins, Julia. "School Uniforms." The Humanist Mar/Apr 1999: 19-22. Infotrac. OSU-Okc Lib., Oklahoma City.23 Feb 2001 *http://www.infotrac .galegroup.com*.

Exercise Prevents Osteoporosis Essay -- Healthy Lifestyle Essay

DiSilvestro et al., 2007, conducted an 8-week study; examining increased micronutrient intake in young adult women would enhance exercise-induced changes in bone metabolism that could lower the risk of osteoporosis later in life. Subjects were 24 female students 18-24 years old that were overall healthy and assigned to either the PG (Placebo group, n=12) or MG (micronutrient group, n=12). Fasting blood and urine samples were taken before and after the 8-week study to determine changes in: 25-OH-vitamin D, parathyroid hormone (PTH), bone specific alkaline phosphatase (BAP), Urine deoxypyridinoline (DPD) and helical peptide (AHP). A resistance exercise program consisting of: (3 sets/8-12 reps) bench press, bicep curl, shoulder press, seated row, leg extensions, hamstring curl, (1 set/failure) calf raises and abdominal crunches were conducted 3 d/wk for the 8-week study. The researchers compared the PG to the MG by paired t-test using Excel with a p A study by Maimoun et al., 2007, examined 13 healthy individuals (9 women and 4 men) aged 69-79 years old in an 8-week experimental study to test the effects of antioxidant supplementation with aerobic tr... ...nopausal osteopenia or osteoporosis. Gynec Endo. 2009;25(9):616-620. 5) DiSilvestro RA, Crawford B, Zhang W, Shastri S. Effects of micronutrient supplementation plus resistance exercise training on bone metabolism markers in young adult women. J Nutr Envi Med. 2007;16(1):26-32. 6) Kemmler W, Engelke K, Stengel S, Weineck J, Lauber D, Kalender WA. Long-term four-year exercise has a positive effect on menopausal risk factors: the erlangen fitness osteoporosis prevention study. J Strength Cond Res 2007;21(1):232-239. 7) Maimoun L, Simar D, Caillaud C, Peruchon E, Sultan C, Rossi M, Mariano-Goulart D. Effect of antioxidants and exercise on bone metabolism. J Sport Sci. 2008;26(3):251-258. 8) Pearson JA, Burkhart E, Pifalo WB, Palaggo-Toy T, Krohn K. A lifestyle modification intervention for the treatment of osteoporosis. Am J Health Promot. 2005;20(1):28-33.

Explore the Different Types of Love Shown in Wuthering Heights

Explore the different types of love shown in Wuthering Heights Pages 70 -75 The love shown in Wuthering Heights on pages 70-75 is not only those of morality love, but also love that aches, and both types are each, for a different man. The simpler of the two is that of which Catherine feels for Edgar. Having chosen to marry Edgar, through no other reason than it is moral option; Catherine feels no true love towards him. When conversing with Nelly, and questioned on just what it is that Catherine loves about him, it is apparent, that she struggles to find an emotionally invested response.The responses that she does return to Nellys question, consisting of the adjectives, ‘handsome’, ‘pleasant’ and ‘rich’ all show that Catherine feels for Edgar’s appearance, which is also evidential later in the passage; ‘He is young and rich now, and I have only to do with the present. ’ This further shows the reader that Catherine’s lov e for Edgar is far from reliable, nor worth losing Heathcliff over. Catherine’s fight between both her heart and her head causes her to feel that Nelly is taunting her and doesn’t understand the dilemma of her situation; ‘but if you will not mock at me, I’ll explain it.. and further mentions that she can only give a small insight of how it is she feels; ‘I can’t do it distinctively. ’ The fact that Catherine feels quite apprehensive towards letting Nelly in on her ‘secret’, a secret in which she and she alone feels ownership over, which fails to include Heathcliff’s feelings toward her, shows that this love, the love for Heathcliff, is much harder to explain, hence she can find no words to describe it, compared to that of her love with Edgar.She later goes on to explain how in a dream, she visions herself in heaven and how she ‘broke her heart with weeping to come back to earth†¦ ’ This could be con sidered a vision into the future, in which due her decision, the decision to marry Edgar, she would eventually be in heaven, but without Heathcliff. Yet again, reference to how she cannot describe that it is Heathcliff she cannot live in death or life without and how it is Heathcliff of which she feels the strongest love towards, is apparent.Further into the extract, Catherine finally is truthful to Nelly on how she truly feels, and how those feelings are towards Heathcliff. Yet, although she is honest, she stills refers back to how she should be moral, ‘It would degrade me to marry Heathcliff; so he shall never know I love him. ’ How Catherine admits her love, although may not have been best said, the fact that she can say she loves Heathcliff, and with such emotion and sadness, shows that a truer love runs through their relationship, compared to that she has with Edgar.She later says that Heathcliff is more herself than what she is. This reference, of two people livin g like one, shows furthermore, that their love is stronger, and more possessive, a love in which two people cannot be themselves without the other. Heathcliff’s love for Catherine is briefly described by Nelly to Catherine, in which her honesty startles her. Enlightening Catherine to exactly what it is Heathcliff would lose; ‘a friend and love, and all! ’ further distresses Catherine, in which she reveals her true reasons for marrying Edgar, which are to help Heathcliff.Although the plan, as Nelly describes as nonsense, would fail to ever work, the reason in which she has made the plan, in order to rescue Heathcliff from her brother, shows that they’re love runs deeper still. The deepness in which in runs, in which she feels it is her duty to save Heathcliff from his perils rather than marry him as he is, shows how Catherine idioticness and young, foolish mind cannot comprehend how she should react to her feelings for Heathcliff. Pages 146 -149 In pages 14 6-149, it is made clear to us that Catherine, clearly ill, is sure to die, and requests that Heathcliff be by her side.This instantly shows that a dying person last wish, in some cases, would be to be near those they love dearly and truly, and in this case, Catherines is Heathcliff. His love for her is also apparent, ‘he bestowed more kisses than ever he gave in his life before’ through the amount of kisses sent upon her. His love through his actions for her as she lays dying, is also further insight as to how he’s felt about anyone else, as the amount of kisses he places upon her, are more than those for anyone else, and most likely, those that mean more.The use of ‘earnestly’ shows yet again, the possessiveness they share for each other and how one can surely not bare to see the other in weakness, not knowing that it is their love, that has made them weak towards each other. Even as Catherine continues to lie dying, she tortures Heathcliff by not r evealing her feelings truly to him, the feelings she holds so tightly for him, jokingly mentioning that him and Edgar ‘have broken her heart. ’ The quotation, possibly meaning that having chosen Edgar over Heathcliff, and Heathcliff’s departure, that he broke her heart, and by still choosingEdgar, he broke hers by not being able to love Heathcliff truthfully, yet it could also mean that by living with Heathcliff and by leaving him in her death, she will have lost him both to Edgar, and therefore her heart has been broken twice. Further reference to how the two loves cannot live by themselves, is that of when Heathcliff exclaims how he ‘could as soon forget her as his existence. ’ The continued reference of two hearts that can only live as one, constantly runs through their story, making their love the most powerful in the whole two-parted story.Catherine then goes on to admit that she cannot wish to be parted from Heathcliff once more. Referred to as ‘Mrs Linton’ during the scene yet again, shows how they have been parted in live, as the name ‘Linton’ is a constant reminder of how Catherine's blindness encouraged her to choose loyalty and morality, over true love. During Catherine's death, Heathcliff requests to know why she ‘betrayed her heart’ and why if ‘she’d loved him, what right she had to leave him’.Catherine’s response to Heathcliff's begs for answers are that she is dying for her mistakes, and she believes that her death is due to her bad decisions made in life, that she is forced to live without Heathcliff in the most harshest of ways. The love between Heathcliff and Catherine is apparent from the beginning, and it is also clear that she doesn’t share the same love for Edgar as she does for Heathcliff. A love of which aches, and turns individuals mad in their own lives, is the strongest in the book and especially in these scenes. A love of morali ty compared to that of a possessive, true love, wins no prizes in a competition.

Unit 11 Child Care Nvq Level 3

Unit 11 Out come 1 †¢Describe what is meant by a positive environment Environment is the surrounding of a central point; it can be split in to three basic categories biological, physical and social. The environment of my care setting for example is made up biological aspects i. e. my self, my children, my husband, our pet hamsters and the out door plants and trees in the garden, also the children that attend my care setting. The physical aspects are the toys, furniture door wall, large garden equipment, buggies safety gates etc. he social environment in my setting is all about the culture, and customs of my setting and the activities and experiences we are involved in and interact with. a positive environment is warm and welcoming, consistent and stable ,safe clean and tidy, where individuals are treated with respect and dignity, they feel welcome and valued, they are able to reach there potential with out fear of harm or mistreatment. †¢Identify regulatory requirements tha t underpin a positive environment for children and young people. National standards for under 8s day care Early year’s foundation stage The Early Years Register The Childcare Register Out come 3 †¢Explain how to effectively care for children and young people’s skin, hair and teath. Skin care : if a child is required to wash in a child care environment it is important that each child has their own individual towel and face cloth. This will prevent the spread of any potential infection. It is also important to discuss with parent the care need to ensure that the care provided meets with any cultural /medical needs. Skin should only be used with the consent of the parent or care . childrens skin is sensitive when compaired with adults it is aslo thiner, it is important to ensure that after washing it is dryed well with patting not rubbing as this will avoid agervating any sore areas such as eczema. Hand washing is a very effective way to reduce and prevent illness and infection, hands need to be washed with warm soppy water and dryed properly. Hands should be washed before eathing, after using the toilet , after handling animals and after playing out doors and contct with open wounds. Its importat to introduce children to good hand washing habbits as young as possible and to make it an enjoyable activity, as this will help build good habbits in adult hood as children get older they can often skip the hand washing stage and my need to be remindered to do so and why its important to wash hands. Hair care it is importat to discuss with parents/ cares how often they would likew there childs haor to be washed and how they wish it to be styles. This can depen on my factiour ie type off hair, culture religious beliefs. The main concers as a care provider is to ensure a watch is kept for head lice these are very small parasites that live on the hair, signs that a child has head lice include itching, small red marks on the scalp where the child has been bitten and white eggs cases on the hair they do not come out with regual brushing. Parents should be inforned asap and the child reasured that they are not dirty. Child need to be treated as soon as posible from discoverty to prevent them from infecting others in the setting. Teeth care: Dentists say that the most important part of tooth care happens at home. Brushing and flossing properly, along with regular dental checkups, can help prevent tooth decay and gum disease. To prevent cavities, you need to remove plaque, the transparent layer of bacteria that coats the teeth. The best way to do this is by brushing your teeth twice a day and flossing at least once a day. Brushing also stimulates the gums, which helps to keep them healthy and prevent gum disease. Brushing and flossing are the most important things that you can do to keep your teeth and gums healthy. Toothpastes contain abrasives, detergents, and foaming agents. Fluoride, the most common active ingredient in toothpaste, is what prevents cavities. So you should always be sure your toothpaste contains fluoride. †¢Explain how a positive environment and rouitine meet the emotional needs of children and their families. A positive environment and routien is essental to meeting the emotional needs of the children that attend the child care setting, when a chid feels safe and happy in their enviournment they develop confidence to explore what is a round them, through a positive enfivroment and routine children also learn many important social skills such as sharing with others, patience and understand of those differet from them self. the enviornment will stimulate the child to try need thing while keep them safe from harm. They can develop at their own pace and meet the mile stone of child hood. Through a possitive environment and routine tailored to the individual needs of the family the emotial needs of the family can be met in that they know there child is well care for and treated with respect and valued as an individual this is very importat especially when a child beguins to attend a new car setting as the parents and cares can get on with their work happy that their child is in good hands. †¢Describe the importance for physical and mental well being of balancing periods of physical activity with rest and quiet time. Out come 4 †¢define the Basic nurtritional requirements of children and young people to ensure a balanced diet and meet government guidence children only have small tummies and so need plenty of calories and nutrients in a small amount of food to ensure they grow properly. They can easily get a balanced diet by eating a variety of foods from four main food groups breads, other cereals and potatoes: these starchy foods include pasta and rice, provide energy, fibre, vitamins and minerals. Fruits and vegetables : these provide fibre, vitamins and are a source of antioxidants. Milk and dairy foods: these provide calcium for healthy bones and teeth, protein for growth, plus vitamins and minerals. Meat, fish and alternatives: these foods include eggs and pulses, provide protein and vitamins and minerals, especially iron. pulses, provide protein and vitamins and minerals, especially iron. Pulses also contain fibre This chart gives a rough guideline to the daily calorie needs of boys and girls at different ages. Kids who are really active may need more; those who are inactive may need less. AgeCalories per day BoysGirls 1–31,2301,165 4–61,7151,545 7–101,9701,740 11–142,2201,845 15–182,7552,110 Adults2,5501,940 †¢Explain how to establish the different diertary requirements of chilren ands young people. due to the diverse nature of the society we live in to day it is important to establish a good working realtionship with parents/ carers of the children you are goin to be careing for. This is where you will find reams and reams of invaluable information about the children you are looking after for example there like and dislikes, medical conditions etc. This is also where you will be able to find out what kinds of food the children eat at home and are expected to eat in your care setting ie vegitables!!! It is also important to discuss with parents food witch my not be aloud for reasion such as cultural belifes religious practaces, tolerances, allergies and persional chioces. It is important to ensure your awere of the foods each child in your care my and my not eat and to ensure that your meals are made with these in mind. This imformatiuon can be proccessed into an easy to read chart that can be placed in the food preperation are and used for reference when looking for new recipies. This will also ensure that everone invloved with the food preparation for the children in your care setting are kept informed of the approprate diarty requirments for each child in the setting. Describe basic food saftey when providing food and drink to children and young people. -cooking, eating utensils and work surfaces spotlessly clean before use -wash hands before touching food -check use by dates -keep perishables in the fridge -keep fridge between0-5degrees Celsius -keep freezer below 18degrees celeries -avoid contact between raw and cooked foods -clean and disinfect food preparation areas regularly Store uncooked meat at bottom of fridge -cover all food when out or d efrosting -ensure food is cooked thoroughly and evenly -do not reheat food