Demographics And Epidemiological Transition Health And Social Care Essay

Demographics And Epidemiological Transition Health And Social Care Essay Bangladesh is experiencing the third phase in demographic transition that has produced a big number of youthful population and increasing population of older population (Razzaque et al., 2010). At present, the population of Bangladesh is 152518015 million, where percentage of the 60+ elderly populations is more than 6.7 (BBS, 2010). The median age is 23.3. The life expectancy at birth is 70 years for the total population (Index Mundi, 2012). Epidemiologic transition generally refers to the shift from acute, infectious and deficiency diseases to chronic, non-communicable diseases (NCDs). This is usually reflected in the mortality and morbidity pattern. A study done at Matlab, a rural area of Bangladesh by Karar et al. (2006) found that in 20 years (1986-2006), there has been a massive alteration in mortality profile from acute infectious and parasitic diseases to NCDs, degenerative and chronic diseases. During this period there was great reduction in mortality due to diarrhea and dysentery and respiratory infections (except tuberculosis) and increase in mortality due to NCDs such as cardiovascular and cerebrovascular diseases and malignant neoplasms. It has been predicted further that the mortality due to NCDs will increase greatly in the next two decades whereas number of deaths due to communicable diseases will decrease. The reduction in the child and infant mortality was explained by improvement in maternal education, primary health care services, water and sanitation practice, use of oral rehydration solution and high immunization coverage. The rise in mortality due to NCDs was explained by possible change in diet and lifestyle (Karar et al., 2006) Due to demographic and epidemiologic transitions, elderly population has rapidly increased and so has their morbidity (Biswas et al.,2006). As Bangladesh is going through both epidemiologic and demographic transitions, there are being reductions in fertility and mortality rates that have resulted in increased life expectancy among the population. This means there are increase in older people in the population and increase in prominence of chronic conditions among these elderly. Chronic diseases usually accumulate with ageing and are presented as multiple morbidities. Multimorbidity in the same person refers to co-occuring of various harmful medical conditions. Khanam et al( 2011) found higher prevalence of multimorbidity among elderly (>60years old) in a rural place in Bangladesh called Matlab. It was around 53.8% among the study population. Arthritis and hypertension occurred the most commonly. Multi-morbidity was higher in women than men and in non-poorest (Not poorest. Socio-econo mic status was divided into two parts: poorest and non-poorest). The same study found that multimorbdity can also be affected by living and working environment, lifestyle pattern, socio-economic status, behavioral risk factors and gender. From the prevalence rate, one can estimate the real burden in the general rural population. It shows every elderly in the population is suffering from at least one chronic condition. This means the health sector of Bangladesh should be prepared to deal with the increasing NCD cases. Through improved diagnostic facilities and better referral system, NCD patients can be helped. Health policy should be updated accordingly to allocate bigger budget to facilitate health services for the elderly (Karar et al, 2009). Formal and informal care Study by Biswas et al. (2006) focused on strategies elderly people use to cope in case of illnesses. As perception of ill health and severity of illness varied from one elderly to another, this study revealed that elderly people avoided visiting a qualified doctor until severity of illness deteriorated because of the associated cost. Even in situations when these qualified doctors are consulted, there are rare follow up visits, again due to the financial barrier. Therefore, elderly people often prefer going to traditional healers (eg. Kobiraj). Huge trust is placed on this type of healers treatments. Often when these treatments bear no result, trust is not lost and the lack of result is often attributed to ill fate (Biswas et al., 2006). On the other hand, if the disease is assumed to be of low severity, self-care is practiced, that is home remedies are undertaken and drugs are bought over the counter at the drugstore by a family member. However decision making process comes into play if severity of the disease increases and is influenced by various factors such as decision about where to take the patient, who to go with the patient and how to manage money. Out of all these factors, the financial issue grabs the bigger priority. Usually a service provider that can ensure flexibility in the treatment cost and payment options is picked. Payment is done with the help of savings, loan from adult children, friends or relatives or sometimes NGO and selling of livestock and poultry (Biswas et al,2006).. In Bangladesh, elderly people depend largely on care provided by the family members. Its a common practice for family members to look after elderly persons. Sometimes even when theres a will, family members cannot take proper care of the elders due to financial constraints. Furthermore, adult children of that family often migrate somewhere else to find work, leaving the elderly behind. In urban areas, this scenario is worse. Along with the men of the family working, theres womens participation in labor force due to which the elderly are also neglected. (Jesmin Ingman, 2011). There is stigmatization of Older women who visit male doctors (who arent direct family members) due to which women stay back home even when they are ill and suffer even more. From the governments side there is meager amount of Old Age allowance and pension for the elderly. This amount hardly covers up treatment costs. There are institutional cares provided by the NGOs in different parts of Bangladesh. But this are being unable to meet the increasing demands of increasing number of the aged people (Hossain et al, 2006). We can see that modernization and urbanization results in migration of young adults and inclusion of women labour force. Elderly people are neglected. There is poor health care service for them. Financially they become weak. They begin to lose their functional ability with age and become dependent on others. But ageing is a natural process for which they are not responsible. Therefore its our duty to provide them with utmost care, respect and security. Ageing population and functional ability: When we talk about functional ability of elderly population, we mean if the elderly person is functionally able to perform daily tasks. We draw conclusions based on physical and cognitive incompetence. But we often neglect the context to which the person belongs. Its environmental and socio-cultural factors. Urban and rural areas vary highly in terms of these factors. There are also gender differences as to certain tasks performed by men and women are bound by social norms and generally dont overlap. Domestic work typically belongs to womens domain and public chores belong to men (Kabir et al., 2001). If we picture a rural context, we can understand how environment plays a role as a barrier to functional ability. Toilets are usually placed outside the home, at a distance and water source is far from toilet. An elderly person has to go a nearby pond or have someone carry the water to them (Ferdous et al., 2009b). Older women who visit male doctors (who arent direct family members) are stigmatized (Biswas et al.,2006). Therefore theres a tendency of women staying home and not seeking help. As a result, with time, they become more ill and functionally disable to perform daily activities. Studies have shown elderly women to have higher prevalence of illness then elderly men (Kalam et al., 2006). Studies done on nutritional status of elderly people have found nutrition to play a vital role in performing daily activities. Elders with poor nutritional status have more limitations in their physical function than elders who are well nourished. Good nutritional status has been associated with better cognitive function as well. (Ferdous et al., 2009a). As the elderly population is increasing in number, its our responsibility to see how they can achieve healthy ageing. There can be many suggestions like having high nutritious diet, improved infrastructure like building ramps in hospitals, treatment at early stage etc but whether these can or will be implemented is highly d ubious. Bangladesh is poverty stricken country and inspite of National Elderly Policy being present, its goals of protecting elderly are inactive (Unnayan Onneshan, 2011). Poverty is beyond our control but policy is something we can take care of. Policies incorporating elderly issues should be implemented and our approaches towards the ageing population should be in such a way that this population is benefited, secured and meets demand of basic needs. The Prevention of Diabetes, Bangladesh Program from life course perspective In the developing countries, there is a growing concern and awareness of the increasing incidence of Non Communicable Diseases (NCDs) (Darton-Hill et al., 2004). More than 40% of all people with diabetes in least developed countries live in Bangladesh (Novonordisk, 2012). Type 2 Diabetes Mellitus (T2DM) is highly preventable and its occurrence can be delayed. The main focus of prevention of this disease is mostly on modification of lifestyle patterns of adults. Behavior such as unhealthy diets and lack of physical activity particularly receives high attention. But there is huge evidence now that supports the fact that a lot of the risks associated to T2DM arise during fetal stages of life. At this stage, these factors are characterized by maternals nutritional status, presence or absence of diabetes and fetal and post-natal environment. This indicates that disease process advances throughout life course. There are also evidences showing that these risks begin during fetal stage and p rogresses till old age (Darton-Hill et al., 2004). A study on genetic changes has revealed high chances of diabetes being activated in the womb. As environmental, genetic and biological factors can be passed from generation to generation, a life course approach is therefore critical to lessen this intergenerational transmission of diabetes. (IDF, 2011a). The primary prevention of diabetes, Bangladesh is a program by the World Diabetes Foundation, partnering with Diabetes Association of Bangladesh (DAB). The program ran for 4 years 10 months (January 2007-October 2011).The objective of the program was to  define and pilot strategies for lifestyle intervention in the primary prevention of diabetes in Bangladesh and to develop guidelines for a long term National Diabetes Prevention Programme (http://www.worlddiabetesfoundation.org/composite-1144.htm). The program will be elaborately discussed from a life course perspective in the following sections. The main focus of this program was on lifestyle interventions. They produced six leaflets that described steps of prevention of diabetes at different levels of society. The levels targeted were individual, family and friend, social/cast level, health service provider, employer and media. Messages about risk factors of diabetes were recorded and used during training sessions. Folk singers, school teachers and religious leaders were involved in delivering messages. Doctors, community counselors, employees and employers were trained in diabetes awareness and lifestyle interventions. Around 87 students took part in diabetes educator program (where the students got trained on educating others about diabetes and the associated life style interventions). All these activities suggest that the focus has been on adults. Though it has not been mentioned which risk factors this program considered, but hoping they have included the three most common behavioral risk factors such as obesity, lack o f physical activities and smoking. Numerous studies have shown these risk factors to be associated with type 2 diabetes. From Fig. 1 (Annex) it can be seen that in adult life, the risk is the risk that accumulates from fetal life, infancy and childhood, adolescence. This accumulated risk is a cumulative risk, which means the consequences are even getter and detrimental. The figure also shows that the risk actually begins before conception of the life. Therefore, interventions should be focused on mothers planning to conceive, alongside focusing on every stage of the life of a person from fetal to adult. This program has not focused on pregnant mothers, let alone pre-conception stage. For preconception phase, the women could be educated that pregnancy can act as a risk factor for the development of diabetes. They could be advocated to take balanced nutrition and refrain from smoking. They could also help their partners to stop smoking. In pregnancy phase, there could be intervention regarding uptake of appropriate nutrition. There could be intervention regarding management of gestational diabetes to lessen the transference of T2DM to the fetus. Mothers with gestational diabetes and the ones with child of low birth weight could also be suggested to have follow-up check-ups (IDF, 2011b) There were no interventions for infancy and childhood period in this program as well. As part of this program, exclusive breastfeeding could be promoted for the first six months. Mothers could be educated and supported on appropriate nutrition for their infants. For school going children, exercise and healthy eating could be promoted (IDF, 2011b). This program also didnt incorporate interventions targeting the adolescence. Adolescents are important group of people who practice unhealthy eating, physical inactivity and lead a sedentary life style. Smoking among adolescents is very popular among Bangladesh. They also should have been a target of this prevention program. Studies have shown that the age of onset of diabetes has shifted from working age group to adolescents. Therefore more women that belong to reproductive age group are having diabetes and their pregnancies are being complicated by diabetes (International Diabetes Federation, 2011b). Therefore lifestyle interventions shou ld have been applied to this population. Healthy diets and awareness about smoking could be promoted at schools and through educational programs. Alongside anti-smoking programs, awareness regarding illicit drug use and alcohol could be built up as well. Adolescents could be well informed about the consequences of consuming alcohol. To combat drug use, children and adolescents could be informed about the physical, psychological and social effects of using drugs. Both adolescents and adults could be taught ways to build confidence and self esteem, which can empower them to say no to drugs (WHO, 1999). At every stage of life, there could be strong emphasis on physical activity. Lack of it, along with other factors, can predispose an individual to T2DM. It has also been shown to reduce gestational diabetes (Dornhorst et al., 1998). The program could encourage physical exercise in children by accommodating it in the school curricula and family activities. Also supportive environments could be helped to be built for all ages to engage in physical activity. Some life course factors such as socio-economic cannot be changed. Behavioral risk factors can be changed. This program should have aimed at all the stages of life course model to be able to cover wider population and reach greater success in preventing diabetes.

Advantages and Disadvantages of Childrens Use of Internet

Advantages and Disadvantages of Childrens Use of Internet Today children know how to use the internet, cell phone and know how to play video games. Technology is getting more advanced and children are becoming smarter. Childrens curiosity makes them want to know about everything, which is a good thing because this shows that children want to learn more with modern technology because it becomes natural to learn and understand easily. Childhood is about exploring and the internet changes the children’s learning and communication. From reading How Technology Makes Kids Smarterby Julie Ann, research has shown that children with access to computers early are more confident compared to the ones that used technology at a later age. The internet helps students work outside of their school and interact with others. It is important for students to have socializing skills because it helps them be more outgoing (Ann). It is important for children to spend time with their friends and family because when they need a job, they need to learn to talk professionally, but they won’t know how. The internet can help, but it’s better to be opened minded and use the internet for a good cause. The internet is a fun environment, but it depends on how you use it because being smart and socialized is important as you get older. The internet offers fast communication, for example, emails, chat services and social networking sites like Facebook, Twitter, and more. The networking sites offer socializing, but it shouldnt be necessary that people and children use the internet for socializing purposes only. Communicating through electronics continue to expand and it makes opportunities for the future.The internet is everywhere and everything is done online, for example, shopping or finding information. Many children are offering help to the elders on how to use the internet. After understanding how to use the internet, information on anything they need can be found. It is easy to access information and that has made this generation smarter than the children from the previous generations(Are Social Networking Sites Good for Our Society?). The internet is never-ending and is available 24/7. All data are available and it is well structured to make it easy to understand, which satisfies the child’s desire for knowledge without a teacher. Research studies have shown that children who use the internet are smarter and sociable compared to those who don’t use internet services. Technology has developed gradually since the last generation. Children are encouraged to use the internet for research because they understand it better and they can find detailed information on any topic. When they figure out how to use the search tools on the internet, they will be able to increase their knowledge on anything they want or need. Children today evolve fast and they are smarter than the children of the same age in the last generation and I believe that the internet is the cause of this. Computer are the best way to study because they are full of information and it is convenient for students (Ann). The internet has everything the children need to know, for example, homework, tutoring, educational videos, how-to videos and instructions on things that are difficult for us. The internet has everything that children need to know for education. If children didn’t understand something in class, they can look it up on Google. There are many reliable sites that help children learn and prepare them for tests, for example, Khanacademy.org, which is a popular website for world-class education for anyone. At school, teachers recommend students to look over specific sites to learn from. This shows that children are becoming smarter because of the internet because the internet can help with education and to help children learn what is happening around the world. All school have a computer system that is used as a research device. The internet can answer questions for curiou s children, and they can search it easily. Teachers encourage students to use reliable online sources to find information on topics. Many teachers also post online lessons that students can access during any time which is a new learning tool that was not used in previous generations. There are many children who are bored in school and do not work feel sophisticated or have an inspiration. From Five Positive Effects of Technology on Education William McCoy, children who use the internet have cognitive abilities, for example, logical problem solving. The internet has information that improves childrens learning, their knowledge and also their verbal skills. Positive effects technology has on education is by using it for research, globalization and being exposed to educational games. Many students replace their printed books with their laptop and download e-books, use the internet for research on topics they want to learn. The internetprovides knowledge, opportunities and it is a network to millions of businesses and schools. Th e internet has made a great effect on the youth by increasing their knowledge (McCoy). Personally I have learned a lot from the internet and gaining knowledge from the internet depends on the childs personality and the way they function. Some are idle and use it for sexual content while some kids would use it for learning and fun sites. It depends on the child and the parents should know their child and fix them if he/she has a problem. The children that use the internet for unimportant reasons shouldn’t ruin it for others by making the parents see only the negative part of the internet. The internet has everything and it is so much easier to find information now. It is simpler to find information and it is made faster and more convenient. From reading Its fun, but does it make you smarter? by Erica Packard, she explains how the internet is used by children every day and when researchers recorded the childrens internet use, results showed that they had higher reading test scores compared to the children who didnt use the internet. Online reading is different from traditional reading by giving children confidence and being able to get help themselves. Packard explains the difference between internet and traditional academics by saying Whats unique about the Internet as compared with traditional ways of developing academic performance skills is that its more of a fun environment. Its a play tool. You can learn without any pain. Beneficial academic outcomes may just be a coincidental effect of having a good time. (Packard). This shows that you can learn a lot from using internet information. The opposing side is that children are not smarter or more socialized because of the internet. Information is out and parents worry that it is not a safe learning environment because there are blogs full of opinions and misinformation. Instead of children doing homework on a sheet of paper, they just Google the questions for the answer. The internet is nothing but an aid for those who cannot answer questions for themselves. The internet causes laziness and it hasn’t made children smarter. The Internet provides knowledge, but children are usually playing video games instead. Even though the internet provides knowledge, doesnt mean that people will use it. The internet gives children the chance to learn certain subjects that is free and easy to access, but they don’t use it. Being lazy is not smart and the internet doesn’t give a whole information, but basic knowledge. Children become more dependent on the internet. Being smarter is not about learning information, it is the ability to face different challenges in different situations, which the internet is doing the opposite because it gives children an easy way to solve their problems. Children have become dependent on it which makes them slow and mindless. The internet has too many distraction and time is being wasted (Bator). Children have easier access to knowledge but they are not retaining information because they feel as if it is not relevant to them. Having an easy access to get answer for any question they have leaves them lazy and lack of creativity by taking someone elses answer instead of making their own determinations. Having more information does not mean being smarter. Even though the internet has a great amount of information, it doesn’t mean that the children are smarter because of it. There are a lot of opportunities to waste time and chances to learn. There are risks from socializing with strangers and criminals and the internet is responsible for changing the behavior of children, especially in the way they react and respond to their environment. Like television, the internet influences character of children. Another opposing view is that children learn depends on how they use the internet. Many children are addicted to their electronic devices than playing outside and meeting people. There are also kids hanging out with each other, but they are on their phones texting instead of talking to each other. Children also become angry if they are going through a withdrawal from technology (Woollaston). The internet is expanding and children should learn how to benefit from it. In this generation, young children already know how to use and understand the internet. It increases their learning experiences by using what were not accessible to the previous generations. Children should be encouraged to use the internet because it teaches us self-directed learning, online reading and comprehension skills. Children are smarter because of the internet and they understand it at a young age. The internet is everywhere and there is a quick adaptation to its use, for example, a two year old can take a cellphone and access the internet or get on a computer and play an online game. When technology becomes more advanced, children become smarter because their curiosity makes them search for information and understand topics. Developing online reading and comprehension skills is important because the internet is a part of our lives, and it will keep growing (Leu). Self-directed learning is when an i ndividual manages their own learning activities by finding information about anything they want to learn more about online. When a student needs a lesson they learned in class clarified, they can use the internet because it has everything they need to know.

Organic Anion Transporters Essay -- Biology

The main location of the protein organic anion transporter 3 is in the kidney and the function of the kidney is to get toxins, usually in the form of organic anions, or even medications out of the body. In order to separate and transport these toxins through the blood to the kidney, specific proteins called organic anion transporters (OAT) exist. The sole function of these proteins is to bind to these molecules and take them to the kidney where they can be separated from the blood and excreted. The way these proteins work is that they have a highly specific active site (or binding site) which has unique properties that make it prone to attaching to various organic anions. To better understand the role of OAT 3, a specific OAT protein which is present in the choroid plexus (spinal fluid) and the kidney, an experiment was conducted in which this protein was removed from rats by replacing the DNA code for OAT 3 with a similar, but not functional code. These OAT 3 knockout rats showed an inability to transport certain organic anions including toxins, hormones, and drugs. Methods Procedures: 1. Isolation of the OAT3 Gene 2. Analysis of changes in tissues of the wild type and OAT3 type 3. Northern Analysis 4. RT-PCR 5. Methods of Measuring Transport 6. Confocal Fluorescence Microscopy 1. Isolation of OAT3 gene: The strategy used here was a deletion of exon 3. An exon is a portion of a DNA molecule that codes for part of a polypeptide, which gets expressed. So the deletion of this particular exon caused a frame-shift mutation and a premature stop codon to be brought in. This just means that the messenger RNA (mRNA) that is transcribed from the gene gets translated normally until the ribosome co... ...family will allow humans to further expand the effectiveness of drug treatment. First, if the organic anion transport system could be blocked, certain medicines then would stay in the system longer that would otherwise have been excreted. This would allow for more effective and shorter treatment. Second, not everyone has the same amount of organic anion transporters in their system, thus by genotyping a patient and discovering the amount of the transporters present in the individual, a personalized drug regiment could be devised , making it more effective for the individual. Third, by identifying the anion transported by each OAT (OAT 1-4), certain toxins could be transported out of the system much faster and prevent less damage of certain toxins to the system. By altering the amounts of the OAT family present doctors could speed up the recovery process.

Glory :: essays research papers

Black soldiers were among the bravest of those fighting in the Civil War. Both free Blacks in the Union army and escaped slaves from the South rushed to fight for their freedom and they fought with distinction in many major Civil War battles. Many whites thought Blacks could not be soldiers. They were slaves. They were inferior. Many thought that if Blacks could fight in the war it would make them equal to whites and prove the theory of slavery was wrong. Even though Black soldiers had to face much discrimination during the Civil War, they were willing to fight to the death for their freedom. In the movie â€Å"Gloryâ€Å" the director focused on the African Americans in the north that fought in the 54th regiment led by Colonel Robert Gould Shaw. During the time of the Civil War, the African Americans that fought in the 54th regiment were often treated unfairly but there were always nice people that backed them up.   Ã‚  Ã‚  Ã‚  Ã‚  During the Civil War, there were people who were extremely prejudiced against the 54th regiment because the soldiers were all different colored skin and the people where used to the idea that different color skinned people worked as slaves. In â€Å"Glory,â€Å" Colonel Montgomery, the Sargent that trained and prepared them for war, and the colonel that was in charge of distributing necessities, served as the people who discriminated the African American soldiers. When he was teaching the soldiers how to march, some of them couldn’t tell the difference between left and right. He acted as if all African Americans were uneducated and they were hopeless to teach. Shoes were an essential part of training. Many of the African American soldiers didn‘t even have decent shoes when they enrolled for the war. Naturally, after all the training, their shoes wore down. If the 54th regiment were composed of white soldiers, the department that passed out shoes wou ld already have prepared extra shoes for them. But since the 54th regiment was composed of all African Americans, the regiment was discriminated and there were no extra shoes for them. The other white generals thought the 54th regiment would never go on a battlefield and even if they did, they probably would all die. Therefore there were no extra resources for them. Another fact that there were some racist sentiments was that the African American soldiers only got a $10 pay while the white soldiers got $13.

Outsourcing IT Jobs: Pros And Cons Essay -- Outsourcing Globalization

Outsourcing IT Jobs: Pros and Cons In 1973, a monumental shift was prevailing where U.S. companies were sending low skilled jobs within the manufacturing industry to offshore countries to reduce labor cost while maximizing profits. The effect of the jobless manufacturing work force was a shift of those laborers to focus on and perfect the service industry of what it is today (Koch 1). During the high tech recessions of the late 1990s and a nominal expansion of the present time, the Information Technology industry, an industry which through continuous innovations enabled the companies and corporations of America to become more efficient and productive, is also facing the outsourcing similarity with manufacturing. While outsourcing manufacturing jobs offshore requires movement of raw materials and building new factories, Information Technology jobs could be outsourced much quicker than manufacturing jobs, as the majority of its roles and responsibilities are mobile. Overseas outsourcing of IT jobs has quickly become a controversial national issue. Outsourcing involves far more complicated advantages and disadvantages than the debaters on either side are willing to admit (Weidenbaum). Outsourcing can help a company operate in an increasingly competitive global marketplace. Outsourcing can enable a business to provide 24/7 coverage, especially for consumers who need around-the-clock support (Weidenbaum). In the next several paragraphs, I will discuss from a microeconomic level the actions that my employer implemented to take advantage of globalizing the work force to reduce costs, the issues my organization is facing with offshore efforts on the other hand, and then the cost associated with this trend towards macroeconomic wi... ...el to the U.S. macroeconomic perspective. Therefore, in the best interest of the American economy, political influences should intervene by either providing corporate tax breaks to offset the labor cost or slow the off shoring efforts by making U.S. companies aware of all the complications that go along with outsourcing Information Technology jobs overseas. Works Cited Goodwin, Bill. â€Å"Outsourcing users taken by surprised†. Computer Weekly. (2006): 4. Koch, Christopher. â€Å"Back Lash.† CIO Magazine. (2003): 1 – 3. http://www.cio.com/archive/090103/backlash.html Koch, Chris. â€Å"What CIOs Can Do.† CIO Magazine. (2003): 1. Terry, Rory L. â€Å"Answers on Outsourcing.† CNN Money Magazine. (2004): 1 – 3. Weidenbaum, Murray. â€Å"Outsourcing: Pros and Cons†. Executives Speeches (2004): 31 - 35 http://www.cio.com/archive/090103/backlash_sidebar_2.html

Child Deve

Observation: Physical (fine Motor) Time: 12:30-3:00 Date: 5/12/12 |Time |Actions |Social group |Language |Task | |12:30 |T. C is sitting at table making a jigsaw picking up|T. C , C1,C2,C3,C4,C5 |T. C>C1 –you help me |Making Jigsaw | | |pieces using pincer grasp | |C1>T.C –Yeah | | | | | |C4>T. C – Me too | | |1: 00 |T. C eats dinner with spoon |T. C , G |none |Eating dinner | |1:30 |T. C helps draw head holding pencil using pincer |T. C , C1 |T.C > C1, C1- Look, Look |Drawing picture | | |grasp |T. C , C2 |C1> T. C –That’s lovely | | |1:45 -2:00 |T. C builds a tower with another child |T. C –C1 |T. C> C1 want to help |Free-play | | | | |C1>T.C -yup | | |2:15 |T. C helps change the page of book using pincer |T. C>G |Read That One |Story-time | | |grasp |T. C>A | | | |2:30 |T. C has Book of her own reading it and is changing|T.C, C1, C2, C3,C4,C5 |None |Storey-time | | |pages using her pincer grasp | | | | |3:00 |T. C picks her coats and z ips it up using pincer |T. C > A |T. C> A- Bye |Home-time | | |grasp | | | |Personal learning: †¢ Whilst doing this observation on T. C I learned how amazing it is that at such a young age a child can hold a pencil and attempt to draw with it. †¢ Also in this observation I learned that the more free-play that children get the more they develop their skills †¢ I also learned that at such a young age of two that a child with some help from another child can put together a jigsaw without adults help. Summary: TC shows in this observation that she can use her pincer grasp very well as she is making jigsaws and is using a pencil.TC also shows that she can use her gramer grasp when she feeds herself with the spoon. Recommendations for T. C: I would recommend that the creche could ask T. C to build something with the blocks or they could ask T. C to try drawing something on her own to challenge her so she can develop more. Reference: Flood, E. (2010). Child Development for students in Ireland. Dublin: Gill&Macmillian Physical development: Checklist – gross Motor. Date: 23/11/12 Time: 11:00- 11:30 |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along | | |Not in observation |23/11 | |with the feet | | | | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along | | |Not in observation |23/11 | |with feet. | | | | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting to get a better understanding of her physical development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body.In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the nor ms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development.According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age that children have good physical strength eg. TC could push the younger child around in the toy car I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C: †¢ I would recommend that the creche get more Toys in the creche so TC can develop her skills on other things. †¢ I would also recommend that the creche encourages TC more to play with other children. References: Flood. E (2010). Child development for students in Ireland. Dublin: Gill&Macmillian. Piaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Intellectual development. Observation: narrative. Date: 16/11/12 Time: 11;11:10 T.C is sitting on the couch at the corner with two baby born dolls on her knees; TC is pretending that t he baby born dolls are talking to each other saying â€Å"do you want to play† TC is laughing away to herself and is pretending that the babies are laughing with her. TC keeps playing with the dolls, laughing pretending that the dolls are her own children. TC has just named the babies â€Å"Megan and Rachel† (which are the children on front of her) TC is now sitting on the ground with the one of the babies up at her shoulder saying† Its Ok†. Adults goes over to TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†. TC laughs at adult saying this and says â€Å"Rachel is ok now† and laughs.TC then puts down the Babies and walks over to the picture board and says â€Å"that’s me† and points to the picture of her on the wall. TC then points to another picture and says to adult â€Å"there is Luke and Lauren†. Adult replies â€Å"Yes it is†. TC then goes over to Luke and Lauren and says and points at wall and says â€Å"that’s you Luke and that is you Lauren. † The Door bell then rings and TC looks at door and shouts â€Å"Mammy† TC looks at adults and Says â€Å"That mammy† Adults Replies â€Å"no that’s Lukes mammy†. TC then says â€Å"silly Me† and TC then shouts over to Luke â€Å"Luke Mammy here†. TC Then Goes back over to the Corner and picks up baby born again. End Of observation. Evaluation:The aim of this observation was to observe TC a two year old girl while she was in the creche setting to get a better understanding of her intellectual development. I feel that I have achieved this aim very well and that generally TC is meeting hers norms of development in terms of her intellectual development. In this observation TC shows empathy for the baby born when â₠¬Å"Rachel† is crying. TC shows affection here when she lifts her up and puts her head on her holder. According to Flood(2010) at this age this is what TC should be doing. TC also shows that she is meeting her norms of intellectual development when she goes over to the pictures on the wall and recognizes herself, Lauren and Luke in the photos. According to Flood (2010) these are the norms she should be reaching.According to Piaget A child at the age of 2 â€Å"is at the per-operational stage and assumes that everyone and everything is like them. Therefore they think everything feels pain and has emotions like them. Tc shows this when she thinks that â€Å"rachel† is crying and is hurt. Summary: This observation shows that Tc is meeting all her norms for her age. Recommendations for TC: †¢ I would recommend that the creche encourages TC to play with other children and to get her interacting with other children so that she is not playing on her own. †¢ I would a lso recommend that the Adults interacts more with TC if they can so that other children will come over and play with her. Personal learning: †¢ I learned that a child at this age can sense emotions and can comfort people who are upset. I also learned that children of this age can are in a little world of their own and just keep themselves amused by talking to themselves †¢ I also learned that children can remember and recognize different people that they might see in a picture. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillianPiaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Language development – precoded (playing play dough) date: 23/11 Time: 20:00-2:10 |Keys |TC(target child C(Child C1(Child 1 A(Adult 1 | |TC(C |This yours? TC doesn’t get an answer of C) | |TC(A |Harry here | |TC(A |Can I play with harry? | |A(TC |Yes | |A(TC |Do you want me t o break that up? | |TC(A |yea | |A(TC |What you making | |TC(A |It for mammy | |A(TC |Good girl | |TC(A |Harry going to sit here |TC(A |There Harry (do-do) | |C1(TC |What you making | |C(C1 |Think she making pancakes | |C(TC |Is it pancakes | |TC(C |I need that | |C(TC |Ok | |C(TC |Shhh† A† on the phone | |TC(C |OK | |TC(C |I need that | |C(TC |Here | |TC(C |Thank you | |C(TC |You’re welcome. | End of observations. Child Initials: TC Age: 2 Sex: female Date: 3/12 time: 10:55-11:03 Setting: creche Observation: social development Min |Activity |Language record |Task |Social | |1 |Sitting in a circle sing singing |TC(adult – do ring-a-ring-a-Rosie |Group time |Group | | |nursery rhymes | | | | |2 |Sitting in a circle sing singing |A(TC ready |Group time |Group | | |nursery rhymes | | | | |3 |Sitting in a circle sing singing |A-TC-1, 2,3,4,5 Once I got a fish alive†¦ Group time |Group | | |nursery rhymes | | | | |4 |Sitting in a circle sing sin ging |Singing songs with group |Group time |Group | | |nursery rhymes | | | | |5 |Sitting in a circle sing singing |A(TC –ready |Group time |Group | | |nursery rhymes |TC nods head | | | |6 |Sitting in a circle sing singing |TC singing row-row |Group time |Group | | |nursery rhymes | | | | |7 |Sitting in circle singing santy |A(TC –what you want to sing? |Group time |Group | | |coming to town |TC- santy | | | |8 |Break |TC(G – Its break time |Group time |Group | Evaluation: The Aim of this observation was to observe TC, a two year old girl every minute for eight minutes while she was doing group time in a creche setting.I carried out this observation to get a better understanding of her social development. I feel that I have achieved this aim very well and that TC is meeting her norms of development with her social development. In this Observation we see that TC is meeting her norms when she responds to the adult when she is asked what she wants to sing, she al so shows that she is meeting her norms when she joins in when an adult sings, so according to flood (2010) as she is doing this she is meeting her norms of development. She is also meeting her norms when she says â€Å"its break time† as according to flood (2010) children at the age of two will ask for food.In this observation these are the only parts of the norms of development in social skills that we could observe, so we don’t know if she has developed any of the other norms as we can not assume she can do these things we have to see a if she is interacting with the group better. Summary: This observation shows that Tc is meeting most of her norms for her age. But I couldnt prove she is meeting them all. Observation: Emotional Development Event sample. Date: 10/12/12 Observation begins: 9:30 observation finished: 2: 30 |No |Time/date/place |Description of incident |Adult involvement |Provoked/un-provoked | |1 |9:00, 10/12 on couches in corner |TC takes toy of child 1.Child |Adult takes toy of TC and says |Un-provoked | | |of room |1 gets upset and cries |â€Å" C1 had that first† and hands | | | | | |toy back to C1 | | |2 |11:00 10/12 preschool room |TC is playing on mat, TC takes |Adult asks TC to give C1 back |Un-provoked | | | |toy of child 1 and wont give it|the toy by saying â€Å" can C1 have| | | | |back |her toy back please† | |3 |11:30 10/12 tables in preschool |TC is at tables doing puzzles, |Adults says to C1 â€Å" give that |Provoked | | |room |child 1 takes a piece of TC’s |piece back to TC that’s for her| | | | |puzzle and TC gets upset |jigsaw† | | |4 |1:00 10/12 table in preschool |TC is having dinner and child 1|Adult asks C1 to stop â€Å"tipping†|Provoked | | |room |is annoying her by tipping her |TC | | | | |on her arm. TC says â€Å"stop† | | | |5 |1:30 10/12 Library space |Child 1 takes book of TC and TC|Adult Asks C1 â€Å"to give her back|Provoked | | |preschool room. | turns to wall and starts |the book† and gives book back | | | | |crying. to TC | | |6 |2:00 10/12 library space |TC then grabs book of child 1 |Adults Takes Book back of TC |Un-provoked | | |preschool room |and wont give book back |and hands to C1 | | |7 |2:30 story-time mat preschool |Child 1 pushes TC out of way so|Adults tells C1 to say â€Å"sorry |provoked | | |room |that she can sit at the front |to Tc† | | | | |of mat. | | | Evaluation: The aim of this observation was to observe TC, a 2 year old girl while she was in the creche setting to get a better understanding of her emotional development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development in terms of her emotional development.This observation shows that TC is meeting her norms of development as she shows extreme behavioral changes as she takes toys of other children but gets upset when children take things off her. According to flood (2010) this is the w ay a child at the age of two will carry on. This observation also shows that according to flood (2010) a child at the age of two have little concept of sharing this is why TC took the toy off the other child. Flood(2010) also says that children at the age of two doesn’t understand teasing this is why TC gets upset and mad when child 1 is tipping her whilst TC is having her dinner. According to bruner at child at 2 Should be able to â€Å"able to eat with a spoon and fork† TC shows she can do this. Personal Learning: I learned when doing this observation that you have to let children misbehavior for them to learn †¢ I also learned that children shouldn’t be put near another child that may upset or cause conflict with them. †¢ I also learned that you can sort out conflict that happens between children easily and as soon as it occurs. Recommendations for TC: I would recommend that the adults keep TC away from C1 if they keep getting into situations were t hey are annoying eachother. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian |Keys |TC – target child, A- adult G-group C- other child | |A(TC |Are uses ready? |G(A |Yes | |TC(A |What that (TC points to glue) | |A(TC |That’s glue | |TC(A |can we use that | |A(TC |yes one minute | |TC(G |Were using glue | |C(TC |Cool what you making | |TC(C |Lambs | |TC(C |What you making | |C(TC |Butterflies | |TC(C |Cool | |TC(G |Look at mine (TC holds up lamb) | |A(TC |That’s lovely | |TC(A |Thanks | |TC(C |I like yours | |C(T.C |I like that colour | |TC(C |Thanks | |TC(C |Luke what you making | |C(TC |Lamb like you | |TC(C |NAP (snap) | |A(G |Use having fun? | |G(A |Yeah | |TC(A |Can I make a butterfly now? |A(TC |Yes course you can | |TC(C |I making butterfly like you | |C(TC |We can be the same | |TC(C |Sure mines pink | |A(TC |When you finish your butterfly we are cleaning up ok | |TC(A |Oktaa | |TC(G |We Have to finish up soon | |G(A |nooooo | |A(G |Its break-time | |TC(A |Can we do it again | |A(TC |Yea later | |A(G |We have to clean up now. end of observation) | Language Development: date: 25/2/13 time: 11:00-11:10 Evaluation: The aim of this observation was to observe TC, A 2 Year old child for 10 minutes in a creche whilst she was taking part in a group activity to get a better understanding of the development of her language from the last time I observed her. I feel that TC has progressed in term of her language skills as she now talking clearer and is using more vocabulary As According to Flood (2010 a child at the age of 2 â€Å"uses 200 or more words. † Flood(2010) also claims that a child at the age of 2 â€Å"constantly pointing out an asking the names of people and objects.TC shows that she is meeting this norm when she asks the adult what the glue is. This also shows that TC has progressed since she was last observed as in the last observation she wasn’t aski ng much questions at all. According to Piaget † the vocabulary of a child is expanded and developed during this as they change from babies to toddlers† Tc shows that she has developed since the last observation as she is having a better conversation in this observation then she was in the last one. According to bowler a child at 2 should â€Å"let people know what they want using words†. TC shows this when she asks adult can she make a butterfly. Personal learning: From doing this observation I learned that children can progress and are always progressing as TC progressed since the last time I observed her. Recommendation for TC: I would recommend that the creche get TC to do more activities like this as in this activity TC was doing lots of interaction with the other children. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educ ational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. Physical development: Checklist – gross Motor.Date:25 /2/13 Time: 11:00- 11:30 | |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along |( | |TC is playing in the cars with |23/11 | |with the feet | | |the other children in yard. | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto ra ils with | | | | | |both hands going up. | | |Steers tricycle pushing along |( | |TC is playing in the cars in |23/11 | |with feet. | | |yard. | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation:The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting doing an outdoor activity to get a better understanding of her physical development to see if she has developed since I last observed her. I feel that I have achieved this aim very well as TC is now meeting all her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard.TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of develop ment in her gross motor skills as she carried out the tasks I set out for her to her full potential.TC Also shows that she is meeting her norms as she shows that she can Rides a trike, pushing it along with the feet as according to flood(2010) she should be doing this at the age of 2 Years also TC shows that she is meeting her norms as she shows that she can Steer a tricycle pushing along with feet. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age those children have good physical strength eg. TC could push the younger child around in the toy car †¢ I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. CI Recommend that the creche do more outdoor activities with them so that TC can ke ep developing her norms. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Social development: flow chart- narrative Date:25/2/13 Time: 9:00-12:00 TC entered the creche and went straight over to the table to get toast and juice. TC sat down beside another child and said â€Å"hi† she then turned around to the adult and said â€Å"can I have some toast† The adult replyed â€Å"yes† and handed Tc some Toast. After her toast TC went over to the library counter and sat alongside another child and read a book. TC and the other child were reading the book aloud and swapping book after they had each book read.After the library counter TC went over to the home corner with two other children and pretending to cook them lunch at the kitchen asking â€Å"what would you like for lunch† TC then told the children that this is what her mammy uses to make her dinner. After this TC went over onto the mat and sang nursery rhy mes with all the other children and held hands when going around in the circle. TC then went back over to the table where she was going to have her break and asked the adult could she sit beside Lauren and luke. The adult said she could so she said beside them. TC then asked could she be the helper to give the children out there lunches and the adult let her. TC then went around giving all the children their lunches and talking to them.After Break TC went and got her coat on as she was going outside to do and outdoor activity TC stood in the line beside Lauren holding her hand singing â€Å"if your happy and you know it† song. TC then went outside with the other children and stood against the wall watching the adult demonstrating the activity. TC then got in a line behind the other children and waited her turn to do activity. After Activity was done TC went back inside as all the children were and went over and took a sit beside another child as they were making mother days c ards TC asked all the children † what colours they were using† after the activity as done it was TC home time so she got up of her chair and said â€Å"bye† to everyone and went to the door to go home. (see flow chart) Evaluation:In this observation we see that TC has progressed since the last time that she observed as she in now interacting with the children more. We see this when TC is sitting next to â€Å"Lauren and luke† and she is taking to them in the last social observation TC was mainly just joining in on what the group was doing she wasnt making her own conversation with the children. According to the Piaget a child at the age of 2 should â€Å"Initiate play activities† TC shows she can do this when she join in indoor and outdoor activities. Also according to Piaget a child at the age of two â€Å"Demonstrate personal preferences about toys, food, and activities† TC show she does this when she pretends to make food for the other chil dren.According to bowler a child at 2 should â€Å"2- 3 year olds love simple picture books with familiar things and simple stories. Read aloud to them and talk about the pictures† TC shows that she can do this when she reads the book at library corner. Summary: In this observation it shows that Tc has developed since the last time i observed her. Recommends: I would recommend that the creche workers keep getting TC involved in activity to make her interact even more with the other children. References: Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul.

Creation vs. Evolution Essay

Many different opinions have been made when it comes to where did humans come from? Who or maybe what created us? We all want to know the answer to both of those questions and I’m here to try to explain it for you. There are two different types of believe systems on where we came from. One is creation where they believe we were created by a greater and smarter being who lives in heaven. Then there are the evolutionists who believe hat we came from atoms that exploded or aliens who created monkeys that evolved into humans. First off the creationists believe that about six thousand years ago God created humans. â€Å"In the beginning God created the heavens and the earth.† Genesis 1:1(NIV) See in the bible it says God created the heavens and the earth. At the time when God created the world He created a man named Adam and a woman named Eve to rule over the garden. The Satan, the deceiver, came into the garden and tricked the woman into sinning. As a cause the man and woman were cast out of the garden and from then on sin has corrupted the world and made it what it is today. Creationists also believe that about four thousand years ago a flood covered the whole earth.† For forty days the flood kept coming on the earth, and as the waters increased they lifted the ark high above the earth. The waters rose and increased greatly on the earth, and the ark floated on the surface of the water.† Genesis 7:17-18(NIV). God created a rainbow after the flood as a covenant between Him and us that ne ver again would a flood cover the whole world. Second off evolutionists believe that the world was created by a big bang or some atoms exploding in the atmosphere. So pretty much they’re saying that the world just exploded and here we are today. Newton’s law of motion says, â€Å"Every object persists in its state of rest or uniform motion in a straight line unless it is compelled to change that state by force impressed on it.† Which means that if an object is spinning and it gets fit by a strong force than it will wobble out of its original course. What im getting at here is that if you have atoms spinning supper fast and it explodes than the objects that come off of it will be spinning the same way as the original object. So, if that’s so than why are a couple of are planets not spinning the same way as the rest? And so evolutionists are pretty much saying that, In the beginning dust. By: Jason Yendell Recourses: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2267227/ EMBO Rep. 2007 December; 8(12): 1107–1109. http://www.clarku.edu/~piltdown/map_intro/creationscience.html