Refugee With Infectious Disease In Australia †MyAssignmenthelp.com

Question: Discuss about the Refugee With Infectious Disease In Australia. Answer: Refugee with infectious disease should not be allowed in Australia Research indicates that around 15000 refugees from across the globe have resettled in australis in the year 2015-2016 that encompasses near about 12000 refugees from Syria and Iraq recently added to the country humanitarian intake. Refugees are subjected to poor economic conditions as a result of which they have poor access to healthcare services. The ultimate impact is that this population is at increased risk of a diverse range of infectious and chronic diseases. The infectious diseases that are commonly suffered by refugees are tuberculosis, hepatitis B, hepatitis C, intestinal infection, HIV, malaria, and other sexually transmitted diseases. The burden of increasing population on the Australian healthcare system is noteworthy. The healthcare system of the country is still struggling to come to terms with the diverse healthcare demands of the population. Novice strategies are being introduced into public healthcare initiatives for combating the high prevalence of infectious diseases. However, there is much to be achieved in this regard. The effectiveness of these strategies has not been fully established. The success level of these strategies in the light of prevention of infectious diseases is still ambiguous. Establishment of the success of these strategies is needed before permitting entry of refugees with infectious diseases. Restricting entry of refugees with infectious diseases would be an advantageous process in due course of combating the increased rate of such public health concern in the country. What deserves special mention is that the nature of infectious diseases differs from one country to another. Entry of the refugee population into the country would imply that the nature and progression of infectious diseases in Australia would be changed to a considerable extent due to the intermingling of the two groups of the population. The rate of morbidity and mortality would be considerably increased. The public health care system would be presented with a requirement of coming up with more advanced strategies to address the concerns of the public pertaining to infectious diseases if entry of refugees is encouraged Screening of refugees for infectious diseases is not up-to-the mark at present. A suitable ground has not yet been set for differentiating the adversity of infectious diseases between these individuals.

Global Nutrition and Food Security for Dual Burden -myassignmenthelp

Question: Discuss about theGlobal Nutrition and Food Security for Dual Burden. Answer: Introduction The content of this paper focuses on the discussion of Dual Burden Malnutrition which is one of the most current world phenomenons. The study starts by describing the DBM together with its epidemiology China which is the study country choice. The consequence of dual burden malnutrition has resulted into massive suffering and formed a foundation for other non communicable diseases which adversely affect human beings who suffer from its effects. The paper therefore further disuses various strategies which can be put into practice in order to prevent severe effects of DBM. Dual Burden Malnutrition Double burden of Malnutrition is also known as DBM and is a disease which effects most people in the whole world. Double Burden of Malnutrition is the coexistence of over nutrition and under nutrition in the same populace across a life course. The term across of life means a phenomenon that under nutrition which occurs in an early life leads to an elevated propensity for over malnutrition during adulthood. Double burden malnutrition comes as a result of various factors and affects various poor, medium rich and very rich countries double burden malnutrition is one of the concerns in various countries with stunting rates (Grijalva et.al, 2012). Double burden malnutrition results into serious impact enormous consequences, various young people have lost their precious lives due to the effects of under nutrition in the early ages. Undernutrition also weakens an individuals immunity towards diseases and survivors who became stunted during the immediate two years of life lose their ability to carry heavy loads or do various physical work. Some of the survivors do not progress perfectly in terms of academics and these effects are experienced all through the life course (Oddo et.al, 2012). The effects are further experienced in later in the life course, malnutrition and poor diet as well as obesity forms underlying causes for various non communicable diseases like diabetes, hypertensions, stroke, cancer, stroke as well as ischemic heart diseases. The main cause of Double Burden of Malnutrition is nutrition transition, epidemiological transitions as well as demographic transitions. The term dual burden malnutrition is therefore the existence of both underweight and overweight cause by under nutrition and over nutrition. Determinants of Dual Burden Malnutrition The study selects China an Asian country to identify and come up with various determinants of dual burden malnutrition. From the evidence obtained from various studies in relation to the determinants of dual burden malnutrition. One of the determinants of the dual burden malnutrition is the coexistence of both under nutrition as well as over nutrition. The simultaneous existence of both underweight and overweight among the members of the populace acts as one of the determinant to dual burden malnutrition. Obesity as a disease is also another determinant of the dual burden malnutrition existence (Oddo et.al, 2012). Weakness among various individual within a given populace is another factor which acts as a determinant of the dual burden malnutrition. The nature and the rate of stunting and overweight determine the existence of dual burden malnutrition. This is evident in China as one of the nations in the content which experience dual burden malnutrition. The stunting rate which is a determinant of DBM stands at 43 percent. Another determinant of dual burden malnutrition is the existence of overweight and obesity among young children within a given population. The rate of dependent of stunting prevalence rate on various factors such as socioeconomic, environmental factors and demographic is also used to determine the dual burden malnutrition. The rate of obesity among young individuals in a given population determines the dual burden malnutrition existence in a country or within the households. Apart from the three basic factors such as overweight, underweight and obesity, dual burden malnutrition can also be determined through various non communicable diseases affecting young people as well as adults within a given population or region (Piernas et.al, 2015). The key determinants of dual burden malnutrition are therefore, overweight, underweight, obesity and non communicable diseases affecting various people in various areas of the co ntinent. Etiolgy and epidemiology of dual burden malnutrition Dual burden malnutrition has been an issue affecting various nations, people, regions as well as households over a given period of time. The greater impact of the DBM has been as a result of economic and income growth, movement into urban areas and change in globalization. According to the world health organization WHO, in the year 2014, almost 19 million people who are all adults, old people as well as people of age 18 and above were determined as overweight. On the side of people who are underweight all over the globe were over 462 million indicating the massive dual burden malnutrition (Kimani et.al, 2013). These numbers released by the WHO covers all continents including china which is the study country choice. 600 million people in the world were suffering from obesity. In the same year several children were found to be over weighing, these kids were under the age of 5years. The number of the children under the age of five who were overweighing reached 42 million. In china as a country, the prevalence among the children is at 9.1% of the general population. 29 percent of the children are stunted where 18.6 percent of the children were underweight as well as 2.4percent of the children are overweighing. In relation to adults in china, 14 percent of women in china are stunted, women suffering from obesity were 53.9 percent where 71.1 percent of the general women population are have central obesity according to the current statistics. It has been notice that several women in china suffer from central obesity (Kimani et.al, 2013). Double burden of malnutrition and obesity according to various studies affects mostly very poor regions in china as well as other parts of the world including Africa. It is also evident that most of the people affected by malnutrition in china are the female where a larger percentage of people suffering from dual burden malnutrition are females. Summary of the food production statistics in china China is one of the world nations which produce large turns of grains in order to sustain lives. Ensuring food security forms the base of the economic and provides a foundation to eradicate dual burden malnutrition. Food security also forms the foundation for economic and social stability within the any given nation. China as a nation has ventured majorly into agricultural production (Ramirez et.al, 2014). The nation has been in the past sixty years, China in the past years has produced grains with an increase of fivefold to 571 million tons from 113 million tons in the year 1949. China statistical research provides information which inspires other producers in the world to venture more in agricultural production. The grain production per capita in china increased with the same margin in the recent years from 209 kg to 425 kilograms. China as a nation has succeeded at the national scale to maintain a basic self efficiency for grain production in the past decades (Bygbjerg, 2012). The country is currently planning to generate 770million tons of food comes 2030. China over the decades have maintained food production at a constant percentage that is 95 % contributing significantly to the global food security. China has produced cereals and staple crops at 207 million tons and 225 million tons respectively in the last decade. At this rate of production Chinese cereal production forms 22.5 percent of the world cereal product while staple food produced in China forms the 25 percent of the world staple food production. Crop 1949 Output (tons) 1978 Output (tons) 1999 Output (tons) 1. Grain 113,180,000 304,770,000 508,390,000 2. Cotton 444,000 2,167,000 3,831,000 3. Oil-bearing crops 2,564,000 5,218,000 26,012,000 4. Sugarcane 2,642,000 21,116,000 74,700,000 5. Sugarbeet 191,000 2,702,000 8,640,000 6. Flue-cured tobacco 43,000 1,052,000 2,185,000 7. Tea 41,000 268,000 676,000 8. Fruit 1,200,000 6,570,000 62,376,000 9. Meat 2,200,000 8,563,000 59,609,000 10. Aquatic products 450,000 4,660,000 41,220,000 General summary of the national dietary patterns in china The Chinese dietary experts developed dietary pattern based on several obesity reports made through epidemiological studies. The pattern was created between the year 2010 and 2012 to ensure that the dual burden malnutrition in China is minimised (Bygbjerg, 2012). The national dietary pattern in China is composed of five dietary patterns which are well recognised various individuals in the nation. The diet is organised in terms of age value, the age value that is greater than 1 is required to take: a cereal, animal food and plant food, high protein food, plant food, poultry, and beverage. After a while with the increment or the adjustment in terms of age and gender, the cereal, animal, and plant food and beverage pattern is associated with obesity (OR = 2.924, 3.257; 95% CI = 1.1477.463, 1.3727.692) and should not be taken in large amounts (Kol?i?, 2012). I the dietary pattern in suggest that a diet composed of cereal, animal, and plant food and beverage may be linked with augmented r isk of obesity. Cereal, animal, and plant food dietary patterns may be associated with increased risk of overweight due to the increase in the total energy intake resulting from high protein and fats within the pattern. Another pattern which should be avoided is a diet with a lot of beverage, such kind of dietary pattern is good but is also associated with increased risk of obesity to some extent due to the total energy intake by increased carbohydrate intake in present within the beverages. The general diet pattern accepted at various ages are those which are not composed or do not produce large amount of energy when taken or consumed. Food Groups Dietary Pattern Cereal, Animal, and Plant Food High Protein Food Plant Food Poultry Beverage Cereals 0.603 0.005 0.012 0.181 0.190 Tubers 0.080 0.169 0.277 0.491 0.222 Beans 0.195 0.268 0.735 0.003 0.115 Vegetables 0.663 0.140 0.210 0.249 0.057 Fruits 0.201 0.398 0.622 0.163 0.170 Nut 0.125 0.132 0.389 0.265 0.104 Pork 0.739 0.111 0.007 0.075 0.066 Poultry 0.018 0.092 0.175 0.813 0.131 Milk and dairy products 0.056 0.697 0.027 0.093 0.156 Eggs 0.047 0.635 0.031 0.068 0.204 Fish and shellfish 0.358 0.519 0.094 0.012 0.123 Beverage 0.023 0.011 0.051 0.013 0.895 Intervention strategy to address increasing prevalence of dual burden malnutrition The main contribution to the increase of Dual Burden Malnutrition is the in ability of the modern world to employ various techniques used by our fore fathers in food preservation and security. The modern world has resolved in the use and consumption of various western generated food staffs which offer low nutrients into the body but instead results into over intake of energy materials into the body (Piernas et.al, 2015). The world should go back into previous ways of food preservation as one the strategies to cub dual burden malnutrition which affects as very large population of the world. With implementation of traditional food staffs such as cereals, the increased prevalence of dual burden malnutrition can be reduced to a certain level. China as one of the nations in the world practicing traditional cereal production provides 22 % food staff consumed through traditional cereal production. Various countries in the world should therefore embrace traditional methods of food preservati on instead of depending on westernised food staff which merely provides for the body the basic nutrients for proper growth and development (Kol?i?, 2012). Dual burden malnutrition according to the discussion severely affects areas with low income generation. The government of each nations should thereby settle a perfect way to equitable distribute the national wealth in order to allow every individual to have aces to food staff. This kind of strategy is crucial for the reduction of underweight disease among the young generation as well as the adults. As part of strategy to prevent the continuous elevation of dual burden malnutrition, the members of the general public should be made aware of the best dietary patterns in order to assist them not to take over nutrition as well as under nutrition (Piernas et.al, 2015). The provision of awareness on the dietary pattern should be accompanied by a proper channel of reporting prevalence of overweight and underweight in relation to varied age setting or grouping.The international health organization such WHO should provide people with proper guidelines on dual burden malnutrition indicators in order to enable immediate course of action to be implemented in order to cover high stunting rates. The most developed and industrialised countries should come up with an appropriate channel to mange overweight. The international as well as national sectors concerned with the collection and reporting of children and maternal overweight should provide information inform data to the international organs for systematic inclusion of the data into the nutrition surveys. By making sure that dual burden malnutrition data is accessible to the nutrition survey organs, a perfect dietary plan can be created thereby minimizing over or under consumption of body building nutrients (Subramanian, Perkins Khan, 2009). In order to also cub the increased prevalence on dual burden malnutrition, inclusion should be advocated for WHA to deal with childhood obesity and underweight. The epidemiological and operational data concerning dual burden malnutrition should be integrated into the available international forums dealing with malnutrition problems. Appropriate food storage facilities should be created in areas with large number of individuals suffering from malnutrition. This is to provide enough meal for sus tenance in such areas where people suffer from under nutrition. Amore systematic research should be implemented as it results into an impact in relation to the promotion of RUTF there by leading to a rapid weight gain in areas where individuals suffer from acute malnutrition. Research concerning malnutrition should be emphasised and a more favourable and perfect malnutrition programmes should be created to help with sensitization and monitoring of possible conflicting interest in both public and private sector (Subramanian, Perkins Khan, 2009). Deeper research which involves full mapping of dual burden malnutrition activities of the international organizations should be initiated. These types of research should be done by various specialists w hoe are able to explore operational evidences in order to come up with away on how to prevent the prevalence of dual burden malnutrition. Conclusion Dual burden malnutrition is global phenomenon which affects almost all countries of the world both rich and poor. Proper research should be done on how DBM can be prevented. With proper implementation of various strategies discussed above the great world disease (DBM) can be be reduced to a certain level as more research is conducted on how to come up with a remedy. DBM results into a great impact on the life of human beings have suffer from it and sometimes leads to death and should be taken as a key concern by the WHO. References Grijalva-Eternod, C. S., Wells, J. C., Cortina-Borja, M., Salse-Ubach, N., Tondeur, M. C., Dolan, C., ... Seal, A. J. (2012). The double burden of obesity and malnutrition in a protracted emergency setting: a cross-sectional study of Western Sahara refugees. PLoS medicine, 9(10), e1001320. https://www.ncbi.nlm.nih.gov/pubmed?db=pubmedcmd=linklinkname=pubmed_pubmeduid=23055833 Oddo, V. M., Rah, J. H., Semba, R. D., Sun, K., Akhter, N., Sari, M., ... Kraemer, K. (2012). Predictors of maternal and child double burden of malnutrition in rural Indonesia and Bangladesh. The American journal of clinical nutrition, 95(4), 951-958. https://www.google.com/search?client=firefox-arls=org.mozilla%3Aen-US%3Aofficialchannel=fflbq=Oddo%2C+V.+M.%2C+Rah%2C+J.+H.%2C+Semba Kimani-Murage, E. W. (2013). Exploring the paradox: double burden of malnutrition in rural South Africa. Global health action, 6(1), 19249. https://www.google.com/search?client=firefox-arls=org.mozilla%3Aen-US%3Aofficialchannel=fflbq=Kimani-Murage%2C+E.+W.+(2013).+Exploring Ramirez-Zea, M., Kroker-Lobos, M. F., Close-Fernandez, R., Kanter, R. (2014). The double burden of malnutrition in indigenous and nonindigenous Guatemalan populations. The American journal of clinical nutrition, 100(6), 1644S-1651S. https://www.ncbi.nlm.nih.gov/pubmed/25411307 Bygbjerg, I. C. (2012). Double burden of noncommunicable and infectious diseases in developing countries. Science, 337(6101), 1499-1501. https://www.ncbi.nlm.nih.gov/pubmed/2299732 Kol?i?, I. (2012). Double burden of malnutrition: A silent driver of double burden of disease in lowand middleincome countries. Journal of global health, 2(2). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3529312/ Piernas, C., Wang, D., Du, S., Zhang, B., Wang, Z., Su, C., Popkin, B. M. (2015). The double burden of under-and overnutrition and nutrient adequacy among Chinese preschool and school-aged children in 2009-2011. European journal of clinical nutrition, 69(12), 1323. https://uncch.pure.elsevier.com/en/publications/the-double-burden-of-under-and-overnutrition-and-nutrient-adequac-2 Subramanian, S. V., Perkins, J. M., Khan, K. T. (2009). Do burdens of underweight and overweight coexist among lower socioeconomic groups in India?. The American journal of clinical nutrition, 90(2), 369-376. https://ajcn.nutrition.org/content/90/2/369

digestive system Essays (699 words) - Digestive System, Stomach

The digestive system is made up of the digestive tract?a series of hollow organs joined in a long, twisting tube from the mouth to the anus?and other organs that help the body break down and absorb food. Organs that make up the digestive tract are the mouth, esophagus, stomach, small intestine, large intestine?also called the colon?rectum, and anus. Inside these hollow organs is a lining called the mucosa. In the mouth, stomach, and small intestine, the mucosa contains tiny glands that produce juices to help digest food. The digestive tract also contains a layer of smooth muscle that helps break down food and move it along the tract. Two ?solid? digestive organs, the liver and the pancreas, produce digestive juices that reach the intestine through small tubes called ducts. The gallbladder stores the liver?s digestive juices until they are needed in the intestine. Parts of the nervous and circulatory systems also play major roles in the digestive system When you eat foods?such as bread, meat, and vegetables?they are not in a form that the body can use as nourishment. Food and drink must be changed into smaller molecules of nutrients before they can be absorbed into the blood and carried to cells throughout the body. Digestion is the process by which food and drink are broken down into their smallest parts so the body can use them to build and nourish cells and to provide energy. Digestion involves mixing food with digestive juices, moving it through the digestive tract, and breaking down large molecules of food into smaller molecules. Digestion begins in the mouth, when you chew and swallow, and is completed in the small intestine. The large, hollow organs of the digestive tract contain a layer of muscle that enables their walls to move. The movement of organ walls can propel food and liquid through the system and also can mix the contents within each organ. Food moves from one organ to the next through muscle action called peristalsis. Peristalsis looks like an ocean wave traveling through the muscle. The muscle of the organ contracts to create a narrowing and then propels the narrowed portion slowly down the length of the organ. These waves of narrowing push the food and fluid in front of them through each hollow organ. The first major muscle movement occurs when food or liquid is swallowed. Although you are able to start swallowing by choice, once the swallow begins, it becomes involuntary and proceeds under the control of the nerves. Swallowed food is pushed into the esophagus, which connects the throat above with the stomach below. At the junction of the esophagus and stomach, there is a ring like muscle, called the lower esophageal sphincter, closing the passage between the two organs. As food approaches the closed sphincter, the sphincter relaxes and allows the food to pass through to the stomach. The stomach has three mechanical tasks. First, it stores the swallowed food and liquid. To do this, the muscle of the upper part of the stomach relaxes to accept large volumes of swallowed material. The second job is to mix up the food, liquid, and digestive juice produced by the stomach. The lower part of the stomach mixes these materials by its muscle action. The third task of the stomach is to empty its contents slowly into the small intestine. Several factors affect emptying of the stomach, including the kind of food and the degree of muscle action of the emptying stomach and the small intestine. Carbohydrates, for example, spend the least amount of time in the stomach, while protein stays in the stomach longer, and fats the longest. As the food dissolves into the juices from the pancreas, liver, and intestine, the contents of the intestine are mixed and pushed forward to allow further digestion. Finally, the digested nutrients are absorbed through the intestinal walls and transported throughout the body. The waste products of this process include undigested parts of the food, known as fiber, and older cells that have been shed from the mucosa. These materials are pushed into the colon, where they remain until the feces are expelled by a bowel movement.

Essay on Ethical Voting (Sample)

Essay on Ethical Voting (Sample) Essay on Ethical Voting How we vote matters. When we vote, we can aggravate government better or, and thusly, improve individuals lives. Terrible decisions at the surveys can crush monetary open doors, create emergencies that settle for what is most convenient option of living, prompt vile and superfluous wars (and subsequently to a huge number of passing’s), prompt sexist, bigot, and homophobic enactment, help fortify destitution, deliver excessively correctional criminal enactment etc. Voting dislikes picking what to eat off an eaterys menu. However, when voters settle on terrible decisions at the surveys, everybody endures. Untrustworthy voting can hurt guiltless individuals. How other individuals vote is my business. All things considered, they make it my business. Appointive choices are forced upon all through constraints, that is, through brutality and dangers of savagery. With regards to legislative issues, we are not allowed to leave terrible choices. Voters force externalities upon others. We could never say to everybody, Who cares in the event that you know anything about surgery or medication? The imperative thing is that you make your cut. Yet for reasons unknown, we do state, It doesnt make a difference on the off chance that you know much about legislative issues. The imperative thing is to vote. In the two cases, bumbling basic leadership can hurt pure individuals. Practical ethical quality instructs us to treat the two cases in an unexpected way. Conventional ethical quality isnt right. In The Ethics of Voting, I contend that residents have no standing good commitment to vote. Voting is only one of numerous ways one can pay an obligation to society, serve different subjects, advance the benefit of everyone, practice community uprightness, and keep away from free-riding off the endeavors of others. Taking part in governmental issues is not all that much, ethically. Be that as it may, I contend that if residents do choose to vote, they have exceptionally strict good commitments with respect to how they vote. I contend that nationals must vote in favor of what they justifiably accept will advance the benefit of everyone, or else they should avoid. That is, voters should vote on the premise of sound confirmation. They should put in substantial work to ensure their explanations behind voting as they do are ethically and epistemic ally legitimized. As a rule, they should vote in favor of the benefit of everyone instead of for limit self-intrigue. Residents who are unwilling or unfit to put in the diligent work of ending up great voters ought not to vote by any stretch of the imagination. They should remain home on race day as opposed to dirty the surveys with their awful votes. When we vote, we can aggravate government better or. Thus, our votes can exacerbate individuals lives better or. On the off-chance that we settle on awful decisions at the surveys, we get bigot, sexist, and homophobic laws. Monetary open doors vanish or neglect to emerge. We fight crooked and pointless wars. We burn through trillions on strange boost plans and privilege programs that do little to animate economies or lighten neediness. We neglect to burn through cash on programs that would work better. We get overregulation in a few spots, under regulation in others, furthermore, bunches of direction whose sole impact is to secure out of line financial focal points for unique interests. We inflict and propagate foul play. We abandon poor people. We wage medicate wars that ghettoize inward urban areas. We toss an excessive number of individuals behind bars. We base our movement and exchange arrangements on xenophobia and ancient monetary speculations. Voting is ethically significant. Voting changes the quality, scope, and sort of government.

A Letter to my High School Counselor Essay Example | Topics and Well Written Essays - 750 words

A Letter to my High School Counselor - Essay Example As an initial matter, I realize that many people go to college in order to secure a high paying job. My family has reminded me, for instance, that college is expensive and a huge investment in my future. There is no question that I will be forced to find a job in order to pay back my student loans. In addition, I further recognize that employers value students with particular types of degrees and who graduate from highly-ranked universities. Had I chosen to pursue my engineering studies at Berkeley, there is no doubt that I would have been granted access to elite employers from around the world. Finally, I recognize that many colleges today are rethinking their programs and their curriculums. There is a growing amount of pressure for colleges to prepare students for employment; more particularly, prospective students are very interested in knowing the average employment rates and the average salaries of each college's graduates. This, in turn, has led to an emphasis on programs which cater to engineering, science, and business. In the final analysis, both students and colleges seem to be more interested in seeing colleges prepare students for high-paying jobs. These imperatives are both economic and practical given the increasing costs of education and the value which employers and society place on particular types of education and skills. Despite these arguments, many of which are valid, I am not persuaded that short-term employment prospects are strong enough to change my mind. I may be a traditionalist, but I have always envisioned education as something much broader and much more significant than a sort of quasi-vocational training. I have chosen to major in English literature because I believe that college is more about training the mind in a more interdisciplinary manner.

Organisational Change Assignment Example | Topics and Well Written Essays - 3250 words

Organisational Change - Assignment Example In most cases, the process of change is met by some sort of resistance because employees tend to uncertain about the new concept being introduced as its outcomes tend to be uncertain (Pardo del Val & Maartinez Fuentes n.d, p. 5). Change should be a gradual process that should focus on having all team members on board, but those that seek to maintain the status quo are usually outshined by the same. John Kotter, a leading thinker in management, asserts that an eight step model is the surest way for leading changes in an organisation with a high chance that the organisation that applies it assured of success. The eight step model will be discussed later within the paper so as to capture an in-depth analysis of the same. Resistance within an organisational setting is something that a leader should anticipate, meaning that being prepared for this is likely to influence the speed of implementing the changes desired. Once change has been implemented, managing it becomes the next task as poor management of change is likely to foster undesired results. In essence, the need to implement change results from the aspect of globalisation and new technology innovations made every day that seek to make business practices be more effective, which is what every business organisation seeks to achieve (Aquinas 2010, p. 244). The implication of this is that organisations should operate at their l ocal level but apply international strategies so that their products and services can go global which a concept that McDonalds understood well (Vignali 2001, p. 98). With this, the essay will delve into the perspectives of John Kotter on change, the three schools of thought on change and their relevance today. In an organisational setting, change management refers to the process of helping individuals and teams within an organisation to transition towards the future that that the organisation desires (Burgess 2004, p. 169). According to many, change tends to be deliberate and

Child Development Essay Example for Free

Child Development Essay The difference Between the Sequence and Rate of Development Children’s development generally follows a predictable sequence of stages known as milestones. However, occasionally a child may skip a stage or go through a stage very quickly e. g. a child may miss out crawling and move straight from sitting to walking. An example of a sequence is the physical development of a baby where movement begins with their head and then downwards and from the centre of their body outwards. The time of a child’s development milestone isn’t as consistent as the sequence because children’s stages of development happen over different rates rather than particular ages. An example of this is that children don’t begin walking all at the same time. Some children are learning to walk before their first birthdays whereas others may learn to walk many months later. However, it is important to understand that although a child may be developing slower in certain aspects of development, they maybe excelling in others and that all children are generally following the same sequence. 2. 1 Personal Factors Affecting Children’s Development Early childhood development can be affected by a number of factors. A child’s health plays a crucial role in their development and can be determined by factors including the genetics they inherit from their families, malnutrition from a poor diet and poor conditions in their environment. Unhealthy children may find they are less equipped to tackle problems in comparison to healthy children. They may also be restricted in participating in activities which can have a detrimental effect on building relationships with others, access to creating an understanding of their environment and their progression in motor development. Disability can have a profound effect on a child’s development. The three core areas of disability are physical disability, learning disability and sensory impairment. Normal development involves children to be able to interact with their environment, and to understand their findings. Children with physical disabilities will often be restricted in their ability to effectively interact with their environment which can then have a detrimental effect on their ability to develop cognitively and emotionally. The limitation of exploring their environment can also impact on their motor skills due to lack of mobility. Furthermore, children who spend time away in hospital may have limited opportunities to develop age appropriate social skills, language skills and speech. Learning disabilities can affect children’s ability to grasp, process and analyse information. Disabled children often show an uneven pattern of development e. g. language development and physical development which can have some effect on their ability to interact with others. Inadequate interaction with others may have a negative influence on a child’s personal skills, their self esteem and often causes a reluctance to face problems. Children with sensory problems such as visual or hearing impairments may experience difficulties including mobility, language development and communication skills. Visually impaired children often suffer with mobility issues hindering their physical development which reduces their ability to explore their surroundings. It also interferes with engaging in imaginative play limiting the child’s ability to develop imitative skills. Hearing impaired children commonly lack language and communication skills as they have a reduced opportunity to take advantage of the critical early period of language development by hearing people’s voices. The lack of communication skills can impact on the child’s ability to engage with other children. 2. 2 External Factors Affecting Children’s Development Poverty can create a lasting disadvantage in children’s development. The areas of poverty to take into account are housing, diet, education and leisure activities. Children who are underprivileged in these areas are more likely to face challenges with their social and emotional development leading to behavioural problems. This can leave them at risk of developing negative relationships affecting social skills, academic skills and self esteem. Poverty can also influence a child’s health where poor housing and diet and a lack of leisure opportunities often lead to obesity, malnutrition and a likelihood of becoming ill. This can affect a child’s ability to join in activities with other children hindering many areas of development. The family environment can have a profound effect on a child’s development in both a positive or negative nature. Children living in a positive family environment often develop good social interaction with others as a result of positive relations with family members. Therefore this may impact on a child’s development in learning areas such as personal, social and emotional skills and communication, language and literacy skills. Similarly to poverty factors, family factors can also influence a child’s academic pathway. A child with underdeveloped social skills may express themselves with inappropriate behaviour, a lack of interest to learn and an inability to create positive relationships thus reducing the chance to progress and succeed in a predominantly social environment as is education. Personal choices are another major influence regarding normal development. As children grow, they develop a greater independence and are presented with more choices to which can impact on many areas of development. A prominent area of development in which a child’s personal choices impacts on is their relationship with food and physical activity. In recent times and partly influenced by the media, children’s eating habits have become increasingly unhealthy and in addition, children’s physical activity has declined. This has resulted in many children becoming overweight or obese and even diabetes. The consequences of this is likely to impact on physical development as children who are suffering from the above are more likely to be restricted in participating in all areas of physical activity in contrast to their peers who have a healthy lifestyle. The development of a child may also be impacted upon if they are in care of the local authority. An unstable living environment may affect children in many negative ways as often the child may move to various care settings on a regular basis. With this in mind, a child may develop issues with regards to their emotions. A lack of confidence and self-esteem may arise resulting in anti-social behaviour thus impacting on social skills. Academic ability may also be diminished through the inability to socialize effectively as well as many other areas of development in which social skills are essential. Education is an important area of a child’s development as it determines children’s academic ability through their education pathway. In particular, this influential area impacts on a child’s cognitive development in which they gain skills in reasoning, understanding and the ability to solve problems. Education is not only acquired through schooling, it is also gained in the family environment via social activity and family life in general. Educating through schooling can develop a child’s confidence in their ability, encourages positive social behaviour and helps children to understand the norms and values which are appropriate in society. 2. 3 How Theories of Development and Frameworks to Support Development Influence Current Practice. There are many theories which were created in order to understand children’s development. These theories are very important as they often have and influence on current practice. Piaget’s psychological theory of development was of the role of maturation, that by growing older a child would have increased capacity to understand new and differing concepts. This though was not a smooth learning curve but one which was transitional. These stages occurred at specific age ranges; 18 months, 7 years and 11 or 12 years. This appears to have impacted the school curriculum as a basis of when children are capable of understanding new concepts and ideas. The way in which a child adapts to these new changes or differences to their perceptions of the world is through assimilation and accommodation which work in unison. Assimilation refers to the inclusion of new concepts into existing schemas whilst accommodation refers to the challenges to the existing schema and accommodating ones thought processes around the differences. Only at the specific stages of maturation will a child be able to assimilate and accommodate for these new concepts. This approach can be perceived as rigid as although a child may not learn in a smooth learning curve, they may progress at different rates at a lesser staggered approach. Vygotsky’s theory of development differs to that of Piaget in that development was ‘proximal’. The ‘Zone of Proximal Development’ (ZPD) promotes the notion that children develop through their engagement with adults and activities alongside their peers rather than through teaching or by working through concepts and challenges alone. It was the development of language and articulation of ideas that would govern a child’s development and may be seen as an enabling approach that will allow a child to solve challenges and develop in a way that they will as a final result be able to perform the task alone. This approach has proved to be influential with regards to early years education particularly in the frameworks of England and Scotland in that there is an emphasis placed on building positive relationships with adults and other children in the setting. Furthermore, children are encouraged to work together during activities thus promoting teamwork in order to conquer challenges and in addition play an active role in their learning. Skinner, who adopted a behaviourist approach to learning developed the theory of operant conditioning. This theory suggests that a child’s behaves and learns via creating an understanding based on consequences and reinforcements. These reinforcements are divided into three sub-groups described as positive reinforcers, negative reinforcers and punishers. Positive reinforcers are a form of reward in response to being presented with a desired outcome for example, if a child has created a nice piece of work they may be given praise or a sticker as a reward. This then reinforces an understanding that they have done something good to which they will aim to continually reproduce. Negative reinforcers also produce repetition in behaviour in that they are used to stop something from happening for example, a child may try to avoid one of their peers due to the fear of having their favourite toy being taken away from the understanding of previous experiences. In contrast to the above, punishers are believed to weaken the repetition of behaviour such as if a child hurts a member of their peers they may be put in a reflective corner to recognise their inappropriate behaviour and if this process is repeated, the child will understand and aim to avoid this consequence. This theory links in with practice today in that children are often rewarded with positive reinforcements when behaving appropriately for example sharing during activities, comforting a peer who is unhappy or following a task with good results. Furthermore, punishers are also used in todays practice when a child is behaving inappropriately in which tactics such as the reflective corner as well as a telling off are effective in breaking the repetition. 3. 1 How to Monitor Children’s Development using Different Methods. A child’s development is monitored in a number of ways which includes observations, parent – practitioner meetings and standard measurements. Observations can be carried out in a variety ways and provide valuable information in terms of a child’s development. Narrative observations involve watching a child or children during an activity and making notes to what has been seen including all areas of behaviour. In this form of observation it is important that the practitioner who is observing remains unnoticed in order to avoid a change in behaviour of the child or children. Time sampling observations involve making a record at regular intervals of what a child is doing which focuses on a specific behaviour for that particular time. An example of this maybe during outdoor play time in which a child’s social interaction could be observed. Event sampling observations involve focusing on particular events in order to build up a pattern of children’s behaviour over a period of days or weeks. In this form of observation, the events leading to behaviour, during behaviour and after behaviour are recorded in detail. Standard measurements may also be used to monitor a child’s development. This method of assessment is employed by various professionals in order to assess development in areas such auditory, health and education. Standard measurements in contrast to having an overall objective, focus on a child’s development in relation to the overall population and furthermore, is used to determine whether a child has a particular deficiency in an area of development. This form of monitoring children is of particular use when monitoring disability or suspected disability in a child as it places all emphasis on one child whilst using a range of assessment methods to determine any apparent problems. 3. 2 Reasons Why Children’s Development May Not Follow the Expected Pattern. There are a number of reasons in which a child’s development is not following the expected pattern. Disability may affect a child’s development in a range of areas which include physical development, personal development and social development. In some cases disability can restrict a child from participating in normal physical activity, for example some settings may not be wheel chair friend in areas such as outdoors. This in turn may prevent a child from being involved in the same activities as other children thus impacting on their physical development. With this in mind, outdoor play is important whilst developing effective social skills. Children often use a range of communication skills whilst exploring and discovering therefore deprivation of social interaction may have a harmful impact on a child’s personal and social development. Children with emotional problems are also at risk of not developing along the expected pattern. A child lacking in confidence and self-esteem can often become reclusive and struggle with communication in particular during situations where it is loud and fast paced such as in a nursery environment. Children who tend to hide away from the action are inevitably missing out in areas of learning and development and is unfortunately often carried through to later life. Environmental factors are another area to consider in relation to an expected pattern of development. The home environment can have a profound affect in many areas. A negative home life may often determine a child’s ability to socialise effectively thus affecting numerous other areas. Due to a lack of social skills, a negative impact may be made on a child in education and as a consequence their academic achievement may be at risk. In addition, cultural difference may also play a part as there are a variety of ways in which different cultures nurture their children. Some cultures, for example in western society encourage freedom and independence. This in turn gives children the opportunity to discover new things and develop and understanding of the world. Children with learning difficulties often follow an uneven pattern of development. Tasks and activities are often more of a challenge for children with learning difficulties in which failure is not uncommon in academic situations and as a result can lead to frustration and issues regarding self-esteem. In some cases with these personal issues, a breakdown of communication can emerge resulting in a negative impact on areas of learning and development which rely on effective communication skills. How Disability may Affect Development. Disability can have a substantial influence on a child’s development. Disability covers three areas in which normal development is more of a challenge in contrast to children who are not disabled. These areas include physical disability, learning disability and sensory impairment, all of which may hinder development. Due to the interdependence of learning areas in order to maintain normal development, disabled children as a consequence are more unlikely to develop at the same rate as other children. For example, a child with a physical disability such as being wheel chair bound may find it a challenge whilst exploring the environment. This could have a knock on effect in learning areas such as social interaction, communication and knowledge and understanding. This then in turn may be detrimental in terms of developing positive relationships with their peers which can often lead to social rejection or bullying. As a consequence of this, a child may develop personal and emotional issues manifesting itself in reduced self-esteem and confidence resulting in reclusion. How Different Interventions can Promote Positive Outcomes for Children where Development is not Following the Expected Pattern. If a child has been recognised as not following the expected pattern of development, interventions are made in order to establish where the problem lies and the best way to tackle it. External practitioners known as agencies may then become involved and assess the child whilst providing support and expert advice to the family and the nursery or educational setting. These agencies may include paediatricians who are responsible for monitoring progress and make referrals to additional healthcare, health visitors who offer advice and support to families and physiotherapists who are responsible for working with the physical problems of disabled children and young people and suggest exercises. Speech and language therapists provide support to disabled children who have problems with their speech and language. They also offer advice on communication to the parents whether it is verbal or non-verbal for example using sign language. Other areas of intervention include the role of the Educational Psychologist who assesses the way in which a child learns and identifies issues with a child’s learning. They can then identify how to benefit a child’s learning by creating Individual Education Plans (IEPs) and are responsible for managing the child’s statutory assessment and the issue of a statement of needs if required. In nursery and school settings special educational needs coordinators (SENCO) can become involved in the coordination of activities and the provision of support to meet the specialised needs of disabled children. In many cases multi agency and partnership working is adopted as it provides integrated support for children who are not following the expected pattern and their families. Supporting children with additional needs and their families with a range of agencies working collectively provides more effective care for the child due to the sharing of information and agreement as to how to implement plans. The Early Years Foundation Stage (EYFS) supports this practice as a way of contributing to a child’s development as this information shared may aid any further assessments. The Importance of Early Identification of Speech, Language and Communication Delays and Disorders and the Potential Risks of Late Recognition. It is extremely important to identify delays in speech, language and communication as soon as possible. Early identification of speech and language delay is critical to a child’s development as it is interconnected and is a key area with regards to many other areas of learning and development and furthermore, it is essential whilst developing the ability to communicate. With the inability to use effective language, a child’s cognitive ability may become weakened as both these areas are strongly linked to each other. Language delay can influence a child’s ability to understand concepts and develop intelligence amongst other areas of cognitive development. Communication and speech delays are also important to identify as they determine a child’s ability whilst interacting with others. In addition they can affect a child’s emotions, in some cases resulting in anti-social behaviour, thus impacting on areas such as education. However, through early identification and intervention, the impact of speech, language and communication delays may be significantly reduced thus creating a more positive future for children. 4. 2 How Multi-Agency Teams Work Together to Support Speech, Language and Communication. Multi-agency and partnership working plays a key role with regards to a child’s speech, language and communication development. When it has been recognised either by a parent/carer or whilst in the nursery setting that a child is showing signs of difficulty in these areas, the child would then need to be assessed by either a health visitor or general practitioner. This would then enable a greater understanding of where the problem may lie and furthermore exclude a number of other possibilities. Once a diagnosis has been found, the child may then been referred to a variety of agencies in order for further assessment and to create a plan to tackle the problem areas. These agencies may include speech and language therapists, educational psychologists and specialist teachers who provide support for children who have sensory impairments, learning difficulties or communication difficulties. These agencies will often work together in collaboration discussing and sharing information which in turn enables the child to make maximum progress. Furthermore, the agencies will work together to develop strategies, provide knowledge and in some cases provide resources to parents/carers and the nursery setting. 4. 3 How Play and Activities are Used to Support the Development of Speech, Language and Communication. Effective play and activities are beneficial in order to support a child’s speech, language and communication development. The nature of play and participating in activities generally involve a great deal of social interaction with others. Therefore by providing play situations and activities that support these learning areas, children’s development will be enhanced. Toy animals are an effective play resource. They engage children into the natural world and encourage them to imitate movements and sounds which in turn enhance a child’s speech development. Nursery rhymes and singing encourage the development of language. Children who are exposed to these activities have a greater ability to listen and understand words and actions. Nursery rhymes also enhance a child’s ability in reading as a result of the development of language. Reading books with children can enhance their communication skills. Stories can generate interest where children become inquisitive. Children often ask questions and discuss ideas which can enhance their ability to communicate with each other. In addition to the above, a child’s speech and language may be developed by role modelling in which they will learn to use new sounds and words by listening and engaging in general conversation. With this in mind and from own practice I feel it is important to provide appropriate speech for a child to be exposed to, using clear and slow language whilst altering vocal pitch in order to convey grammatical information. Furthermore, I feel if a child has attempted to say a word with ineffective results, it is important to praise the child for their effort in order for them to continue trying. 5. 1 How Different Types of Transitions can Affect Children’s Development. Transitions are a significant stage in a child’s life and can affect them in a range of ways and in a number of areas of development. They are an nevitable part of growing up, however it is important to recognise and understand the signs and the impact of transitions on children’s development. A change in the family structure of a child in terms of an additional sibling may have an impact. The child may feel their relationship with their parents is threatened by the arrival of a new baby and they may feel they are getting unequal amounts of attention. The child’s personal and social development may be harmed during this transition. With this in mind the child may develop issues with self-esteem as a result of receiving less attention than previously. The child may also develop anger issues from seeing the frequent attention and care being provided to the new baby which could then in turn manifest itself in sibling rivalry. The position of beginning nursery or school is another major transition for a child which may impact on their development. A new and unfamiliar environment may be a daunting experience for many children. Children who are less outgoing in comparison to their peers may try to avoid interacting with others and avoid social activities. This could then result in the child becoming a recluse resulting in missed opportunities to play, learn and develop. A child’s admission into an institution such as hospital due to ill health is also a significant transition which could impact on their development. Social interaction may be diminished in particular of children who stay for long periods in hospital. Through this lack of socialising, children may become underdeveloped in others areas including their knowledge and understanding through missed opportunities to explore the environment with their peers developing new ideas and perspectives. Moving to a new house or location is another transition which can impact on children’s development. This can be a traumatic time and in particular of a child entering the care of the local authority. Often in this situation a child has moved around a number of locations thus creating a sense of instability resulting in personal issues. These issues are often expressed in the form of anger, isolation and anxiety which in turn can hinder normal development. Furthermore, many children in this situation come from broken families which in some cases involved abuse and neglect. With this in mind when involved in a situation of this type, it is important to build trust whilst working with the child in order to prevent a further negative impact on their development. 5. 2 The Effect on Children of Having Positive Relationships During Periods of Transition. Transitions are a significant and potentially harmful experience in children’s lives, therefore it is important to provide a positive and supportive network around children in order to make transitions an easier and more comfortable process. A child who is undergoing a process of transition whilst receiving positive support and encouragement is more likely to accept changes in their lives and develop a greater confidence in the transition process. A strong relationship with someone such as a key person in an educational setting can benefit a child’s transition. A child beginning nursery will be presented with an unfamiliar environment in which a key worker’s job is to develop a close relationship with the child and provide support allowing the transition to run more smoothly. In some cases a key worker may change settings or may be away for a long period of time such as maternity leave. In these situations a child may react negatively to the loss of familiarity which subsequently may impact on their development. Therefore it is important to provide additional support to the child via attention; reassurance and encouragement in order to alleviate further negative affects whilst a close relationship with a new key worker is being formed. Children encounter transitions with an array of experiences in which some may be positive and some negative. Children generally will always be worried. Confronted with unexpected transitions, like divorce or death, a child may feel excluded or to blame or angry. An understanding of their experience and the possibilities of what is going through their heads and giving a thoughtful and sympathetic response will often help bring them through the transition and in turn lead to a more confident and rounded child.