Childbirth In Ethnic And Cultural Groups Essay

Discuss disparities related to ethnic and cultural groups relative to low birth weight infants and preterm births. Describe the impact of extremely low birth weight babies on the family and on the community (short-term and long-term, including economic considerations, on-going care considerations, and comorbidities associated with prematurity). Identify at least (1) support service within your community for preterm infants and their family. Provide the link for your colleagues to view. Does the service adequately address needs of this population? Explain your answer. Babies who weigh 5.5 pounds (2500grams) or less at birth are low babies with low birth weight. Babies weighing 3.3 pounds (1500 grams) or less are Very low birth weight babies. According to World Health Organization â€Å"The 30 million low-birth-weight babies born annually (23.8% of all births) often face severe short- and long-term health consequences. Low birth weight is a major determinant of mortality, morbidity and disability in infancy and childhood and also has a long-term impact on health outcomes in adult life. Low birth weight also results in substantial costs to the health sector and imposes a significant burden on society as a whole† (WHO, 2014). The infants born to non-Hispanic Black women, 3.0 percent were very low birth weight in 2008, compared to 1.2 percent of infants born to non- Hispanic White, Hispanic, and Asian/Pacific Islander women and 1.3 percent of American Indian/Alaska Native women. The rate of infant mortality (death in the first year) has fallen steadily for both blacks and whites over the past twenty-five years. In 1980, 18 out of 1,000 black singleton babies did not live to their first birthday; by 2000 that figure had fallen to 12 out of 1,000. For white babies the comparable rates were 9 out of 1,000 in 1980 and 5 out of 1,000 in 2000(Reichman, 2005).The majority of costs accrue in the first year of life and costs for rehospitalization are higher than outpatient costs. Most relevant cost components after the neonatal period are expenses for re-hospitalization, outpatient visits, pharmaceuticals, medical aids and nonmedical costs for education, travelling, accommodation, child care as well as indirect costs (mainly parental time and/or wage losses) (Hodek, Schulenburg and Mittendorf, 2011). The local or federal government ought to provide financial assistance to the families while they  are taking care of them. The Alta Bates Summit Medical Center is the local resource I found that provides information about what is premature birth, delivery of you premature infant, what to expect when you have an extremely premature infant and symptoms of the premature baby. http://www.altabatessummit.org/nicuedu/preemie.html Reference World Health Organization, 2014 Nutrition, Feto-maternal nutrition and low birth weight. Retrieved on November 25, 2014 from http://www.who.int/nutrition/topics/feto_maternal/en/ Reichman N. 2005. Low Birth Weight and School Readiness Retrieved on November 25, 2014 from http://futureofchildren.org/publications/journals/article/index.xml?journalid=38&articleid=118 §ion id=774 Hodek J., Schulenburg J., Mittendorf T., 2011 Measuring economic consequences of preterm birth Methodological recommendations for the evaluation of personal burden on children and their caregivers Retrieved on November 26, 2014 from http://www.healtheconomicsreview.com/content/1/1/6

Field Trip Should Not Be Removed

NO TO THE REMOVAL OF FIELD TRIPS By: Maries Imee M. Venturillo BSEd1-1 Palawan State University College of Teacher Education Title: No to the Removal of Field trip Thesis statement: I am writing about keeping field trip in the curriculum of the schools and I am going to argue, show and prove that field trip should remain the curriculum by stating: the integration of field trip to teaching program, field trip as the ground of oral communication, studies about scientific exploration in field trips and as classroom extension. ————————————————-Students remember most of their experiences rather than the lessons they have learned during their school days. So, it is not a surprise of having field trips in school curriculum. Field trip aims to aggravate and support the educational program. Therefore, it should be reasonably provided for all students. There are many issues regarding field trips. Many suggest about its removal; some are in favor but some are anti. However, if this issue is addressed and informed to the public, they will see how important field trip is.I am writing about keeping field trip in the curriculum of the schools and I am going to argue, show and prove that field trip should remain the curriculum by stating: the integration of field trip to teaching program, field trip as the ground of oral communication, studies about scientific exploration in field trips and as classroom extension. â€Å"Field trips should be integrated into teaching program (Griffin et. al. , 1994). † They suggested that teachers need to use plans that will reflect informal teaching methods rather than use of formal classroom methods which are the main focus of their training.Teachers behold that this kind of activity aggravates students’ understanding of the process included and also enhance students’ attitudes toward the subject matter and in t he classroom as well. Furthermore, teachers have also seen that having field trips are potent pedagogy which they prefer to use both more often and effectual. In addition, most teachers assumed to be capable of adapting their teaching to participate students in small group but much of it is passing worksheets after field trip. Excursions or field trips are used as the ground of oral communication.Therefore, many find that it is a convincing way to make sure that the students having field trip are extracting the data or information. In addition, students can also have interactive learning through asking questions and discussing it to the other students to understand the matter fully. However, discussions of students should be regulated because this may cause noise that will distract other students. It may also involve in a class discussion wherein after the field trip they can print ideas or what is the implication of what they conducted to them.Therefore, students’ best learn while hearing and discussing things, and field trips can provide the students’ need in learning. Studies have shown that obligating students in scientific exploration may have a difficulty in class. However, if students are brought out of the classroom, scientific exploration often appears naturally. Therefore, these students are tactual learners that learn best through manipulating things. Bringing students at a science center or in historical museum accompanied by a hands-on staff, children will probably be excited to learn from someone or something new rather than in printed books.Therefore, if field trips are eliminated, students that do not learn well in scientific exploration in the classroom may decline interest in a particular subject. Making field trip as a classroom extension is also an effective way. Tests and classrooms may not be effective for some children; field trips give every student at the same level. Students often ask the importance of topic they study i n class. However, if you will take them to places where your topic is related they will know what it’s like. Teachers assumed that tudents are highly benefited on field trips and most students wanted to go on field trip. For many teachers, the main focus why they want to take field trips are learning new experiences and giving students a real picture of what is available outside their school. Moreover, getting out of a classroom to learn is good for some students. They want to see the real world other than the classroom. Students often see a field trip a free day out of the classroom. However, students will likely have an educational experience that they never could have had in the classroom.Field trips are important way for students to perform skills they have learned into action. Field trips are only naive tasks, but they teach students a lot of beneficial things in life that they will be needed in their future workplace. However, the enthusiasm of the teachers for field tr ip varied from highly enthusiastic to disillusioned. Therefore, these issues should be addressed in schools. The most powerful memories are those we have experienced. In addition, learning in new environments can provide challenges for more individualize learning.The learning is experienced rather than taught. Therefore, field trips should not be removed in the school curriculum. References: 1. Equitable Participation Opportunities for Student on Field trips Louise Herrity(2005) 2. http://www. newfoundations. com/ETHICPROP/Herrity718F04. html 3. â€Å"In Pursuit of Equity: An Idea Whose Time Has Come. † IDRA Newsletter (San Antonio: Intercultural Development Research Association, September 1990). 4. http://www. griffinlearning. com/GriffinLearning/about-us. php 5. http://www. ehow. com/info_8065185_importance-field-trips. html

Social Structure and Lifestyles of the 1960’s Counterculture Essays

Social Structure and Lifestyles of the 1960’s Counterculture Essays Social Structure and Lifestyles of the 1960’s Counterculture Essay Social Structure and Lifestyles of the 1960’s Counterculture Essay The Vietnam War was indeed one of the more relevant precursors to the counterculture that have happened in the 1960’s. As the government of the United States declared their continuing pursuit in fighting the war in Vietnam, thousands of Americans, specially the college students were outraged by this decision and began to start anti-war protests and rallies that have initiated the counterculture at that time. According to Sayre (2007), the rallies against the war that is happening begun gradually in 1965 in Berkley, California and then there were numerous anti-war protests, strikes and demonstrations in many colleges and universities.urthermore, Sayre (2007) has further detailed that the defining moment of the countercultures in the 60’s happened when four student protestors were murdered by the Ohio National Guardsmen. This has sparked the rage of many students across the country were the once peaceful rallies turned into violent uprisings. After the last of the America n troops had left Vietnam, the anti-war protests soon died out eventually.The anti-war sentiments had sparked an alternative lifestyle that had become a part of the counterculture of the 60’s. According to Sayre (2007), the popular cultures that had risen in these times are the hippies, yippees, infatuation for organic food, civil rights movement, drugs and rock and roll music to name a few.Cultural influences of the lifestyle of that period are still evident in today’s society. We can still see the resemblance of the today’s younger generation to the counterculture of the 60’s with regards to the physical attributes, wants, preferences. The youth are still idealistic, persistent and willing to fight for what they think is the right decision to make.

Reading Comprehension Assessment and Lessons

Reading Comprehension Assessment and Lessons The ability to read is one of the most powerful tools teachers and parents can give students. Literacy is strongly correlated with future economic  and professional success. Illiteracy, on the other hand, exacts a steep price.  The National Center for Education Statistics notes that 43 percent  of adults with the lowest reading levels live in poverty, and according to the National Institute for Literacy, 70  percent of people on welfare have extremely low literacy. Furthermore, 72  percent of children of parents with low literacy will themselves have low literacy, and are more likely  to perform poorly in school and drop out.   Early and elementary education offers  a key opportunity to break this cycle of economic hardship. And while the mechanics of reading and writing are essential building blocks, reading comprehension allows students to move beyond decoding and into understanding and enjoyment. Understanding Reading Comprehension The easiest way to explain reading comprehension is to put a reader in the position of someone who is deciphering letters and words rather than comprehending (attaching meaning to) them. Try reading this: Fà ¦der ureà °u à °e eart on heofenumsi à °in nama gehalgodto-becume à °in ricegeweorà ¾e à °in willa on eorà °an swa swa on heofenum.Urne ge dà ¦ghwamlican hlaf syle us to-deagand forgyf us ure gyltasswa swa we forgifaà ¾ urum gyltendumane ne gelà ¦de à °u us on costnungeac alys us of yfle. Using your knowledge base of phonetic sounds, you might be able to â€Å"read† the text, but you would not understand what you’d just read. You most certainly would not recognize it as The Lord’s Prayer. What about the following sentence? Fox grape grey shoe on land title base. You may know each word and its meaning, but that doesnt give the sentence meaning. Reading comprehension involves three distinct components: processing text (sounding out the syllables to decode the words), understanding what was read, and making connections between the text and what you already know. Vocabulary Knowledge vs. Text Comprehension Vocabulary knowledge and text comprehension are two vital elements of reading comprehension. Vocabulary knowledge refers to understanding individual words. If a reader doesn’t understand the words he is reading, he won’t understand the text as a whole. Because vocabulary knowledge is essential to reading comprehension, children should  be exposed to a rich vocabulary and should always be learning new words. Parents and teachers can help by defining potentially unfamiliar words that students will encounter in texts and teaching students to use contextual clues to understand the meaning of new words. Text comprehension builds on vocabulary knowledge by allowing the reader to combine the meanings of the individual words to understand the overall text. If you’ve ever read a complicated legal document, a challenging book, or the previous example of a nonsensical sentence, you can understand the relationship between vocabulary knowledge and text comprehension. Understanding the meaning of most of the words does not necessarily translate into understanding the text as a whole. Text comprehension relies on the reader making connections with what hes reading. Reading Comprehension Example Most standardized tests include sections that assess reading comprehension. These assessments focus on identifying the main idea of a passage, understanding vocabulary in context, making inferences, and identifying the author’s purpose. A student might read a passage such as the following about dolphins. Dolphins are aquatic mammals (not fish) well-known for their intellect, gregarious nature, and acrobatic abilities. Like other mammals, they are warm-blooded, give birth to live young, feed their babies milk, and breathe air through their lungs. Dolphins have a streamlined body, a pronounced beak, and a blowhole. They swim by moving their tail up and down to propel themselves forward.A female dolphin is called a cow, a male is a bull, and the babies are calves. Dolphins are carnivores that eat marine life such as fish and squid. They have great eyesight and use this along with echolocation to move about in the ocean and locate and identify objects around them.Dolphins communicate with clicks and whistles. They develop their own personal whistle, which is distinct from other dolphins. Mother dolphins whistle to their babies frequently after birth so that the calves learn to recognize their mothers whistle. After reading the passage, students are asked to answer questions based on what they read to demonstrate their understanding of the passage. Young students might be expected to understand from the text that dolphins are mammals that live in the ocean. They eat fish and communicate with clicks and whistles. Older students might be asked to apply information gleaned from the passage to facts they already know. They could be asked to infer the meaning of the term carnivore from the text, identify what dolphins and cattle have in common (being identified as a cow, bull, or calf) or how a dolphin’s whistle is similar to a human fingerprint (each is distinct to the individual). Methods of Assessing Reading Comprehension There are several ways to evaluate a student’s reading comprehension skills. One method is to use a formal assessment, like the example above,  with reading passages followed by questions about the passage. Another method is to use informal assessments. Ask students to tell you about what they read or retell the story or event in their own words. Put students in discussion groups and listen to what they have to say about the book,  watching for areas of confusion and  students who are not participating. Ask students for a written response to the text, such as journaling, identifying their favorite scene, or listing the top 3 to 5 facts they learned from the text. Signs That a Student Is Not Able to Comprehend What Hes Reading One indicator that a student is struggling with reading comprehension is difficulty reading aloud. If a student struggles to recognize or sound out words when he’s reading orally, he’s likely encountering the same struggles when reading silently. Weak vocabulary is another indicator of poor reading comprehension. This is because students who struggle with text comprehension may have difficulting learning and incorporating new vocabulary. Finally, poor spelling and weak writing skills may be a signal that a student isn’t able to comprehend what he’s reading. Difficulty spelling may indicate problems remembering letter sounds, which means that the student is likely also having trouble processing text. How to Teach Effective Reading Comprehension It might seem as though reading comprehension skills develop naturally, but that’s because students gradually begin to internalize the techniques. Effective reading comprehension skills must be taught, but it’s not difficult to do. There are simple strategies to improve reading comprehension that parents and teachers can employ. The most important step is to ask questions before, during, and after reading. Ask students what they think the story is going to be about based on the title or cover. As you’re reading, ask students to summarize what they’ve read so far or predict what they think will happen next. After reading, ask students to summarize the story, identify the main idea, or highlight the most important facts or events. Next, help children make connections between what they’ve read and their experiences. Ask them what they would have done if they had been in the main character’s situation or if they’ve had a similar experience. Consider reading challenging texts aloud. Ideally, students will have their own copy of the book so that they can follow along. Reading aloud models good reading techniques and allows students to hear new vocabulary in context without disrupting the flow of the story. How Students Can Improve Reading Comprehension Skills There are also steps that students can take to improve their reading comprehension skills. The first, most basic step is to improve overall reading skills. Help students select books about topics that interest them and encourage them to  read at least 20 minutes each day. It’s okay if they want to start with books below their reading level. Doing so can help students focus on what they’re reading, rather than on decoding more challenging text, and improve their confidence. Next, encourage students to stop every so often and summarize what they’ve read, either mentally or aloud with a reading buddy. They may want to make notes or use a graphic organizer to  record their thoughts. Remind students to get  an overview of what they’ll be reading by first reading chapter titles and subheadings. Conversely, students can also benefit from skimming over the material after they’ve read it. Students should also take steps to improve their vocabulary. One way to do so without disrupting the flow of reading is to jot down unfamiliar words and look them up after they’ve finished their reading time.

Discussion Questions Week one Essay Example | Topics and Well Written Essays - 500 words

Discussion Questions Week one - Essay Example The trends in business or service sectors are changing in the current era of Globalization, Liberalization and Privatization. So it is essential for organizations to re-evaluate their strategies and do necessary modifications if required. The strategic management process include three stages; strategy formulation, implementation and evaluation. Strategic management always concentrates on the strategies of the organization. It is the duty of the other streams of management to successfully implement the strategies which is formulated by the top management. For example, if the top management locates any discrepancies in the marketing function of the organization, then they will definitely suggest some different strategies for the effective marketing. But it is the duty of the marketing team to implement the strategies successfully. Strategic management is the brain of an organization. It controls all other functions of the organization. Like nerves send information to brain and receive instruction from brain, all other management segments of the organization send information to the strategic management team and receive instructions from them. â€Å"Participatory management means that staff, not only the designated managers, have input and influence over the decisions that affect the organization. It is not the same as communal or co-operative management, where every staff member has the same weight in the decision making process.† (Phil Bartle, PhD, 2008) Participatory management often helps organizations solving difficult problems because of the collective efforts involved in the process. I know the story of an illiterate worker who guided his manager in an unfamiliar situation. Though the participatory management has its own merits decision making may not be that much easy and quick like in the case where a single person taking decisions. Because of difference in opinion in participatory management, all the issues

Reviewing the literature Essay Example | Topics and Well Written Essays - 1750 words

Reviewing the literature - Essay Example 5). The elderly, the malnourished, and those with acute illness are the most vulnerable (Moore and Cowman, 2010, p. 5). Pressure ulcers are a serious problem for older people because of pain, osteomyelitis, sepsis, and mortality that can be associated with the condition (Graumlich et al., 2003, p. 147). Up to 18% of the hospitalized can have pressure sores or ulcers (Moore and Cowman, 2010, p. 5). In nursing homes, a prevalence of 24% was reported (Graumlich et al., 2003, p. 147). Among surgical patients, the incidence of pressure ulcers can be as high as 12 to 45% (Armstrong et al., 2003, p. 647). Pressure sores or ulcers arise when pressure from lying or sitting on a particular body area result to tissue damage and oxygen deprivation to the affected area (Moore and Cowman, 2010, p. 5). Because of continuous pressure, tissues are depleted of blood flow, waste products are not removed from the wound and the wound fails to get oxygen and nutrient supply that are all necessary for heal ing (Moore and Cowman, 2010, p. 5). According to Graumlich et al. (2003, p. ... In the United States, Graumlich et al. (2001, p. 645) estimated that the cost of treatment for pressure ulcers exceeded US$1 billion annually. Heyneman et al. (2008, p. 1165) reported based on the study of Severens and others in 2002 that the cost of pressure ulcers is about 1% of the health care budget. Of course, prevention is the cornerstone of care for pressure ulcer (Heyneman et al., 2008, p. 1165). However, when pressure ulcers already took place, there are several modes of treatments available. One of them is repositioning (Moore and Cowman, 2010). Another mode of treatment involves the use of collagen (Graumlich et al., 2003). Still another treatment involves the use of phenytoin (Hollisaz et al., 2004). Finally, another way is through hydrocolloids (Hollisaz et al., 2004; Belmin et al., 2002; Heyneman et al., 2008; Graumlich et al., 2003; and Thomas, 2008). The modes of treatments enumerated do not exhaust the modes of treatments feasible or possible on pressure ulcers but w e focus on the use of hydrocolloids. Heyneman et al. (2008, p. 1165) reported that a wide range of treatment is available and the treatment methods can be subdivided into secondary prevention, topical products, surgical treatment and physiotherapy. The word â€Å"hydrocolloids† was coined in the 1960s in the development of mucoadhesives in the combination between carboxymethyl cellulose (CMC) with adhesives and tackifiers for treating mouth ulcers (Thomas, 2008, p. 602). Thomas (2008, p. 602) reported the term hydrocolloids was subsequently adopted to describe a new type of dressing based on the technology (Thomas, 2008, p. 602). The dressing technology identified as hydrocolloid, a hydrophilic gelable mass was applied in a

Law of Intellectual Property Essay Example | Topics and Well Written Essays - 2000 words

Law of Intellectual Property - Essay Example The First step is to carry out a search in the Trade Marks Registry data base at http://www.ipo.gov.uk/tmtext or European database at http://tmview.europa.eu/tmview/welcome.html for possible prior conflicting uses of Desir or similar words already registered. The search results are furnished in the annexure 1. Among the 37 items revealed in the search results were also â€Å"Desir† and similar sounding â€Å"Desire â€Å" and â€Å"Dezir† though under different classes. Out of 45 classes of items, perfume was not found. Class 1 was Chemicals. On further search for perfume, results showed that â€Å"perfume† fell under the Nice class 3. And the similar sounding â€Å"desire† has been registered in class Nice 3. The word â€Å"desir† has been registered under Nice class 30 which is for â€Å"foodstuffs†. The question is whether â€Å"desir† is registrable under the above circumstances. There are as many as five sections in the Trade Ma rks Act 1994 under which a trade mark can be refused to be registered. Relevant section for the present purpose is section 5 which states as follows. Section 5 (1) prohibits registration of a trade mark if an identical trade mark has been already registered as goods or service. Section 5 (2) (a) prohibits registration of a trade mark if a similar trade mark has been already registered. ... Section 5 (4) prohibits registration of a trade mark if it could not be registered by any rule of law such as â€Å"law of passing off†. The last section 6 however provides for registration of an already registered trade mark if the proprietor of the earlier trade mark gives his consent to the registration (Legislation.gov.uk, 1994, p. 11). In view of the above provisions, trade mark in the name of â€Å"Desir† may be refused since the name already falls under food stuffs. A similar or identical trademark can be refused as it would cause confusion and the public are likely to mistake it for food stuff. A perfume being mistaken for foodstuff could result in disastrous consequences. Even if the owner of the existing trade mark consents, the registry may in public interest ask the applicant to make changes in the word â€Å"desir† in order to avoid possible future complications. If at all, the applicant gets the approval of the name, olfactory description of the per fume needs to be clarified. The description sought to be registered is â€Å"spice with a touch of citrus lemon†. In this connection, the case law Eden SARL v Office for Harmonisation in the Internal Market ( Trade Marks and Designs ) (OHIM) (2005) says that it can be an absolute ground for refusal if olfactory description cannot be represented graphically as per article 7 (1) (a) of Regulation (EC) No 40/94. The article states that a trade mark if not visually perceivable should at least be capable of being graphically represented by way of clear, precise, easily accessible, intelligible, ,durable, and self contained images, line, and characters. The olfactory description â€Å"smell of ripe straw berries† of the applicant in the above case not has been