History and Social Science Annotated Biblio and Critical Analysis Paper Essay Example

History and Social Science Annotated Biblio and Critical Analysis Paper Essay Annotated Bibliography and Critical Analysis Paper Cheirieamour Smith MTE/531 November 29, 2010 David White Theme: The Thirteen Colonies Grade: 4 (b) Knowledge and skills. (1) History. The student understands the causes and effects of European colonization in the United States. The student is expected to: (A) explain when, where, and why groups of people colonized and settled in the United States Annotated Bibliography Fradin, D. B. (2006). Turning Points in US History: Jamestown, Virginia. New York, NY: Benchmark Books. Summary: This book describes how European settlers colonized America and founded the first colony of the New World, Jamestown. The book explores the life of the settlers in Jamestown and the founding father of the first colony. The author focuses on how the settlers survived in the colony and warded off attacks from the Indians who were already living on the land. The book goes through time tracing the history of the early settlers of the New World and the founding and settling of Jamestown. The book tells how Jamestown survived as a colony. The book describes how the settlers built a fort and other building to protect their colony from attack by the Indians. The author talks about the tobacco farming which helped Jamestown survive and become a successful permanent colony in the New World. This book is well illustrated with colorful reproduction of print, paints and documents from the time and settlement of Jamestown. The author focuses on the leaders of the colony, the hardships and how they stayed strong and survived. This book will help students see the first successful colony to become permanent amidst the hardships. We will write a custom essay sample on History and Social Science Annotated Biblio and Critical Analysis Paper specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on History and Social Science Annotated Biblio and Critical Analysis Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on History and Social Science Annotated Biblio and Critical Analysis Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The book offers a real world fill of how colonial life was in the 1600 and 1700s. The book also encompasses color dialog boxes with extra historical facts and other interesting facts and excerpts from actual settlers during that time. There are also maps for students to see where the Jamestown and other colonies settled and what they look like today on the US map. Karwoski, G. (2001). Surviving Jamestown: The Adventures of Young Sam Collier. Atlanta, GA: Peachtree Publishers. Summary: This book provides an interesting look at the colonial times through the eyes of a young boy, Sam Collier, who is excited about traveling to the New World. Sam Collier is apprentice to John Smith, the founder of the first colony, Jamestown. In the book, Sam Collier is twelve years old and he thinks is the luckiest boy in the world because he gets to journey to the New World and start a new life. Sam finds out his journey is short of exciting due to harsh times and struggle for survival. With the settling of Jamestown, settlers were unprepared. There was lack of food, the weather was harsh, many people died, and the settlers were attacked by the Indians who were already there. This book provides an introductory look into Jamestown, the first colony settled in the New World. The setting of the story starts in England and expands into the New World when Sam Collier, John Smith, and the other settlers arrived. There is controversy throughout the book because the founder of Jamestown, John Smith is not trusted by the other settlers so this causes strife. And Sam starts to wonder if he made the right decision to come to the New World. The book is filled with colorful illustrations and maps of the route traveled to the New World. Although this a fiction book and it takes a look in the colonial times, the â€Å"Author’s Note† provides clarification of what is fact and what is fiction in the book. This a good book for young readers to help with understanding the colonial era through the eyes of a twelve year old boy. Masoff, J. (2000). Chronicle Of America: Colonial Times, 1600-1700. New York, NY: Scholastic. Summary: This book takes a deeper look into what it was like during the colonial times when settlers came to the New World. The book provides a different view of the colonial times from travel abroad the ship, the first settlers, food, work, hardship, sickness, education, and where the new settlers lived. To help with emerging oneself into the text, the author ses photographs and illustrations from living museums and authentic historical reenactments to show how colonial people lived in the 1600 and 1700s. The author does not just make mention of names of those who come over to settle into the New World but tells how and why the New World was settled. The author is very detailed in describing how things were for the settlers. The author even includes the hardships settler s and their families faced when they arrived in the New World such as the death of many settlers due to illness. There is so much information in the book and the author provides the reader with questions to begin each new topic in the book. This will help readers with critical thinking. The book has colored sidebars with even more interesting information and historical facts about colonial times and activities to try with the class. McGovern, A. (1992). If You Lived In Colonial Times (2nd ed. ). New York, NY: Scholastic. Summary: This book talks about what life was like in colonial times for young girls and boys. It describes what living conditions were like in the New England colonies, what type of clothing girls and boys wore, where they went to school, their habits and manners, how they played, their houses, and food they ate. This is a good book to help with introducing how America came about to young learners and beginning readers. This book will help students explore and imagine life as colonial young girls and boys. The author provides excellent illustrations with the help of the illustrator, June Otani, depicting how life looked in the New England colonies. The pictures help young girls and boys see what young girls and boys looked like in the colonial times. The author does a good job answering questions about what young girls and boys did doing colonial times. Along with the questions answered about colonial times, this is a good book to help introduce young readers the colonial times. This colorful book gives young girls and boys and opportunity to live in the moment of the colonial era and gain a better understanding of American history. Nobleman, M. T. (2003). History Pockets: Colonial America. Monterey, CA: Evan-Moor Corp. Summary: This is an activity book that allows students to travel through the era of the colonial times. The book provides facts about the colonial time. This book also provides hands on approach to learning about colonial times. With assistance from the teacher, students make pockets for their adventures through colonial times. The pockets are made from construction paper and are housed with information about colonial times and the activities students complete as they travel through the colonial era. The author provides a great opportunity that places students in the middle of the colonial era. The students are recreating their own version of the book and taking journeys through the colonial era with the help of the author. The book also offers an opportunity for students do activities associated with the colonial era. Each pocket has a reference page about each activity to be completed, fast fact information about the era in colonial time, an introduction to the colonial times page, and an about page for each era discussed in the book. For example, if the discussion is about schools during the colonial era, the about sheet will say ‘About School† and the activity is associated with that topic. Students will have created their own portfolio of the colonial times for future viewing. This book does not just provide fun filled activities for learning; there is an evaluation sheet for teachers at the end of the book to assess comprehension of the information learned. Critical Analysis Paper Colonial times were an important part in history that led to what is now the United States of America. Voyages to the New World helped with forming of the thirteen colonies. Many of the colonies were founded on the premise of religious freedom, a topic often eluded in classrooms today. Settlers of the New World sought out a better life free of religious persecution in England. Discussion of the founding of the thirteen colonies makes for plenty of critical thinking. In order for students to understand how and why the colonies were formed they have to step backwards a few steps and learn about the many voyages made to America. Once this has been accomplished this then opens the door for what became the thirteen colonies in the New World. A few titles have been chosen to help students submerge themselves into understanding colonial America. The titles chosen are appropriate and suitable for grades ranging from fourth through sixth grade. Along with the history textbook these titles can help students understand the colonial era and provide hands on approach to learning about what life was like in the colonial era. â€Å"If You Lived in Colonial Times† is a good opener for introducing the colonial era to young learners. This book is good for showing young learners about how young children lived during colonial times. This book also will help with opening students’ minds up to the thought that during that era children were not much different from today’s times. To aid further in critical thinking, â€Å"Chronicle Of America: Colonial Times, 1600-1700† is another excellent title that can be presented with the lesson to help with further understanding of the colonial era. This title provides a deeper look into the colonial era. It helps students see the more realistic side of how the early settlers lived. Students get to see the brighter side of the colonial era in, â€Å"If You Lived in Colonial Times† and the â€Å"Chronicle Of America: Colonial Time, 1600-1700† introduces the hardships the early settlers faced when they came to the new world. These two titles offer different perspective in the lives of early settlers in colonial times. To take a glance deeper in the colonial era, â€Å"Turning Points in US History: Jamestown, Virginia provides a look into the first successful colony to survive and become permanent in the New World. There were thirteen original colonies and to gain a better understanding the lesson is broken down farther so students can examine each of the colonies. This title gives a broader look at the first successful colony in the New World, Jamestown. This book specifically discusses the hardships the settlers faced. The author focuses on how the settlers survived in the colony and warded off attacks from the Indians who were already living on the land. In this book the author discusses how the Indians attacked the new settlers. The Indians were already settled on the land that settlers formed in the thirteen colonies. This topic will cause for even greater critical thinking as to why and how settlers could inhabit a land that is already settled by Indians. To ease the mind from all the facts associated with the colonial era. Surviving Jamestown: The Adventures of Young Sam Collier† will be introduced as extra reading and relief from all the fact filled information about the colonial era. This book provides a look into a young boy life as he voyaged from England to the New World. The interesting thing about this title is that the story is told from the perspective of a 12 year old boy. This fiction book is set in the colonia l era with facts included so that student can distinguish between the facts of the book. The last title, â€Å"History Pockets: Colonial America† is a good book to provide students with a hands on approach in the colonial era. Along with critical thinking students get to live the life a colonial boy or girl with help of the History Pocket book. This title although fun filled with activities for students to do about the colonial era, provides an assessment for teachers to check for understanding at the end the lessons. There are several titles discussing colonial America. Each author has a different perspective as to what things happened during those times. For the most part, some of the information was similar but varying views showed with discussion on how many settlers came over to settle, and how and why the Indians were disgruntled about the England settlers. References Fradin, D. B. (2006). Turning Points in US History: Jamestown, Virginia. New York, NY: Benchmark Books. Karwoski, G. (2001). Surviving Jamestown: The Adventures of Young Sam Collier. Atlanta, GA: Peachtree Publishers. Masoff, J. (2000). Chronicle of America: Colonial Times, 1600-1700. New York, NY: Scholastic. McGovern, A. (1992). If You Lived In Colonial Times (2nd ed. ). New York, NY: Scholastic. Nobleman, M. T. (2003). History Pockets: Colonial America, Grades 4-6+. Monterey, CA: Evan-Moor Corp.

What led to the eventual woes experienced by Hong Essays

What led to the eventual woes experienced by Hong Essays What led to the eventual woes experienced by Hong Kong Disneyland in its first year of operation? How should Hong Kong Disneyland rectify its market situation? Cultural Adaptation: The Chinese people were unfamiliar with the products of Disneyland, so they did not easily connect with the characters in the park; The Chinese enjoy focusing on what they can buy, eat, bring home, taking pictures and bringing them back home rather than the experience of being in the place itself. Chinese Tourist Behavior: they will choose the cheaper one, which is Ocean Park since they think going to Hong Kong means a shopping experience; Also, Chinese tourists put a premium on education, where Ocean Park provides the educational slant. Relationship with Travel Agents: Hong Kong Disneyland failed and did not heed too much attention to building a relationship with the travel agents while Chinese tourists depend a lot on travel agents. To determining differences in Chinese culture and adopting it; more understanding for Chinese tourist behavior; handling the pressures of local demand in terms of the need of Chinese shoppers and tourists; and try to pay more attention to building a relationship with the travel agents are the way that Hong Kong Disneyland should rectify.

Strategic Management plant Essay Example | Topics and Well Written Essays - 3000 words

Strategic Management plant - Essay Example The opportunities that are available to the firm are that of growth and government support. Threats that the company is facing include pirate attacks, weak economy, and environmental pressure groups. In this report we have suggested three long term objectives for the company. First long term objective is to lower operating expenses to 1500 million Euros by year 5. The second long term objective is to increase revenue by 20 percent by the end of year 5. The third long term objective is to reduce environmental pollution by decreasing the use of environmentally dangerous fuel by 20 percent by year 5. By using the tools like Grand Strategy Selection Matrix and the Model of Grand Strategy Clusters we have reached a conclusion that concentric diversification strategy should be adopted by Hapag-Lloyd because of the large size of the firm and its relative position in the market. The key success factor for the company is to lower its operational cost. The whole industry is facing this problem and it is important for the company to solve this issue in order to maintain its competitive position. Another key success factor is to enter in similar businesses like air cargo services in order to achieve concentric diversification. ... Both the companies operated during the World Wars too and this shows the rich history of the company. It can therefore be safely concluded that the foundations of the shipping giant Hapag-Lloyd is quite strong. The size and stature of the company can be deduced by the fact that it is currently the fifth largest shipping firm in the world (Taylor, 2010). Hapag-Lloyd has offices in around 114 countries which show the extent of their business. The services offered by the company are aimed at providing ultimate customer satisfaction. The internal company structure is vertical with a board controlling all decision making. All international offices follow a standardized plan designed in the Hamburg headquarters. Although some levy is also given to the foreign offices so that they can adapt to the local environment. Hapag-Lloyd mainly targets high end customers who are willing to pay high prices for quality services. Currently the company is facing problems from the Somalia pirates who are looting and hijacking ships in Arabian and Indian oceans. Hapag-Lloyd is also facing pressure from environmental groups to reduce sea pollution. The industry in general is constantly searching to find environmental friendly ways to reduce pollution and preserve natural habitat. Increasing fuel prices is also affecting the shipping industry. Vision Statement The company does not have a vision statement currently. I would suggest the following vision statement, â€Å"Satisfaction of global clients by providing, safe, superior and quick services in an environmental friendly manner†. This vision statement broadly speaks to the external world about the business of the company. The mention of the word ‘global’

Images of Japan Within and Without Term Paper Example | Topics and Well Written Essays - 1750 words

Images of Japan Within and Without - Term Paper Example It is characterized by rudimentary agriculture and pit dwellings (Walt, 1980). Decorated clay vessels are examples of the oldest surviving world pottery. Japan was also characterized by Neolithic and Mesolithic culture of semi-sedentary hunter-gatherer. Japanese culture has evolved from its origin. This study is aimed at examining the images of Japan within and without. These include Japan and Japanese images in the western world. The primary objective is to determine the kinds of images, and how Japan has been seen by the outside world - western images and western myths. The other area of interest is the nationalism of Japan together with key aspects of change in the country; home and family in Japan’s continuity and transformation. Japan as Seen by the Outside World- Western Images and Myths Japan is seen by the western world as a country of cherry trees and volcanoes. Japan’s icons are cherry blossoms and volcano Fudzijama. This makes Japan to be viewed as a loyal, h onorable and brave country. Samurai traditions demand that profits to Japanese only be second to prestige and honor. The virtues of old warriors were courage, loyalty and endurance, which smoothly translated into managerial skills (Black, 1999). Japan is also an isolated country with great contradictions. It has booming cities in the south, which are beautiful and peaceful (Escola & Rikkinen, 1976). This is an indication that Japanese people are hard working and group oriented. According to Totman (2005), the tradition of Japan has been working together by discussion and agreement. Japanese people are hardworking and highly skilled. Japan is also clean and neat. The garden has little stream, waterfall and small bridges. There are also manicured paths shrubs, rocks and flowers. It therefore, has the image of being very neat and cleans (Clavell, 1998). Japan is also seen as unique and different for many years remaining an unresolved riddle and enigma. Though it is in Asia, it is so we sternized, unlike any other country of Asia. It is uniquely adaptable countries where modernity and traditions are consisting of one continuum (Whitney, 1967). In the entire world, Japanese are known to be polite and courteous people (Clement, 1906). Littlewoods (1996) says that Japan’s idea on western images and myths is that different western countries have different views towards Japan. On the other hand, European images also differ from American images. The west has always been seen as an industrialized, urbanized, capitalist, modernized and highly developed. Its concept is therefore a product of 16th century historical processes as people tend to divide the world into west and non west, Japan’s position becomes confusing. The images are based on old pictures and descriptions. The historical perspective of Japanese images is mainly based on historical notes and books written by authors from the west. Historians have for a long time debated on the seclusion of Japan . Few European works in description of Japan, appeared during the period of seclusion, and were exclusively attached to the Dutch factory. Although there were several information limitations, Kaempfer formed the most popular western image in Japan (Clavell, 1998). The two compilations that were widely read were published in New York and London, two years before the expedition of Perry. Perry’s arrival in Uraga was especially felt because of his decorative fine arts. It was also conspicuous in architecture ceramics, religious studies dance, fashion, interior design, literature and landscape gardening among others. The interest of Americans and European first rose from observable images, without an intermediary aid. The popular Japanese imaginations were stirred by fans, curios, kites, parasols, combs,

Marketing Plan for Masters Home Improvement Stores in Australia Assignment

Marketing Plan for Masters Home Improvement Stores in Australia - Assignment Example According to the research findings, it can, therefore, be said that the microenvironmental factors comprise of all the elements that are closely linked with the company and has a positive or negative effect on the business operations of the company and hence ultimately has an impact on building relationships with customers and creating value. The various microenvironmental factors comprise of suppliers, marketing intermediaries, public, competitors, and customers. Amongst the above-stated factors two of which would create the major impact on the operations of Master’s Home Improvement are suppliers and competitors. The other factors can be easily managed by the company only when these two selected elements are effectively managed by the company. Suppliers play a very important part in retail business and in such home improvement business the availability of pre-packaged goods as it is offered by Master’s solely depends on the quality level maintained by the suppliers an d even on-time delivery from the suppliers so that the demand of the consumers are met without losing on any customer in such highly competitive market. Master’s also needs to develop very strong relationships with their suppliers and offer them good incentives so that they do not shift to their competitors as that would have a drastic impact on their business operations. In a market where competition is high bargaining power of suppliers is high due to the availability of more number of operations. The Master’s brand is owned by Woolworth limited and has faced a second mover advantage as well as a disadvantage in the retail business. The major competitors of the brand are Bunnings, Mitre 10, and Home Timber and Hardware. The competitors greatly have an impact on an organization such as if the competitors have set attractive prices with innovative product line then it can affect other players who have set higher prices as per the market demand. In the industry that Mas ter’s operates there are well-established players such as Bunnings which causes the company to constantly update its services so as to sustain in the market.

The Flaws Of Fracking Environmental Sciences Essay

The Flaws Of Fracking Environmental Sciences Essay Most people who drive cars or heat their houses would concur that finding a cheaper, more accessible substitute for oil would be a positive advancement. With benefits such as energy independence from foreign oil companies and economic stimulus, natural gas drilling seems the obvious solution. However, substituting oil drilling with natural gas drilling is not as positive of an alternative as it may seem. Commonly known as fracking, the process of drilling for natural gas is fairly uncomplicated, yet it poses some serious risks. The process starts with geologists who identify types of rock that are most likely to contain natural gases within them. These gases began forming millions of years ago when layers of plant and animal matter decayed, and then became trapped by sand and silt that later turned to rock. Beneath the rock, heat and pressure acted together to turn this organic matter to coal, oil, and natural gas (Natural Gas Basics). However, unlike coal and oil which remain structurally trapped under the rock, most of the tiny bubbles of natural gas mainly composed of methane with butane and propane byproducts are absorbed into the micro-porous matrix of coal. This type of gas is called coalbed methane (Environmental Protection Agency). In order to access this energy-convertible methane, drilling companies have turned to a process called hydraulic fracturing. Its name basically explains the process; hydraulic means operated by the  pressure created by forcing water, oil, or another liquid through a comparatively narrow pipe or orifice, and fracturing is defined as to break or crack (Dictionary.com). Basically, a small crack in underground rock or coal is turned into a large crack using a water-based fluid pumped into the ground at a high pressure, so that the gas contained within the rock can more easily escape. The first step in the process is to drill a production well deep into the earth until it meets the coal seam that contains the gas. The next step is to make a connection between this well and the coal seam so that once the gas is released it has a structured means of transportation to the surface. This connection is made by creating or enlarging a fracture in the seam by pumping a thick fluid into the ground at a steadily increasing speed and pressure. Eventually, the rock will not be able to capacitate the fluid at the rate at which it is enteri ng the seam, and a fracture will ensue because of the high pressure. The size of the fracture depends on the features of the surrounding rock, the type of fracturing fluid, the pressure at which it enters the ground, and the depth of the coal seam. However, all contributing factors aside, a hydraulically created fracture will always take the path of least resistance through the coal seam and surrounding formations (Environmental Protection Agency). So in order to keep the fracture from being consumed again by the surrounding rock once the pumping of fluid is discontinued, a proppant usually sand is also pumped into the ground to prop the fracture open. Once the flow of injected substances has stopped, the open fracture filled with proppant becomes a discontinuity in the continuous pressure of the surrounding rock. When the gas contained within the rock is no longer being held under strict pressure it can escape, and the fracture functions as an avenue for deabsorbed gas to flow ba ck up the production well (Environmental Protection Agency). The risk mentioned in the opening paragraph does not manifest itself in the fracturing process itself, nor in the mere presence of fractures. The danger of this practice is based upon the consistency of the fracturing fluids. However, the recipes for these fracking cocktails are hard to come by, and thus measuring their true negative impact is difficult. Drilling companies strive to keep the chemical make-up of their fluids a secret so as not to lose their competitive edge. In a comment to ProPublica writer Abrahm Lustgarten, Diana Gabriel, a spokesperson for natural gas drilling pioneer Halliburton Energy Services Inc., stated, Halliburtons proprietary fluids are the result of years of extensive researchà ¢Ã¢â€š ¬Ã‚ ¦ We have gone to great lengths to ensure that we are able to protect the fruits of the companys researchà ¢Ã¢â€š ¬Ã‚ ¦. We could lose our competitive advantage (Abrahm Lustgarten). In an effort to keep their businesses viable and lucrative, companies have made an effo rt to publicly assure people that drilling fluids are mostly made up of non-toxic, even edible substances, and that when chemicals are used, they are just a tiny fraction of the overall mix a mix that can reach up to over a million gallons of liquid (Lustgarten). However, that small fraction as tiny as less than one percent of the total can actually end up as over 10,000 gallons of unknown chemicals being dumped into the ground. While many of these chemicals used remain unidentified, The Bureau of Land Management believes they can identify about 300 different compounds being used in fracking fluids, and of these suspect 300, 65 are considered hazardous by the federal government. The Environmental Protection Agency [EPA] has established several of these known chemicals as lubricants and biocides that with repeated exposure can be linked to kidney, liver, heart, blood, and brain damage. Most of the remaining 235 out of the 300 have not been studied so their negative affects cannot be predicted. Also, even if these chemicals really are only used in trace amounts as the drilling companies assert, scientists believe that even low doses of contact with them through contaminated drinking water can have damaging affects (Lustgarten). One instance of water contamination happened in July 2008 when a hydrologist took a water sample from a 300-foot water well in Sublette County, Wyoming near where drilling had been taking place. The sample contained brown, foul-smelling, oily water, and when tested it showed benzene a chemical found in gasoline and cigarettes, known to cause aplastic anemia and leukemia at 1,500 times the safe level for human ingestion. Another unsettling encounter with contaminated drinking water showed fluoride which although commonly used for medicinal purposes, can cause bone damage or even be fatal in high doses in drinking wells near drilling sites at nearly three time the maximum limit set by the EPA. Fluoride is listed on Halliburtons hydraulic fracturing patent applications, which those opposed to drilling would say leaves little room for doubt as to how the above mentioned fluoride ended up in drinking water. Spokespeople for drilling companies argue that the advent of high levels of th ese and other chemicals happened naturally or as a result of another catalyst. Thus far it has been a challenge to prove otherwise because of the secrecy surrounding the contents of the fracking fluids not even the EPA knows what is in them. Thus, it is hard for them to measure the relative safety of the use of these solutions in the ground. As a result, movements are being made by those who are concerned about the contamination of their drinking water towards requiring drilling companies to disclose the chemicals in their frac juice (Lustgarten). Natural gas drilling companies are not required to disclose the makeup of their fluids because of an exemption laid out in the 2005 Energy Policy Act. Signed into law by President George W. Bush on August 8, 2005, the act exempts oil and gas producers from certain requirements of the Safe Drinking Water Act, which means that the EPA does not need to monitor water affected by drilling for possible health-risk-carrying contaminants (Energy Policy of 2005). This loophole is commonly known as the Halliburton loophole, because of the alleged involvement in its passage by former Halliburton CEO and then Vice President of the United States, Dick Cheney (Energy Policy of 2005). Validating this assertion, Benjamin Grumbles, a  former Bush-Cheney EPA  Assistant Administrator for Water, admitted his knowledge of foul play during an interview with ProPublica. In order for the exemption to be included in the bill, the EPA needed to be able to prove to lawmakers that the hydraulic fracturing p rocess was not dangerous, and therefore liable for an exemption, while also not digging themselves into a hole if their findings were later challenged. That is where Grumbles comes in: What came across clearly to the EPA was that the [Bush] administration did not want us to take a formal position of opposition to the exemption. It wasnt so much a pressure. It was just very clear, here is the situation: EPA officials or career staff are not to take a position of opposition or support for the legislationà ¢Ã¢â€š ¬Ã‚ ¦I know the office of the vice president [Dick Cheney] was involved (Bill Wolfe). Representatives Diana DeGette and Maurice Hinchey seek to repeal this unfair and unfounded exemption by introducing the Fracturing Responsibility and Awareness of Chemicals [FRAC] Act. Commenting on the bill, DeGette said, Our bill simply closes an unconscionable Bush-Cheney loophole by requiring the oil and gas industry to follow the same rules as everyone else (Sarah Jones). Adding to her comment, another anti-drilling Representative, Jared Polis, said, It is irresponsible to stand by while innocent people are getting sick because of an industry exemption that Dick Cheney snuck in to our nations energy policy (Jones). While industry executives have strongly opposed this comment, one point that reporter Sarah Jones makes is extremely valid: if the gas industry is not doing anything harmful to the water ergo, if they have nothing to hide then why do they need to be exempt from regulations? In Jones opinion, and in the opinions of many others, these drilling companies have come up with an effective yet dangerous method of making millions of dollars; thus, the American people are saddled with the potentially disastrous consequences of Cheneys tsunami of massive and reckless special interest deregulation, whose sole motivation still appears to be the enrichment of the former vice presidents personal financial interests (Jones). The FRAC Act is being supported in the Sen ate by Frank Lautenberg of New Jersey, Chuck Schumer of New York, and Bob Casey of Pennsylvania. As a result of repealing its exemption, the Act would require public disclosure of fracking chemicals. It would also force drilling companies to adhere to the standards set by the Safe Drinking Water Act by modifying it to include hydraulic fracturing in its definition of underground injection. Lautenberg commented on the act saying, People have a right to know if chemicals are being injected into the ground near their homes and potentially ending up in the water supply. This bill will ensure that the [EPA] has the tools to assess the risks of fracking and require appropriate protections so that drinking water in New Jersey and other states is safe (Matt Fair). The FRAC Act is not the only major piece of legislation in the works that is pursuing regulation of natural gas. Three congressmen in the House of Representatives, led by Rush Holt, echoed Lautenberg and Caseys motions towards cleaning up drilling processes by introducing the BREATHE Bringing Reductions to Energys Airborne Toxic Health Effects Act. The act will undo additional exemptions from the Clean Air Act for oil and gas rigs, requiring them to meet air quality standards. Although this law will not impact hydraulic fracturing specifically, it will help create a sense of accountability for drilling companies who up to today have had to answer to next to no one. The act will also help clean up the pollution that ensues from the process itself. Noting this lack of monitoring by authorities, Holt said, Our loyalties shouldnt be with oil and gas companies our loyalties should be with families affected by fracking (Fair). Moving to bypass small preventative measures, Senator Linda Greenstein and two other legislators introduced a bill last year that would outlaw fracking completely in New Jersey if it passed (Fair). Additionally in New Mexico, a survey conducted in Santa Fe discovered hundreds of cases of water contamination from unlined pits where fracking fluids and other wastes are stored. As a result, the state has passed a one year moratorium on drilling around the city, until further research can be conducted (Lustgarten). Colorado has been fighting against natural gas drilling with the most gusto of any state, completing a complete rewrite of all drilling regulations in 2007 and moving towards requiring full disclosure of the exact make up of all fracturing fluids. An early compromise between the state and drilling companies was reached in August of 2008 when gas companies agreed to disclose the makeup of fracturing liquids only to health officials and regulators. This compromise was stimulated by news of an accident involving fracking fluid that nearl y killed Colorado nurse, Cathy Behr. While treating a hunter who had run in to a fracking fluid spill, she came in contact with the fluid. The hunter was eventually discharged, but shortly afterwards Behr was admitted into the hospital herself with multiple organ failure and in critical condition. In order to treat her in hopes of saving her life, hospital doctors asked to be informed of the chemicals she had been exposed to, but the gas company declined. The Behr incident inspired public outcry against the drilling industry, which moved companies to make concessions with the state. However, their partial disclosure deal was not as much progress as it was made out to be; a clause was included in the deal that would ensure that the disclosure agreement would only apply to chemicals stored in containers that could hold 50 gallons or more. So to avoid full disclosure it has been found that drilling companies often store their fracking fluids in smaller containers. This agreement was un fortunately the best deal that could be reached, because the three main fracking companies in Colorado threatened to leave the state if disclosure was forced upon them. Their absence would deprive the state of $29 billion in future gas-related tax revenue over the next ten years, so the state settled for a mediocre deal (Lustgarten). These anti-drilling legislative actions have been brought about by the rising awareness of the risks that the effects of drilling pose. Legislators, namely in Pennsylvania, seek to update their regulations so as not to allow their communities to fall victim to the negative effects of fracking (Risky Gas Drilling: Threatens Health, Water Supplies). Such negative effects fall into three main categories that are often interrelated: environmental, human, and animal risks. The most notable environmental risk of natural gas drilling is the pollution of ground water that it has been shown to cause. Fracking fluids leak into the surrounding water tables which then provides for the possibility of the chemicals leeching into drinking wells that are for human and animal use. Fracking is a suspect in polluted drinking water in Arkansas, Colorado, Pennsylvania, Texas, Virginia, West Virginia and Wyoming, where residents have reported changes in water quality or quantity following fracturing operations (Risky Gas Drilling: Threatens Health, Water Supplies). Although in their 2004 study on hydraulic fracturing the EPA asserted that it posed no threat to drinking water, there have been more than 1,000 documented cases of water contamination near drilling sites in Colorado, New Mexico, Ohio and Pennsylvania alone. More recently, the EPA has discovered that up to one third of injected fracturing fluids may stay in the ground subsequent to drilling. They have also a sserted that these fluids, specifically benzene, are likely to be transported by groundwater (Lustgarten). In September of 2008, tests performed on wells in Sublette County, Wyoming showed contamination in 88 of the 220 wells examined in an area spanning over 28 miles. Upon returning to these same sites at a later date, scientists were unable to even open the water wells because their monitors showed they contained so much flammable gas that they were likely to explode (Lustgarten). Although the State is aware of these risks, New York legislators are looking towards allowing drilling in the Marcellus Shale region of their state, which holds an underground abundance of natural gas. This region runs underneath a portion of the New York City watershed that provides pure, unfiltered drinking water (Risky Gas Drilling: Threatens Health, Water Supplies). Drilling in this area would leave over 9 million New Yorkers at risk of being exposed to and/or ingesting contaminated water (Risky Gas Drilling: Threatens Health, Water Supplies). Another problem regarding contaminated water arises not from underground drilling, but from chemical spills on the surface that allow fluids to seep into the water table from above. Accidental spills and leaky tanks, trucks and waste pits [have] allowed benzene and other chemicals to leach into streams, springs and water wells (Lustgarten). State records in Colorado have shown that between 2003 and 2008 over 1,500 fracking chemical spills have occurred, with 206 of those spills occurring in 2008. 48 of the 206 have been reported as linked to water contamination (Lustgarten). Beyond just water contamination, natural gas drilling threatens to pollute clean air and destroy natural landscapes. Inevitably, this damage to the environment caused by drilling will rapidly begin to disturb the inhabitants of that environment. As people must have a place to live, they are very much affected by the contamination of their surroundings. Because of the large-scale nature of drilling operations and the isolated landscapes where natural gas reservoirs often are found, rural communities end up being transformed into industrial zones. Even when done in compliance with existing regulations, natural gas production brings with it toxic waste, diesel fumes, traffic and wall-rattling noise all of which would be incredibly disruptive to people who are accustomed to pure, tranquil landscapes (Risky Gas Drilling: Threatens Health, Water Supplies). Besides just noise pollution and traffic which, while they can be annoying, are not life threatening the safety of those who live in close proximity to drilling sites can be in jeopardy. Because we are talking about natural gas, there is always the possibility of a fire or gas explosion. While safety procedures are in place to prevent this from happening, it can, and does hap pen (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). Just the mere possibility that an explosion could occur is troubling, as a REBUBLIKID writer noted that fluid storage tanks and other drilling materials have been kept in residential areas, and even near a school (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). There have been several documented cases of explosions. In one case, investigators deduced that the explosion of a house was caused by methane gas that entered the residential water supply. Fracturing provided a means for the gas to reach this water supply, as it forged underground passageways through which the gas could travel. In a similar case that occurred in December 2007, a house in Bainbridge, Ohio exploded in a fiery ball (Lustgarten). A study of the situation proved that hydraulic fracturing produced pressure that forced methane gas upward from its usual location of thousands of feet below the surface. The gas traveled through a series of cracks until it reached the groundwater aquifer, and eventually the tap water of the Bainbridge neighborhood. Investigators discovered that the neighborhoods tap water contained so much methane that the house ignited (Lustgarten). The most famous case of an explosion occurred at the home of Larry and Laura Amos in western Colorado. Just beyond the Amoses property line, the usual drilling for the day had commenced, when suddenly, less than 1,000 feet from their house, their drinking water well exploded like a Yellowstone geyser, firing its lid into the air and spewing mud and gray fizzing water high into the sky. State inspectors tested the Amos well for methane and found lots of it (Lustgarten). Following the incident, the family was assured that they were in no real danger, as long as they vented their house by keeping doors and windows open to ensure an explosion did not ensue as a result of more gas trapped inside th eir house. However, they were never warned that the water could possibly be seriously contaminated, even after it returned to its original color. Thus, the family continued to bathe in and drink the water, until three years later when Laura Amos was diagnosed with a rare adrenal tumor (Lustgarten). Concerned for her then three year old daughter, who had been bathed in the possibly polluted water daily as an infant, she began to challenge the state about the mysterious chemicals that might have been in her well. Laura contacted scientist Theo Colborn, whose studies on the affects of low-dose exposure to chemicals are considered the most comprehensive available (Lustgarten). In Colborns Congressional testimony to the House Committee on Oversight and Government Reform, she expressed grave concern at her discovering that fracturing fluids contained the chemical 2-butoxy ethanol [BE-2]. She produced a long list of bizarre health effects that were possible at relatively low levels of expo sure, and explained that BE-2 is odorless, colorless, tasteless, and evaporates at room temperature. If this chemical were to surface as a gas or get into a drinking water supply, it could cause health problems in domestic and wild animals and humans that could baffle veterinarians or physicians (The Applicability of Federal Requirements to Protect Public Health). In what could be considered undisputable proof of the contribution of fracking fluids to Laura Amos condition, Colborn also noted that adrenal tumors, which are extremely rare, are known to be caused by exposure to this chemical (The Applicability of Federal Requirements to Protect Public Health). This is just one case, regarding one health issue, caused by one chemical; however, fracturing fluids contain hundreds of known and unknown chemicals that have been linked to dozens of other critical health problems. Colborn believes even very low doses of some of the compounds can damage kidney and immune systems and affect repr oductive development, which is very disturbing from a health standpoint, as millions of people already have been, or will be exposed to these chemicals in the future (Lustgarten). A third and final risk posed by natural gas drilling is the negative impact that the influx of drilling machinery and the contact with fracturing fluids has on animals. Drilling companies may need to clear forests and pave roads in order to have access to their drilling sites, which is disruptive to the natural habitat of wild animals. Animals may also flee when they encounter drilling machinery, as they perceive it as a new predatory. The combination of these two factors may lead to forced migration of animals to another area, which then starts off a chain reaction of wildlife related problems (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). More than 25 million acres of wildlife habitat in the West have been leased by the Bureau of Land Management, and could potentially be opened to drilling, which would be devastating to the natural ecosystems there (Risky Gas Drilling: Threatens Health, Water Supplies). Contact with fracturing fluids t hrough contaminated water has proved to be extremely detrimental to animals, both wild and domestic. In one area of Wyoming, as drilling activity increased, mule deer numbers declined by 30 percent from 2000 to 2007 (Risky Gas Drilling: Threatens Health, Water Supplies). In Garfield County, Colorado, domestic animals that had produced offspring like clockwork each spring were no longer giving birth to healthy young (Lustgarten). In addition, a bull went sterile, and a herd of beef cows stopped going into heat, as did pigs. In the most striking case, sheep bred on an organic dairy farm had a rash of inexplicable still births (Lustgarten). All these peculiarities occurred near drilling waste pits, where wastewater that includes fracturing fluids is misted into the air for evaporation (Lustgarten). Many organizations are fighting against this devastation, as well as the other two types addressed above. The Natural Resource Defense Council especially is fighting to protect communities a cross the country from the pollution caused by natural gas production. By tightening loopholes in our bedrock environmental laws, banning drilling on sensitive lands and requiring the most stringent regulatory requirements wherever production does take place, we can help protect critical water supplies and other precious resources and keep our communities safe and healthy (Risky Gas Drilling: Threatens Health, Water Supplies). After addressing all these negative factors and reasons not to drill, a reader could be left wondering why companies do it at all. Below are some of the pros to the fracturing process that drilling companies stand behind. First is accessibility. The technological advances in the drilling process make extracting gas from previously inaccessible sites possible (Risky Gas Drilling: Threatens Health, Water Supplies). This new ability to tap into a previously nonexistent resource has been exciting for many, and as inspired a gold rush affect for those in the gas and oil business. The fracturing method allows gas to be collected from thousands of feet beneath the earth, a feat that, as of yet, can only be accomplished by hydraulic fracturing (Risky Gas Drilling: Threatens Health, Water Supplies). Secondly, natural gas drilling provides energy independence from foreign oil companies. More domestic drilling means less dependence on oil from terror sponsoring countries Like Saudi Arabia, and Iran, and socialist dictatorships such as Hugo Chavezs Venezuela (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). Many would also agree that weaning the United States from dependence on oil would be good for everyones pocketbooks. According to T. Boone Pickens in a comment to ProPublica, natural gas is cleaner, cheaperà ¢Ã¢â€š ¬Ã‚ ¦abundant, and ours. Gas is also more environmentally friendly than oil, as it emits 23 percent less carbon when burned (Lustgarten). Finally, the collection of natural gas provides economic stimulation. Drilling companies are always hiring, and they provide jobs that have an annual income of $40,000 a year. As many drilling sites are located in rural and often poor areas, that kind of salary is welcomed by struggling families. If plans for full-scale drilling in Pennsylvania and New York are carried out, thousands of such jobs could be created. Local employees and workers from out of town will end up spending much of their salary near the drilling site, stimulating the local economy and allowing local businesses to keep their doors open (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). Land leases and taxes on drilling sites will generate income for the state, and landowners will receive royalties as high as 10 percent for relinquishing their lands to be leased for drilling (REPUBLIKID: The Pros And Cons Of Natural Gas Drilling In Pennsylvania and Central New York). When all of these factors are examined and weighed against each other, it is my personal opinion that the risks of drilling far override the benefits the health and safety of human beings should always have priority over money. However, the benefits certainly have merit, and provide a solution to several problems facing the American people today. If a safer drilling process could be developed without using harmful chemicals and with increased safety precautions to prevent explosions, natural gas drilling could possibly be the catalyst towards a better, more stable US economy.

Lunch Lady Blues Essay -- Nutrition

In recent years America’s health and economy have become a hot topic of debate in legislative offices. Recent legislation concerning the food served in schools nationwide has undergone changes that have cause widespread debate on the role of the federal government in students’ lives, the possible effects on the industry that supply food to schools and the effects on the schools and students themselves. In some cases the debated changes are welcomed with open arms and are merely formalities, in others the changes are reasons to lobby congress to convince them that pizza is counted as a vegetable because it has tomato paste. In the long run some of the changes will make a positive impact on the health of children, and businesses will find ways to adapt to the new regulations and succeed. As of 2008 an estimated 17% of children between the ages of 2-19, are considered obese. This statistic has tripled over a 30 year period beginning in the mid 1970s (CDC). The greatest concern for children in this category is the risk for coronary heart disease from the consumption of trans fats (CDC). The life long affects of obesity are one main reason the federal government has recently adopted changes to the National School Lunch Program nutritional requirements. Trans fats were created by scientist to replace the saturated fats found in some processed foods; they are commonly used to prolong the shelf life of foods (CDC). The fact is the consumption of artificial trans fats affects cholesterol levels negatively and increases the risk for heart disease (CDC). The National School Lunch Program and School Breakfast Program serve a combined 40 million or more meals per day to students nationwide (CDC). The risk of heart disease is not the only... .../FR-2012-01-26/pdf/2012-1010.pdf> Salk Institute. "How Obesity Increases The Risk For Diabetes." ScienceDaily, 21 Jun. 2009. Web. 28 Mar. 2012. â€Å"Schwan’s Food Service, Inc. Redefines School Pizza, Offering Healthier Choices for Children in More Than 72,000 U.S. Schools† Businesswire. businesswire.com. 7 Mar. 2011. Web. 29 Feb. 2012. Simon, G.E., et al. â€Å"Obesity, depression, and health services costs among middle-aged women.† nih.gov, 28 Jun. 2011. Web. 28 Mar. 2012. United States Department of Agriculture. â€Å"Notices†. usda.gov, 25 Mar. 2011. Web. 3 Apr. 2012.

Unit 6 Healthy Environment

Unit 6 Promoting a Healthy Environment for Children E1) Practitioners can work on promoting and maintain a healthy lifestyle and environment by: ? Allowing children to have a balanced diet, this can be done by encouraging children to eat their five-a-day. By reading books and poems that they can join into, this will help children to remember the importance of having a balanced diet. By having fruit and vegetables provided for the children in school, helps them to eat at least on piece a day. The School Fruit & Vegetable scheme is a programme that helps to increase fruit & vegetable intake.This is important as each child deserves a healthy start in life as it may influence their health in the future. The School Fruit & Vegetable Scheme states: â€Å"By providing four to six year old children with an extra portion of fruit or vegetable each school day, along with a positive and enjoyable experience of eating fruit and vegetables, the scheme encourages children to develop positive atti tudes towards fruit and vegetables. † (www. dh. gov. uk) ? If a child is allowed regular exercise it allows motivation of brain activity, aids the digestive system, develops bone density and maintains it and strengths the muscles.Physical activities such as practical training, P. E. , climbing frames and riding bikes help children to develop social skills as they are playing with each other. The British Heart Foundation proposes â€Å"That children and young people need at least one hour of moderate activity a day. † This does not have to be done at one time, but can be at different times during the day. As young children are still developing practitioners should allow them to have a stop-start approach to exercise, when children are feeling tired they should be allowed to sit down and rest for the amount of time they want before getting up and playing again.Practitioners should encourage children to do exercise outside of the setting as well as inside. They could do th is by joining Walk to School 2008, when the practitioners talk about this with the children they are able to learn about the benefits of walking, road safety, awareness and the environment around them. 50% of children do not walk to school regularly and more are being driven to and from school, by being driven children are reducing their physical activity. ?Risk assessments identify and minimise risks, they are not created to make n environment risk free. Practitioners should encourage children to take risks, as long as they are managed and strongly supervised. By doing so they are promoting a healthy environment as all settings have risks, as long as these risks don’t stop children from doing anything they could help to create an enabling environment. Danks and Schofield state: â€Å"Life if full of risk, so the best way to prepare children for life is to ensure that they [learn] how to judge risk for themselves. † (Source: Danks, F. & Schofield, J (2005) Natureâ€⠄¢s Playground) E2/B1)There are many different types of legislations which helps to maintain that a child has a right to life, development, to be healthy and also the right for children to have an education. E3/E4) Factors such as housing, poverty, breast feeding and the child’s lifestyle may affect their health and well being at differing times in their lives. ?Housing affects the health of a child as it can cause a lot of diseases if the house is poorly maintained or designed the most remarkably is asthma. If a house is overcrowded it may be dangerous to a child's health as diseases may be transmitted between each family member.Poverty is linked with poor housing as if a family was to live on a low income it would be harder for them to heat the house as it would be expensive. In addition to this home insurance would be expensive for families in poor housing as these areas would be more likely to be hit by crime. As families are living on a lower income the furniture may be unsafe as they haven’t got the money to fix or buy another one. Poor housing effects children’s social skills as the parents may feel that they don’t want the child’s friends around as they are ashamed of the way they are living.As a result to this the children may feel left out of discussions that are happening in their setting. Children may also feel they are losing out as they do not have the space at home to do any extra activities, such as homework. ?Diet and exercise is important to a child as it plays a main part in their development. Breast feeding a baby gives them the best nutritional start in life, over the months, the milk’s composition changes to meet the nutritional needs of the baby as it growing and developing.By breast feeding it lowers the risk of cardiovascular disease, is associated with better cognitive development and the milk contains antibodies which means the baby is less likely to get a disease in their earliest months of life. They are less likely to develop food allergies, respiratory and gastrointestinal illnesses and are less likely to become obese adults. When breastfeeding the mother and baby are able to build a bond between them, furthermore as there is no sterilising it is more hygienic. As breast milk needs no preparation it is always ready, always at the right temperature and free.Mothers who have a lower income are more likely to breast feed immediately after birth, then bottle feed. ?Families and their communities have an effect on children, as some families like to spend there spare time playing sports and others looking after animals. As more children are staying indoors to play with friends on game consoles, computers and watching television they are not allowing themselves to physical activity outdoors. In addition to this if children were to play indoors, they do not have enough space to run around, as children are always reminded not to run inside and to slow down.So unless activiti es are carefully organised it can be hard for a larger scale activity to happen, which is why fine motor skills activities are usually promoted indoors. If a child is living with a lone parent who has an abusive partner, this could have an effect on the child, as the child may see the abusive behaviour and feel this is the way he/she should behave towards their parent. This may affect the child’s mental health as well. E5) Mealtime routines include following the parents instructions, as some parents may want their child to eat at certain times as it follows the routine the child has at home.Sometimes the parents may want to work with the practitioners to establish a regular mealtime routine. All children have different diets, e. g. lactose intolerant, vegetarian, gluten and wheat free diet etc, and this should all be taking into consideration. Practitioners and the child’s family should talk about which foods are and are not appropriate for the child before starting th e setting. Most children would prefer to use their fingers when eating, but should be given the opportunity to develop their skills by using a spoon, fork and then a knife.These should be the child sized versions and appropriate to the child’s age, level of development and culture. Children should also be encouraged to use the cutlery safely; in addition to this children should find mealtimes a pleasurable time and not feel like it is a battle zone. If children are put with other children it becomes a social experience of the eating there meal together. In the appendix, child K was observed while eating lunch, the intended learning objective was for her to use her spoon more instead of using her fingers to eat her lunch.When eating the child K behaved in a calm manner and followed the instructions that the practitioner had given her, when asked to use her spoon instead of her fingers. Child K was able to communicate with the practitioner in an effective way as she the practit ioner to open the yogurt for her. By looking at the appendix, I can see that child K is becoming more confident when using her spoon, as she would use her fingers at certain times but then go back to using her spoon; she was also able to use a pincer grip.At certain times when she could not use the spoon to pick up food she resulted back to her fingers. So by the end of the observation I feel like the intended learning objective was successful. Naptime routines are needed as most young children need lots of sleep. When putting children to bed it can sometimes be a challenging time. This is because the child can become stressed in addition to this it could also be a time of warmth and security. As all children may not want to sleep, practitioners could create a relaxed and quite rest time for them.Some children may have outgrown the need for a daytime sleep in that case there should be a restful mood created where children can do some quite activities, such as completing a jigsaw whi ch can help the body to unwind and rest. As all children are different they may have specific requirements to help them full asleep such as having a comforter or a glass/bottle of hot milk. If a child id with someone that is recognisable to them they may find it easier to fall asleep, then with someone that they are not so familiar with.As seen in the appendix, children between the ages of one and four years need an average of 10 and 14 hours sleep. As whilst asleep this is when the cells in the body and brain can repair themselves and are less vulnerable to illnesses and accidents. When the body is deprived of sleep a child’s concentration, temper and ability to learn is also affected. E6) Activity 1: Activity 😠 To grow watercress| (brief description)| | | We want the children to learn that growing part of their 5-a-day| | can be fun. In addition to this to help them try new foods, which| | they would have a hand in preparing. | This links with the EYFS as in Knowledg e and Understanding of| What do we want| the World (Exploration and Investigation pg 80). The early| the children to| learning goals for a child aged 40-60+ months are:| learn? | ? Investigating objectives and materials by using all of their| (learning intentions)| senses as appropriate. | | ? Find out about, and identify, some features of living things,| | objects and events they observe. | | ? Look closely at similarities, differences, patterns and change. | | ? Ask questions about why things happen and how things work. Number of children| Four| in group:| | Ages of children| 4 – 5 years old| the group:| | | In the weeks before the activity we will be the teaching the| | children about the importance of having 5-a-day and also about| How will the| how plants grow. On the day of the activity, which would be in the| activity be| morning, I would sit them on the carpet and explain to them what| introduced? | we are going to do which is growing our own watercress. I would| (Wha t will the adult| explain to them that this would be done in groups of four, so if| be doing?What will| they are not chosen the first time they would be chosen| the children be| throughout the morning, so everyone will have a go. A certain are| doing? )| of the room will be cornered of for the activity and the children| | would be told that they are only allowed in this area if| | accompanied with an adult. | How will the| I and each child will have a plant pot in front of them. I will| activity be| demonstrate to the children what they have to do while| developed? | encouraging the children to follow my actions i. e. putting soil in| (What will the adult| the plant pot the pushing the seeds into the soil and after| be doing?What will| watering the plant. Lastly each child will take their plant pot to the| the children be| designated area on the window ledge, so that their plants are| doing? )| able to get light. | Resources:| Soil| | Watercress Seeds| | Water| | Plant pots| | | Key vocabulary/| Grow| questions:| How long do you think it will take for the watercress to start| | growing? | How will individual| If a child finishes early give them something else to do but| needs be met? | remind them to wash their hands. If a child has difficulty help| (Differentiation)| them along so they don’t feel left out. | Plenary? I will once again bring the children to the carpet and ask them if| (How will you bring| they enjoyed the activity. I would then explain to them that the| the activity to a| activity is no over and that everyday each child will get to water| close? How will you| their plan, so we are able to watch them grow. | focus on the purpose| After a month or two, when the plants have grown, we will use| of the activity? )| the watercress in a salad that we make. After this done each| | child will be able to take their plant home. | | | Activity 2: Activity 😠 Informing teenagers why protected sex is important| (brief description)| |What do we want| To understand why we must protect ourselves when having sex. | the children to| | learn? | | (learning intentions)| | Number of children| 28 in the class but for certain activities they will be split into groups| in group:| of four. | Ages of children the| 15 – 16 years old| group:| | | Send out a letter to parents informing them that their child would be| How will the activity| taking part in a series of activities about STIs (Sexual Transmitted| be introduced? | Infections) and if they did not want their child to take part in this,| (What will the adult| they could inform us. be doing? What will| After this letter had been sent out, I would remind the children who| the children be| are participating the day before. The morning of the activity I would| doing? )| remind the teenagers to be on their best behaviour and if they feel| | uncomfortable about anything they would be allowed to leave the| | classroom. | | Throughout the morning there will be a range of activitie s, the| | teenagers will first fill out a questionnaire of what they know about| How will the activity| STIs and how they think they are transmitted. After this they would| be developed? be presented with a PowerPoint presentation about STIs. | (What will the adult| They will then get into groups of four and discuss what they have| be doing? What will| just seen and learnt. In addition to this in their groups of four, they| the children be| will have to make a poster on a chosen STI, leaflets and handouts| doing? )| will be given to them. After given the teenagers one hour to do that| | they would be allowed to feedback to the rest of the class. This| | allows the whole class to gain more knowledge and as it is group| | work allows the shyest of teenager participate. | | Resources:| Leaflets/Handouts| | Felt tips| | A3 sugar paper| | PowerPoint presentation| | http://www. nhs. uk/LiveWell/SexualHealth/Pages/Sexualhealthhome. | | aspx| | http://www. condomessentialwear. co. uk/| | ht tp://www. ruthinking. co. uk/| | http://sexperienceuk. channel4. com/| Key vocabulary/| STIs| questions:| | How will individual| By allowing children to walk out the class if they don’t feel| needs be met? | comfortable. | (Differentiation)| | Plenary? | Get the teenagers to fill out a questionnaire about what they have| (How will you bring| learnt throughout the morning. | he activity to a| Give them leaflets about different STI’s and allow the posters they| close? How will you| have done to be put up so to inform over teenagers, this will also| focus on the purpose| allow them to feel that their work is appreciated and it wasn’t just a| of the activity? )| pointless activity. | | | D1) Routines can promote and maintain a healthy lifestyle: ? Mealtime routines support healthy eating as once babies are weaned, it is important for them to eat a variety of healthy foods. As babies are still developing their sense of taste it is important this is when it happens.As children get older they will have more of a preference of what they would like to eat, but new foods could still be introduced if the child helps to prepare them, this would also help them improve their self-confidence as they are eating something that they helped to make. If children help to lay the table at mealtimes this would help them gain independence. Mealtime routines can promote a balanced diet, by eating a variety of fruit and vegetables, bread, other cereals and potatoes, meat, fish and alternatives, milk and dairy foods, foods containing fat and sugar.Children are able to develop a strong, well formed body; they would have enough energy to keep warm and active, grow to their full potential height, maintain an appropriate weight for their height and age. Hygiene is interlinked with mealtime routines, as both adults and children should wash their hands after visiting the toilet, changing a nappy and giving a feed, by doing this they will be preventing the spread of germs. By the adults doing this they can become role models to the children, which encourages them to wash their hands. In addition to this it should be explained to children why they are washing their hands e. . they are dirty and may have germs on them. There should be soap and water for them to wash their hands and individual towels for the children to dry them, preventing the spread of germs. As children get older To allow children to have a structure, as children start to understand at certain times they will have to do activities. they should be encouraged to wash their hands and face by themselves, this allows them to gain independence. Furthermore it helps them with gaining confidence to wash when at home, as they have done it at nursery. Sleep/rest routines promote a healthy environment as when children are tired they become restless and irritable, where they find it hard to control their emotions. By having this sort of routine the children are able to unwind from the activities that they have done and allow their bodies to prepare for oncoming activities. Children need specific hours of sleep; this can be done with a sleep pattern throughout the day. This also helps the children as they know at certain times of the day it is time for them to sleep and unwind.When sleeping the body’s heart rate, bodily functions and breathing slow down meaning that when they wake they feel more refreshed and allows concentration, frame of mind and memory to function properly. If children are deprived from sleep it can cause the brain to suffer long deprivation. When children wake they may feel unsettled, so the child should be made to feel comforted. As the body loses water when it is asleep children should be offered a drink of water when woken. As well as children who are toilet trained should be familiar with the fact that when they wake they should use the toilet.Activities can promote and maintain a healthy lifestyle: ? In my first activity in E6 (cooking potat oes and vegetables) it interlinks with children having their 5-a-day, it also encourages them to help when preparing food. As potato is a vegetable it counts as one of their 5-a-day if a handful is eating. Even if a child is not keen on vegetables, when helping to prepare food the child is more likely to eat it. This is also a social event as the children are able to sit and talk together, which also develops respects for each other. In an everyday environment e. . a setting, practitioners could provide opportunities of different foods to children in a relaxed environment, which allows a unique chance to encourage healthy eating alongside the growth of educational and social skills. â€Å"Young people’s eating patterns can be shaped through a variety of routes. Schools offer most important opportunity for educating children on nutritional issues and facilitating and encouraging healthy eating patterns alongside the development of academic and social skills. † (Source: www. thesnackpack. net (2002))When using the watercress in meals it is important that the children use their sense of smell, they will also enjoy the fact that they grew it themselves this links with the EYFS. C1) The reason for planning and implementing activities which contribute to promoting and maintaining a healthy lifestyle are: ? ?Planning activities help to identify children’s needs, and provide for them. E. g. a washing clothes activity, things such as fragrances and chemicals in the washing powder could make the child’s eczema flare up, so if an activity like this was to be planned biological soap powder would be preferred.This would help the practitioner plan, to every child’s need no matter the age or size. These plans should be established on the child’s abilities and be able to support them rather then on the age norms for the child. ?When planning trips the child to staff ratio is considered, as it is important that there are enough staff m ember, so that children are kept a watchful eye on and are in a safe environment. If there is not enough staff members this will not be possible and children are at a higher risk of going missing.They would also be able to look at activities that they have done before to see if improvements can be made for the next time. ?If activities are not planned correctly there can be risks associated with they activity, where children can be put in harm and danger. When making risk assessments it is important to: 1. Recognize the hazard/s (which is anything that may cause harm to yourself or the child? ) 2. Decide who the hazard may affect and how? 3. Evaluate the risks and decide on precautions. 4. Record the findings and put them into practice. 5. Review the risk assessment.By reviewing the assessment the practitioner would be able to see if it has got better, and if the hazard is still there, if anything needs changing it is possible. They will also be able to go back to the assessment if anything was to go wrong. ? When children have special needs, it is important to incorporate this with the planning of the setting. As they may need outside help to support the needs of the child. Child psychiatrists are an example of this as they work with children who are showing emotional and depression difficulties. As these doctors have been trained in mental health they specialise in helping children.This helps support children to develop in areas which they are struggling in but because of emotional difficulties are missing out on. E2/B1) There are several different legislations that support the rights of children to a healthy lifestyle and help to safeguard and underpin the rights of children in life. The United Nations Convention on the Rights of the Child is one regulation that supports this. This regulation is an international agreement, which was drawn up in 1989; it applies to all children and young people under the age of 18 years.Article 2 (from the Little Book of Chi ldren’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says that â€Å"The convention applies to everyone, whatever their race, religion, abilities, whatever they think or say, whatever type of family they come from. † This article shows that practitioners and the government should be diverse when dealing with children. In addition to this it shows that children should be treated equally by adults no matter their race or colour as by doing this the children are learning by modelling the behaviour of the adult.If a child is not treated equally they may feel left out and it may emotionally distress the child, meaning that the child may feel different compared to the other children. Article 12 (from the Little Book of Children’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says, â€Å"Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account. † This article shows that children’s opinions are important and should be taking into consideration and should be consulted hen their parents are separating, as the child should have a preference of who they stay with. As the child decision may not be final, it would be taking into consideration, when trying to make that final decision. Article 19 (from the Little Book of Children’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says, â€Å"Governments should ensure that children are properly cared for, and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them. This article is important as children should not be subjected to cruelty. Children are being subjected to cruelty by the same people that are meant to be protecting them from the world; no adult has the right to subject any child to this. The Children Act 1989 also helps to suppo rt the rights of children. â€Å"The Children Act 1989 covers the following: ?reforms the law relating to children; ?makes provision for local authority services for children in need and others; ? amends the law with respect to children's homes, community home, voluntary homes and voluntary organisations; ? akes provision with respect to fostering, child minding and day care for young children and adoption, and for connected purposes. † (Source: http://www. dcsf. gov. uk/childrenactreport/ Accessed: 19/01/2009) It was updated in 2004 to include Every Child Matters: Change for Children, this was an approach to look for the well-being of children and young people from birth to 19 years. The aim of this is to make sure that every child, whether their background or their circumstances, to have the support they need to: ? Be healthy ?Stay safe Enjoy and achieve ?Make a positive contribution ?Achieve economic well-being. Any organisation that is involved with providing services for children, teams up to provide new ways to work together and share information to help protect children from harm and help them to achieve what they want in life. A1) My first experience was an afternoon trip to The Co-Operative. We took a group of children aged 2-3 years, after they had woken from there afternoon nap. The aim of the trip was to teach the children about the different fruit and vegetables.As there were only four children there was me and one member of staff, we both had two children, we walked as The Co- Operative wasn’t far from us. We made sure that the children had their coats so that they could stay warm. The only major barrier was that we had to cross the road, as there was a zebra crossing we used that. There was also a lollipop lady, we made sure that they looked left and right to see if any cars were coming and explained to them why we were doing this. When arriving at The Co-Operative we made sure that the children stayed close and were in eye sight a t all times.When we found the fruit and vegetables, we asked them questions, such as if they knew what they were called and if they knew the colours of them. My second experience was a trip to the park; the children had finished their morning activities. There were three members of staff and me, we took a group of eight children, and like the first activity there were two children to each adult but this time the children’s ages ranged between 2-4 years. The reason for the trip was for the children to get some fresh air and to exercise.As it was a sunny day the children did not need coats but all had jumpers on. We had to cross the road at an island as this was the safest way. When arriving at the park the children were only allowed to play in the designated area, which we made sure that we supervised very strictly. My first experience to The Co-Operative linked to the planning of the setting as at the time they were reading the book Handa’s Surprise, and they were lear ning about all the different fruits that were in that book and we were also helping them learn new vegetables.It also helps them to improve on their vocabulary and counting as we asked them how many items we had at the end of their shopping trip. It encourages them to eat health, which relates to healthy eating. My second experience to the park was linked to the planning of the setting as they would usually go outside to play in the garden, so we decided to give them more space to run around. When walking back from the park we asked them if they enjoyed their time, what they played on and if they wanted to go back soon, which helped the children to extend their vocabulary. The trip to the park helped them to have a daily ose of exercise. The cultural and social factors that were considered is that no child is discriminated against, that none of the children where there were made to feel left out and that their opinions and needs were respected, so they were treated as individuals. N o matter what their race, religion, age or ability. For the first experience we made sure that it was appropriate for the children’s age. The social factors that were considered were to make sure that they interacted with each other and us as the practitioners; we made sure that they held the practitioner hand so they were safe.We also made sure that they were interacting with other children and not just their usual circle of friends, by doing this the children got to build new relationships. It was important that children listened and followed the instructions and directions that were given to them by the practitioners; as if the instructions were not followed properly the children’s life could be put in danger. I feel that I was effective in both experiences as I asked the children questions, on the way back and asked them what they had remembered from the trip on the way back.I was able to follow the instructions given to me in a calm manner and explain to my superv isor how both experiences were when I returned. The children listened and interacted to each other and to us as practitioners without any problems. The fact that they were both small group I was able to give the children support and the attention they needed, which helps them with their concentration and listening skills. During both experiences I was able to interact with the children and staff and monitor the behaviour and what was happening with the children’s progress

Reality of stress Professor Ramos Blog

Reality of stress In today’s society, stress is becoming more of a normal thing to always experience. Stress is caused by your body responding to demands. College student are a main focus when it comes to stress. The four main types of stress are Acute Stress, Episodic Acute Stress, Chronic Stress and good stress. Anyone can get stressed, but the most common age group to experience it is between 18-47 years old. Acute stress is typically the more common stress. It is caused by reactive thinking. Negative thoughts are a major influence. An example is if you have any deadlines coming up, or recent arguments. If the stress meets the DSM-5 criteria, the individual will be diagnosed with Acute Stress Disorder. The DSM-5 stands for The Diagnostic and Statistical Manual of Mental Disorders. It is a book of 10 years’ worth of research done by hundreds of international experts who work in different departments of mental health. They put this together in hopes of understanding how these disorders work. Acute Stress usually is temporarily, doesn’t last for too long but it will still cause your body to release the chemical cortisol which has your body shaken up a bit. There are ways for the individual to help their body relieve the stress. This can be done by breathing exercise, cognitive reframing, progressive muscle relaxation, and mini-meditation. But Acute stress can easily turn into Episodic Acute Stress. Acute Disorder and Episodic Acute Stress Disorder mirror each other but one has ongoing suffering and damage. Episodic Acute Stress is when people who are already diagnosed with Acute Stress, start to have a change in their reactions. They become short-tempered, irritable, anxious, tense or have uneasy energy. One can also have frequent triggers of stress. People who often display these emotions are ones who live in chaos or crisis. Most of them are occupied with many responsibilities and cannot stay organized in a timely manner. Their minds are at the brink of a stress overload! Their personal relationships start to become progressively worse and work becomes a place of hell. Many of these symptoms can become a health concern as it creates a challenge for their body in many ways. Heart disease, muscle distress, intestinal issues, head aces, and high blood pressure are the main health issues but there are an additional 30 health concerns. Intensive therapy for several months can help this situation. It takes a while because these daily habits are engraved in their minds and they see nothing wrong with what they do because they are accustomed already. But most patients will not be open to change. While this is a pretty serious disorder, Chronic stress out weights Episodic Acute Stress. Chronic Stress is the most harmful type of stress. It destroys their lives, mind, and body. a lot of the physical and mental damage is irreversible. This stress can most often lead to anxiety and depression as their symptoms are alike. The individual feels like they have no control over their thoughts and emotions. Long term changes can turn into a mental illness. While the mind is working double, the body has no intensions of slowing done either. The body takes a tole as physical issues start to rise. Long term problems for the heart and blood vessel, increasing heart rate, elevated levels of blood pressure and stress hormones are deteriorating the body. chronic stress is the leading cause of sudden death, mostly influenced by heart attacks, arterial disease and a stroke. Exercise and a change in diet would be a big help when trying to get rid of chronic stress. Although these all seem bad there is actually good stress as well. Psychologist refer this Good stress as â€Å"Eustress†. We feel this when we are eager and excited. This stress keeps us feeling alive and well. Some examples for this is when the individual is going on a first date, a roller coaster or Doing things that makes one happy. But too much stress can become bad stress so one must limit their activities to make sure a lot stress isn’t triggered. As a college student one must find a balance between these 4 types of stress. A study was done by The American Psychology Association to see what age group had highest levels of stress. 18-47-year-olds reportedly were the most stressed. But this is combing millennials (ages between 18-33) and Gen Xers (ages between 34-47). On a scale from 1-10, 10 being the highest level of stress, millennials and Gen Xers had a high score of 5.4 compared to the Boomers (ages between 48-66) who had a score of 4.7. it is clear that college age students have the highest stress. 43% of college students suffer from either Acute Stress, Episodic Acute stress, or Chronic Stress. This does not include good stress. As a college student there are ways to help alleviate the stress. According to the American Association of Stress an article written by Dr. Ronald L. Rubenzer has a top ten test taking tips to help college student feel less stressed with their work. TOP TEN TEST-TAKING TIPS (THREE MONTHS PRIOR TO TEST) Left-brain training to become Fact-Smart: 1) Teach Positively: Students learn more when they like the teacher (William James-Harvard, 1899). 2) Teach memory mechanics. The basic rule is repetition, repetition, repetition. 3) Require students to develop their own flashcards and stack the deck with only the memorized facts. 4) Answer the core question, without being tripped up by â€Å"word traps† (irrelevant details) or generalizations (always, never, everywhere). Both-brain training to become Test-Smart: 5) Be Clerically Correct: For the young, when in doubt, check their skills out (attention, handwriting, reading skills). 6) Provide â€Å"Test Rehearsals† (if approved). All great performances start with rehearsal. Right-brain training to become Stress-Smart: 7) Test for Test-Anxiety. â€Å"Stress is sand in the machinery of thought.† All classes will have â€Å"test-anxious.† â€Å"Testanxious† or â€Å"math-anxious† underachieve on tests. As adults they avoid rewarding jobs requiring many tests or using complex math. â€Å"Computerphobics† short-circuit their own growth by just plain refusing to acquire 21st century skills. The â€Å"anxious† resist change. 8) Consume â€Å"Food for thought† just before the test session. Eat fruit, followed by a drink of water. 9) Relax: See your mental health professional on test-anxiety reduction tips. Use humor to relax. See a movie the night before the â€Å"big event.† 10) Learn from those who do Best on-tests. Test-Prep can boost test scores by 10%! (Scruggs Mastropieri, Purdue University, 1992). One won’t be completely alleviated from stress with these tips but it can help. The signs of Acute Stress, Episodic Acute stress, and Chronic stress should not be avoided. Those that are affected should seek help before the mind and body are too damaged and cannot be repaired. Work cited spacioustherapy.com By: Shawna Freshwater January 17, 2018 verywellmind.com By: Elizabeth Scott April 3, 2018 apa.org By: Lyle H. Miller, PhD, Alma Dell Smith, PhD. stress.org By Dr. Ronald L Rubenzer 2008 heartmdinstitute.com By: Stephen T. Sinatra

Robert Frost The Road Not Taken Essays

Robert Frost The Road Not Taken Essays Robert Frost The Road Not Taken Paper Robert Frost The Road Not Taken Paper 11 Nov. 2008. Web. 3 Nov. 2011. Frost, Robert. The Road Not Taken. Backpack Literature: And introduction to Fiction, Poetry, Drama, and Writing. Kennedy, X. J. , Dana Gioia. New Jersey: Pearson, 2011. 555-556.

Drug Rehabilitation Program Essay Example | Topics and Well Written Essays - 1000 words

Drug Rehabilitation Program - Essay Example This work particularly discusses papers about drug rehabilitation programs that governments have initiated so as to curtail crimes including drug addiction. These papers intently look at the benefits of the programs, how they have helped achieved goals of drug use reduction and crime reduction and on the other hand, how the programs have failed to address the problems. The US Department of Justice through the National Institute of Justice has conducted a research to ascertain the effectiveness of different crime prevention programs. Defining crime prevention program as "any practice shown to result in less crime than would occur without the practice", the research divided the effectiveness of the programs into what works, what doesn't work, what's promising and what's unknown (Lawrence W. Sherman, 1998). This article particularly relates to the endeavor of this paper in providing a valid measure and a legitimate result to the questions of effectiveness of crime prevention. This is done with a special focus on the cure for drug addiction among the juvenile. It basically constitutes a review of the existing crime prevention programs of the government. The evaluation made use of scientific measure to "provide a consistent and reasonably objective way to draw conclusions about cause and effect" (Lawrence W. Sherman, 1998). The research methodology consisted of three steps: the search for impact evaluation, the use of Maryland Scale of Scientific Methods and deciding what works, what doesn't work, what's promising and what's unknown. The first step was some sort of literature review. It examines the existing reports that evaluate the effectiveness of crime prevention programs. Next, the researchers adapted the Maryland Scale of Scientific Method ranking each study from 1 as the weakest to 5 as the strongest (Lawrence W. Sherman, 1998). The research design is composed of 5 levels which includes correlation between a crime prevention program and a measure of crime or crime risk factors at a single point in time. To reach the conclusion of effectiveness, a program should at least have a two level 5 studies (Lawrence W. Sherman, 1998). The research showed that "preschool and weekly home visits by teachers, building school capacity to initiate and sustain innovation through the use of school teams or other organizational development strategies, clarifying and communicating norms, training or coaching in thinking skills for high-risk youth, ex-offender job training, extra police patrols in high crime hot spots and rehabilitation programs for adult and juvenile offenders" are among the policies that work. On the other hand, gun buyback program and increased arrest or raids on drug markets are found to be ineffective. To properly label the programs, they used both the secondary analysis and the scientific scale. This is the loophole in the study since there it lacks the quantitative and objective measure is categorizing the program. The only justification provided was the secondary analysis done. The problem however with secondary analysis

TV show The First 48 Essay Example | Topics and Well Written Essays - 1250 words

TV show The First 48 - Essay Example This paper aims at gathering statistics of the number of homicides cases in New York City, United States. The First 48 Hours is an American documentary television series on A&E. This series has been filmed in various parts of the United States, and it offers an insight into the real –life of homicide investigators. The series often track the investigations to the end, and it focuses on the first forty-eight hours hence the title. In each of the episodes, there is one or more homicide in the diverse cities, which shows how investigators use witness evidence, forensic evidence, and other investigation skills to get the suspect. Most cases are solved in 48 hrs while others take the time to get solved. The First 48 was selected as the best distinguished documentary by the International Documentary Association but later lost to American Experience. In season 6, The First 48 was the highest rated factual Justice series on the television, and it gained important applause along with criticism. The purpose of this television show is to air the number of crimes that are happening in the Ne w York City. Statics shows that the First 48 Hours is one the most watched documentary with approximately 30 percent of the total television viewers. People are interested in this show to know the homicide is happening in the city and know the suspects. Nielsen Ratings are used to determine the size and composition of the audience watching a particular television show in United States. A Nielsen rating has become the primary source of measuring the audience watching a television show (Turnbull, 2005). The size of the audience who watch the series The First 48 Hours has been determined through Nielsen ratings. Nielsen ratings are gathered using two ways: Viewer diaries, where a target audience self-records the viewing habits. By aiming at different demographics, the collected statistical models provide a representation of the audience of the television