Grizzly Man Essay

Grizzly Man In Grizzly Manï ¼Å'among the controversy stirred by the behavior of Treadwell, the central idea expressed in the film is that the nature is indeed indifferent and man should not cross the borderline between man and nature. Wild animals are not friends of human. Treadwell put all his heart to the cause of protecting the bears. He repeated in his films for many times that he loved them and he was willing to die for them. He tended to anthropomorphize them like many people do to the dogs and cats, but he forgot they were not those tame pets. He touched bears in a way that seemed to irritate them. He maybe had a belief and confidence that the bears also saw him as their friend and treated him differently. But in fact they didn’t. In the narrator’s opinion, â€Å"the common denominator of the universe is not harmony, hostility and murder.† Treadwell spent 13 years with the bears and he thought it was a wonderful and simpler world, he even wanted to become a bear, but in reality it is a hash world. In those big and ferocious bears’ eyes, they see only food and they never regard him as a friend. The narrator tells this observation at the end:†from all the faces, all the bears that Treadwell ever filmed, I discovered no kinship, no understanding, no mercy. I see only the overwhelming indifference of nature.† There is an ultimate invisible line between bear and human. The line has been respected by native people and the majority of the public. They know it is a very different world from the one where human lives. â€Å"when you cross the line, you pay the price.† the curator of the Kodiaks Alutiiq Museum mentioned this principle that has been strictly observed for 7000 years. He doesn’t agree with Treadwell’s behavior of staying too intimately with bears. He believes that â€Å"he has crossed the invisible boundary†, that is, the line which has been mentioned above. So even if Treadwell was repeatedly declaring that his main purpose was to protect bears from poachers, he didn’t realize that his behavior was another kind of invasion of their habitat and he was doing a lot of damage to them. He got close to those bears crazily and in un undue way. He violated the reasonable rule of the park that one should maintain at least 100 yards of distance from the bears. He lived with them and tried to make the bears get used to the existence of human, which was very dangerous for bears, and so on. As the narrator says in the movie, the best protection for the animals is that of their habitat. Any action of protecting animals by invading their habitat is not persuasive and of course can’t do any good to them. Like Treadwell, during his 13 years, he didn’t give bears any practical protection except serving them a delicious dinner with his and his girlfriend’s bodies. Life of Pi The view presented in this movie is that human and ferocious animals can co-exist peacefully if human can meet the survival needs of the animals and nature can give human hope and direction to survive. Darwin’s theory—the survival of the fittest, emphasizes the fierce and somewhat ruthless struggle of survival among the species and the individuals. It is indeed true in most cases. But in Life of Pi, it describes a picture of human and animal’s co-existence in a more harmonious way and proves that their struggle and contradiction are not so irreconcilable. In this movie, Pi was taught at his childhood by his father, that the animals, esp, the tiger, etc are not his friends. So at the first of the drift, Pi didn’t intend to co-exist with the tiger. He had had the chance to kill it. But his virtuous nature didn’t allow himself to do so. So he made the final decision to co-exist with this ferocious animal. He supplied the tiger with food and fresh water to survive so that he himself would not become the dinner of it. The threat to each other and the certain kind of peaceful co-existence helped them persevere to be saved at last. Even Pi himself admitt ed that â€Å"the fear of Richard Parker kept me alert. I wouldn’t survive without Richard Parker.† Human actually should be grateful to nature. Nature provides them with the animals living in it and therefore sustains human’s life. In the movie, nature is indifferent by the storm which caused the disaster of the ship’s sink and took away so many people’s lives. But on the other side, during the hopeless drift on the sea, nature also gave them food in the sea. It led him to the island when Pi had already lost his hope for survival, which made him regain the hope for life. Nature gave these seemingly coincidences to make for Pi’s survival from this disaster. Which kind of view do you agree with? Comparing two different views presented in these two movies, the former is more persuasive and reasonable. Handling the relations between human and nature, people should always remember that nature is indeed indifferent and keep a proper distance away from nature, especially the animals. Any human action which interferes with their natural life in an undue way will surely provoke the revenge of nature and pay a price for what they do. Guess of teacher’s view Teacher may agree that nature is indifferent but to some extent human and can get along well with each other unless both of them don’t cross the borderline and do harm to the other. Because America is a country which pays much attention to environment protection. They don’t encourage too much intimacy with nature for they know the ruthless and indifferent nature, so they do a good job in establishing the wildlife reserves. But on the other hand, they love to be close to nature.

Old Family Bank

The team feels In many ways disrespected, unappreciated and that based on their pay the bank doesn't value their contributions to the company. . Causes 1 . The management team over the data processing department has not done a good lob of communicating the compensation model for that department and how it fits within the organization. 2. Also the management team wasn't aware of how the employees felt, maybe if they had been more in touch with what was going on they could have had open discussions or done something else to try to alleviate the problem. . Systems Affected 1 . Productivity throughout the entire bank because data processing deals with the whole bank in general. 2. Inter-department relationships, because the data recessing team have taken an us versus them attitude towards all other departments and the bank. 3. Alternatives The bank should focus on all of its employees and try to make them feel important to the company. The bank should do research on compatible pay raises throughout the company so that they can be competitive.Management should stress the Importance of being loyal to the company. 4. Recommendations Do surveys throughout the company so that they can get a feel for the overall attitude of their employees. Have HRS do research and make sure that all pay scales are up to date with the appropriate education and or training. The bank can Install programs that ensure that employees are rewarded for loyalty. Old Family Bank By biannual 1.A large percentage of the data processing employees felt little loyalty to the bank. Higher pay raises and that there was a major gap in wages between these areas and that gap didn't match the skill differences. The company. 2. The team feels in many ways disrespected, unappreciated and that job of communicating the compensation model for that department and how it fits importance of being loyal to the company. Date with the appropriate education and or training. The bank can install programs

Examining Current Issues in Child Mental Health Essay

In today’s society, a major concern that ought to ensure success in a country’s future is the positive development, growth and health of children. According to the World Health Organization, children are susceptible to acquiring malnutrition, along with having a higher prevalence rate of diseases compared to any other age group (WHO, 2012). Likewise, these susceptibilities in children are determined by the social determinants of health; known as conditions set in place in order to combat illness and are dependent on the country’s power, wealth and economy (WHO, 2012). In this critical review, the social gradient and social determinants of health are used in order to analyze the impact of society on child mental health and development. From a Canadian perspective of the social the determinants of health, the following topics that are addressed in the critical analysis of child mental health include three social determinants. These determinants consist of the early child hood development vs. race/ethnicity, early child hood development vs. ealth services, and early child hood development vs. social exclusion. While the article, â€Å"Call for Help (HL)† By Suzanna Pillay, reports the significant view that the children’s help line service is known to be the number one coping method for children with negative psychological issues; however, this is not the case since the primary solution to avoiding child mental health issues is with the main help of the primary care giver, general public and global organizations. Summary of â€Å"Call for Help† By Suzanna Pillay The article’s overall message describes children being a susceptible being to mental health issues that occur due to many factors, however, those issues can be reduced and prevented during the first three years of development with the help of several caregivers. Suzanne mentions that the children’s helpline is the main route to determining what’s wrong with the children who call because many tend to seek help there rather than to their primary caregivers, their parents. In addition, research and statistics from the child helpline shows that some of the mental disorders that the children acquire are a lack of confidence, eating disorders, phobias, obsessions, anxiety, suicidal, loneliness and depression. According to the article, the central solution to fight against the odds of children developing mental health problems in their later years is to provide a positive environment both external and internal that will lead them to a stable life. Overall, although the article layout many viewpoints, issues and solutions toward child mental health, in the end it comes down to the fact that the early years of a child’s development is critical and consists of many components such as brain development, emotions, stability and perception in life, coping, and health. Critical Analysis To begin with, from a Canadian perspective they believe that early childhood development (ECD) is one of the important social determinants of health to draw upon on when analyzing child mental health. As mentioned in the article, the first three years are vital for a child’s emotional and development and control; whereas increasing stress hormones can affect the development of the brain. However, on the social gradient scale the early years of development can vary between different races and ethnicities. For instance, according to an article by Christina Gamache Martin and her colleges, research has shown to indicate that there are racial and ethnic disparities; where African Americans are more prone to higher cortisol levels than Caucasians and Latinos had lower levels of cortisol than Caucasians (Evidence 1). Critsol is a glucocorticide hormone derived from the hypothalamic–pituitary–adrenal axis, where both work together to mediate between persistent stress and appalling health (Evidence 1). As a result, since the African American group has shown to have had higher levels of crotisol, they tend have a lack of parental monitoring and higher risk of acquiring mental health issues (eVdence 1). Therefore, it is clear that some children may have a higher tendency of acquiring mental health illnesses due to race and ethnicity. In conclusion, it would be logical to rovide public services as mentioned in the article by Suzanne Pillay to specific race and ethnic youth groups who are more likely experience negative early child hood development. Moreover, health services provide to a society in Canada is also known to have a significant impact on children and their development. One issue outlined in the article was that 60 % and higher of child care and nursery centers were overpopulated with children with mental disabilities and on top of that they did not follow up on child’s needs presented in an Act in 2001 for children. This statement essentially indicates that health services such as foster care services and child care centers with mental health ill children will need to be addressed in a manner that will benefit the children. A research study acknowledged by Georgina, Hibbert, makes note of the worthiness of health services in relation to child mental illnesses. The study was a consultation called the â€Å"Psychology Consultation Service† which was set up by Brent CAMHS in 1005 that provided consent to improve foster care services. It was in support of limitations in other studies and issues revolving around mental health and children. They found this consultation to show great improvement in the skills and understanding of children with mental illness in foster care, while also making the foster care givers more self-reliance and assurance to perform their job well. (evidence 2). Other workers, such as social workers found the model consultation to also be beneficial in terms of skills advancement, planning, and increase knowledge. In regards to the article, the consultation is a fine example of presenting methods in which health services can perform in order to improve their quality of services to help child mental health patients in the future. Lastly, to draw upon the viewpoints made in the article it quite apparent that social exclusion are viable key determinants factors that can both hinder and impact child development in a negative way. As stated in the article, it important to acknowledge the fact that children who are cared for, not neglected and grow up in a warm environment are more likely to do better in life compared to those who are neglected and experience some type of violence or abuse at a young age. Wren, Frances J, expresses this logic strongly in his article insisting that primary care givers, such as the parents and clinician, of a child play a significantly important role decreasing the chances of mental health illness such as depression in the future (Evidence 3). The close relationship between the care givers and the child will help to determine any early symptoms of mental health illness that can be prevented in the future (Evidence 3). In connection to the article, if parents sought to provide their child with the care and positive environment they need, children would be less likely to perform such acts like calling the children helpline to ask for help and advice when facing psychological symptoms’ or disorders. Moreover, they would feel more comfortable to talk to their parents and could mean a way of closing the mental illness treatment gap in medical care. Conclusion In conclusion, it is apparent that there are various social determinants of health that create inequalities in health, usually leading to problems like affecting the care of children with mental health illnesses. As for limitations, this analysis only focuses on three of many of Canada’s standpoints in social inequalities in health. Moreover, despite the research and enhancement of services provided there will always be limitations due to the fact that every child differs from one another. The analysis makes a clear distinction between the social determinant of health and inequalities in health towards child mental health and development, such that there are inequalities in the child mental health spectrum that need to be evaluated and improved. As a result, the general conception is that in order to reduce limitations in child mental health the help of primary care givers, society and organizations are needed and without them it would be impossible to reduce the effects of negatively impacting environments and early child hood development on children in the future.

Sony Corporation marketing strategy Research Paper

Sony Corporation marketing strategy - Research Paper Example †¢ At present, the company wants to launch its new product i.e. PlayStation 4 which is the extension of its existing product line †¢ Prior to introducing its new product, the company is required to follow and implement new product development strategy which would facilitate to identify the current market situation, competitors’ performance and changing consumer buying behaviour among others †¢ After analysing marketing mix strategies, it has been observed that the company’s new product possesses a wide variety of innovative features which are quite unique from its competitors, which offer similar kind of products †¢ In terms of pricing strategy, the company will follow the strategies of discounting price, competitive price and psychological pricing in order to attract the target market across the duration from launch to the upcoming five years †¢ Apart from these, the company also would offer trade discounts, seasonal allowances and also offer payment discounts to the consumers who deliver early cash before getting the product †¢ Additionally, the company will adopt certain distribution strategies in order to reach more market coverage for the next five years. Furthermore, it will also adopt certain promotional strategies which would facilitate to increase the sales for the next consecutive five years... Additionally, the company operates under four business segments such as electronics market, game, Motion pictures and music as part of entertainment and financial services. Since the past few years’, the company has continuously attained huge success through its unique business model and by developing effective capabilities that have facilitated the company to deliver innovative products and services as per the market needs (Sony Corporation, 2013). It has been viewed that the company has earned considerable reputation not only in its domestic market but also has attracted international customers through its unique products and services. Moreover, it offers a wide variety of products by emphasising upon different market segments by which the organisation has comprehend the exact needs of the products and services of the target market. Sony delivers electronic products such as LED TV, Smart TV, music system, mobile phones and also various gaming products including PlayStation ( Sony Corporation, 2013). It has been observed that the company has attained core competency particularly in its gaming market segment where it delivers unique gaming experiences along with affordable prices as compared to its rivals. This market segment helps the company to earn huge revenue in the past five fiscal years (Sony Corporation, 2013). The core objective of this study is to present a five year marketing plan for introducing a new product in the gaming segment i.e. PlayStation 4 by considering new product development and marketing mix strategies. Additionally, this discussion also aims to show the company’s new pricing, promotional mix and distribution strategies in order to launch this

Nazi Education System Research Paper Example | Topics and Well Written Essays - 1250 words

Nazi Education System - Research Paper Example As the report stresses Curriculum is the totality of learning and teaching experiences by students and teachers respectively so that the students can attain skills and knowledge at schools and a variety of learning sites. This can be expanded to incorporate technological advancement, which is included in the learning sites. A curriculum in a school setting is designed to cover the subjects being offered. Each of the individual subjects has objectives, expectations, assignments, and deadline to be accomplished by the teachers and students. According to the discussion findings the Nazi schools were traditionally organized as they continued the secondary and primary education system in German. Further, the Nazi German maintained the Party schools in order to teach and train students Nazi ideologies. There existed specialized Party schools for certain students. The Nazi Curriculum was structured to fit different learning ages. There are total of ten stages through which students pass. Each stage has to learn four areas of education namely German, Mathematics, Sciences, and History. The first stage is identified as the Foundation stage. In the foundation stage, German strands include language, literature, and literacy. In mathematics, students are to learn understanding, fluency, problem solving, and reasoning. Science has three strands: science understanding, inquiry skills, and science as a human endeavor. In history, students learn about their own history and that of their families. These main areas of study continue in years 1 through 10. Because of the differences in the ages and levels of cognitive development, the content is improved as one move from one level to the next. Level 10a is the last level identified in the curriculum and involves learning of mathematics in particular. Here, students learn real numbers, patterns, algebra, linear and non-linear relationships, geometry, and trigonometry among many other core topics of mathematics. The structure of the Nazi educational system aimed to fulfill political demands of the Nazi government since it aimed to teach students anti-Semitic, xenophobic, and authoritarian ideas3. Support for teaching of science practices in school Changing attitudes of educators and community leaders was a critical challenge to the Nazi education system. Educators and others can easily

Exercise is Good for Your Health Essay Example | Topics and Well Written Essays - 750 words

Exercise is Good for Your Health - Essay Example remote controls, automatic garage door openers, power screwdrivers, bread machines, electric pencil sharpeners, etc., etc. etc. We have created this easy and comfortable life. Unfortunately this trend in workplaces and living areas is taking our lives into pitfalls by making us lethargic and passive. We are going against our health that too, without much realisation. Overuse and overview of these items restricting our diverse physical movements, and still we are calling it as a wonderful life. This wonderful life has many bad implications due to lack of regular physical activity. To slip into an inactive lifestyle is very easy. Irony is that, do we really want our life to be dull, lazy with all ill health effects Id like to tell you in detail why Im so concerned about our inactivity. I would like you to show how exercise can pay off? This would persuade you to go out and do some exercise. A. Cardiovascular disease is the second leading cause of mortality worldwide, is caused by lack of enough exercise. Clogged arteries and veins are a result of inactivity. Our sedentary lifestyle is a major contributing factor, which increase chances of high blood pressure. It is estimated that in the UK, about 36% deaths in men are from heart disease and in women this number goes to 38%. And these deaths are associated with physical inactivity (http://www.sscn.nhs.uk/Your%20Heart/Exercise.htm). B. Our eating habits like fat diet and our failure to exercise our body leads to unwanted overweight. U.S. Centers for Disease Control and Prevention (CDC) has estimated 400,000 obesity-related deaths annually in United States in 2004 (Sullum, 2006). High fat diet produces high levels of cholesterol in our blood, which in turns leads to plaque in our arteries. Overweight people have high risk of high blood pressure, heart disease and psychological illness (factual example - Camenzind). C. The incidences of bad implications of sedentary

Assess the presidency of George Washington and John Adams in terms of Essay

Assess the presidency of George Washington and John Adams in terms of domestic and foreign policy, as well as the challenges they faced when they became president - Essay Example s plan, which had far reaching impacts how the national debt, excise taxes, protective tariffs on imports, and as far the management of the national purse, national bank, was to be handled (Ferling (a)11-23). Washington was a unifying factor and rallied the nation towards avoiding war, a fact that destabilized the strength of the nation regarding foreign relations. His first major challenge touched on his conduct with reference to Jay’s Treaty, signed with England-a treaty that infuriated the public leaving a trail of questions to the extent to which United States would be an influencing agent in international affairs. Nevertheless, putting into practice the Hamilton’s plan strengthened economic prospects domestically. He did quell the Whiskey Rebellion, which was sparked off by the levying of excise taxes, reminding people that federal concerns superseded local thoughts in the new republic. Generally, Washington’s tenure was a success as he steered the young nat ion through a delicate beginning (Ferling (b) 55). Reeling under the influence and successes of predecessor Washington, John Adams assumed power promising to modernize the US economy through promotion of education as well as keeping peace with foreign powers. However, his tenures ran into trouble with factions supporting US-British alliance and those sympathetic of France in a war that began in 1793 between the two neighbors. Stymied by a congress controlled much by his opposes, Adams stood his ground, devoting his best to the development of his country (Ferling (b) 87). Wearing Washington’s shoes, he knew too well the unpreparedness of his nation to fight outside wars. As such he sacrificed his popularity to settle â€Å"quasi-war† with France through his son Quincy Adams (Grant 71). His best remembered as a diplomat who contributed immensely in shaping Americas foreign policy in line with ardent nationalist policies tailored towards America’s republican values. His administration upheld and

Speech Essay Example | Topics and Well Written Essays - 750 words - 1

Speech - Essay Example With this idea in mind, she further stressed that their own government, who is supposed to be the one protecting their rights as citizens of this country, is treating women unjustly. Per the Fourteenth Amendment that was adopted in 1968, no legal rights could be denied to any individual born in the United States. Anthony decided to question the government against the context of the amendment by stating that women born in this country are citizens, and are hence entitled to their rights including the right to vote. The ultimate purpose of her speech is to encourage all citizens, both women and men, to come together and fight for a cause. In the following pages, the different concepts of persuasive speech will be used to critically analyze Anthony’s speech. To obtain her purpose, one could say that Anthony used both pathos and logos effectively in her rhetoric. As a backgrounder, pathos is one of the three modes of a persuasive rhetoric. It is the element that appeals to the emotions of the audience. Logos, on the other hand, is the element that appeals to the logical side of the audience. It is also one of the three modes of a persuasive rhetoric. Anthony started her speech by saying â€Å"friends and fellow citizens† to appeal to the emotions and logic of the listeners --- â€Å"friends†, to connect to the listeners’ emotions, and â€Å"fellow citizens†, to subtly hint that they are all equal, holding the same set of rights and privileges, and governed by one set of laws. She stated her argument in a way that expressed her anger, disgust, and rationale. She referred back to the preamble of the Federal Constitution and stressed out that the â€Å"we† that pertains to the people of the United States m eans every individual regardless of gender. She emphasized it further in the fourth paragraph by repeatedly pointing out

Effects of Parent Involvement in Inner City School Term Paper

Effects of Parent Involvement in Inner City School - Term Paper Example This essay dclares that active parent involvement for parents is an ongoing participatory process in which a caregiver or a parent in the progress of their children. The demonstration of this progressive involvement may be through the discussion of school events, assisting in homework assignments, attending various school functions, and helping out in classroom activities when required. Another aspect of parent involvement is the attribute of parent serving as full and not partial partners in the education of their children by being part of the decision making process in their respective schools. However, not many public schools have the capacity to influence parent involvement as experiences and resources tend to vary hence this becomes the role of district schools. This paper stresses that A lot of misconception exists on whether parents or guardians have the ability to engage effectively in the activities of children in a district school. The problems lie in how parents can heighten their involvement in child activities rather than the perceived notion that parents do not intend to participate in child learning in schools. According to Education.com, one of the reasons that influence parents to have minimal involvement in schools is the fact that many of the parents residing in inner city schools have minimal spare time because of their strict work schedules. Many parents may view parent involvement as a privilege to their school-going children while in the real sense it is a mandatory requirement under the law. As per the No Child Left Behind Act in Section 1118, parents have the responsibility of committing themselves to the parental involvement policy present in many inner city schools. Additionally, the section also emphasizes on the need for inner city schools to develop structures that would foresee the effective implementation of the provisions under the parents’ policy in these schools. The section also asserts the relevance of adopting the Title I policy in any public school funded publicly that

Research and Methodology paper 2 Essay Example | Topics and Well Written Essays - 6000 words

Research and Methodology paper 2 - Essay Example According to the health practice standard, every human being is responsible for quality health practices. Every person is involved in one way, or another to create a better health environment in the community. The health practitioners are accountable for the quality of health services they discharge to members of the community. The code of professional conduct demands that every decision made by the health practitioners is justified according to existing ethics and ethical behaviour standards. In that essence, many agree that the development of treatment on various conditions that affect many people is directly dependant to the research availed to the health practitioners. Research is dependable for facilitating and determining the cure for various conditions (Weinbroum, Ekstein & Ezri 2002). Research is also necessary for the determination of processes during administration of medicines. Apart from medical decision, research is critical in that it helps the practitioners be satisfied that the conditions affecting people are treatable under determined conditions. Research has provided the backbone for nursing practitioners to develop their practices and improve service delivery to members of the community who visit various health centres. The research methodology discusses or rather critiques individual research delivered under the operating practitioners department. Operating department practitioners fall under the umbrella of health care providers. Their main tasks involve is providing the patient with perioperative care. They manage operations towards safe and secure results. They are employed in medical operating departments. Even so, they can be allocated to other departments since they have a wide array of clinical and surgical knowhow. In most hospitals or health centres, they are mainly found in the accident and emergency units, intensive care units, and the ambulance service

Shark Finning Should Be Stopped Essay Example for Free

Shark Finning Should Be Stopped Essay Shark Finning Should Be Stopped Nowadays, over 73 million of sharks of various species are being caught and killed worldwide each year due to the increasing demand for shark fin. Shark finning is the behavior where fishermen cut off the shark’s fin and throw the bodied back to the ocean aimed to get the maximum profit. Decades ago, when shark fin became the status symbols, the demand of it is increasing rapidly. Despite the high profit of shark fin trade, however, sharks finning should be stopped aim to meet the requirement for natural resources in next generation. In this essay, I will argue why the shark finning should be stopped. The first reason why shark finning should be stopped is that shark species is one necessary part of ecosystems. Sharks are the top level species of the marine ecological pyramids and related to humanity closely. It means that sharks enjoy the important position of maintaining the marine ecosystems. If there are a huge amount of sharks be killed, it will lead to quite a large number of small and medium-sized fishes loss of natural enemies and growing rapidly, thus seriously destroy the balance of marine ecosystems. For example, the decrease of sharks in Tasmania has led to the significant increase of the octopus, due to the octopuses prey on lobsters, the fisheries in that area has crumbled. Sharks are the dominant part which can remove the diseased animals and maintain the balance of predators and prey in marine ecosystems. Furthermore, marine ecosystems are significant to globe environment, although scientists haven’t find out the fully impacts of shark’s extinction for humanity, there is obviously that the global disaster is coming. Furthermore, shark finning should be stopped not only due to shark finning will harm for shark species but also bad for humanity. Shark fin trade has attractive profit but humanity will pay a lot for shark’s extinction more than the profits they can earn. Besides the effects of shark finning in ecosystems, scientist also mentioned that shark fin contain high levels of mercury which can directly damage the central nervous system. According to Eilperin (2011), While many consumersespecially in Chinaview shark meat and fins as nutritious, sharks are likely to contain high levels of mercury because they are large, slow-growing fish that consume other fish as their prey, which allows mercury to build up in their muscle tissues. (p. 78) It’s obviously that shark fin has symbolized wealth ince hundred years ago; its value is in psychology instead in physics. There is no doubt that shark fin as the luxury food symbol in tradition society, is predicted to place rising pressure on available resources based on the expanding consumer purchasing capability (Clarke et al. , 2007). Due to the fact that shark finning is the behavior not only harm for environment but bad for humanity, it should be stopped and banned immediately. As I mentioned before, after the shark fin be cut off, the body of shark which is basically worthless will be threw back to the ocean. And the shark which has lost their measure of mobility will be taken by other species or bleeds to death (Jennifer, n. d. ). So you may ask why people do not use the entire shark to gain more profit, but the answer, which is no doubt that shark’s fin soup is the best tool of gaining highest profit. Shark’s meat and bone are not be focused by fishermen and business men but shark fin. Since several hundred years age, shark fin soup already became the necessary dish in the big events even though the price of shark fin soup is 100 dollar or more for a bowl. And the demand of shark fin is constant growing although it charges a high price. For instance, the shark fin trade is steady increasing in five percent per year in the late 1990s (with the exception of 1998 when the Asian financial crisis caused depressing sales) and the beginning of twenty-first century (Eilperin, 2010). Though the large amount of shark fin soup, a dish without cooking value and taste, we can know that it is just symbol, no substance. Actually, the pursuit of shark fin is a sightless and erroneous mentality which has lasted a long time especially in China. As the saying goes frugality is a virtue, shark finning as a stunning extravagant behavior should be stopped and banned. With the growing economics technology in China even in the world, people have more qualifications to concerned about their health and environment protection; therefore, people should be more rational to consider the cost of shark finning. As the valued traditional Chinese lifestyle, balance and moderation also can be used to take pride and honor in rebuilding a balance to ecosystem by quitting shark finning (Why shark fin, n. d. ).

The impact of the Media on Teen Girls Body Image Essay Example for Free

The impact of the Media on Teen Girls Body Image Essay â€Å"Cosmetic makers have always sold (hope in a jar)- creams and potions that promise youth, beauty, sex appeal, and even love for the women who use them† (Postrel 125). Magazines are filled with digitally transformed images of models with amazing bodies, flawless skin and perfectly styled hair. Television advertisers push their products using the most attractive people with the perfect bodies. Television shows such as October Road and movies like Men or Shoes portray images of sexy, gorgeous woman who have it all; the handsome boyfriend or husband, the great job and amazing friends, while the chubby, not so attractive friend is usually there simply for comic relief. Also shows like the Janice Dickinson Modeling Agency on the Oxygen Network, is another perfect example of media influencing teen girls negatively. On this particular show she holds auditions for aspiring models to come before her and audition in order to gain representation by her Modeling Agency. Instead about 97% of these young girls are harassed and ridiculed on National TV. On this show there is no such thing as constructive criticism or putting it nicely. She points out every flaw, every physical feature that she feels needs to be fixed with plastic surgery or dieting. She even has gone so far as to saying â€Å"I will never accept a plus size model into this agency† (Rotchford 72). She has been known to call girls ugly and send many on occasion crying and running for the door. â€Å"Her show is rated number 1 on the Oxygen Network† (Rotchford 72). This kind of message is sending young girls the impression that in order to be beautiful like a model and be accepted by society that you have to have a flawless face and thin perfect body and at any cost necessary. The music industry has followed this pattern as well. Music videos (especially of the Hip-Hop category) are usually filled with woman wearing next to nothing, dancing erotically, and having their body parts zoomed in on by the cameras. This kind of music is extremely popular in younger generations, so when these music videos are being seen by them, then these scenes are going to be viewed as being cool as well. Girls will think that that is the type of look I need to have in order to be popular and cool. Teenagers are conditioned to believe that advertisements and media reflect the world. Throughout time the ideal of beauty has differed. During the Renaissance, a beautiful woman was more full figured and pale skinned. â€Å"This reflected her station of rank in society† (Eco 212). Her size indicated she had enough to eat and her pale skin showed she did not have to work to sustain a living. During the 1920’s, the image of beauty changed. Woman wore their hair bobbed, had slender figures and preferred to have smaller breasts. â€Å"The 1950’s brought more changes with the introduction of icons like Marilyn Monroe† (Eco 306). Women wanted to be full figured, very curvy with platinum hair and plenty of sex appeal. As times changed and society’s ideals of beauty changed, one thing remained the same, the pursuit of beauty and perfection. The most obvious victim of the media stereotyping is young girls. Unrealistic images of beauty and perfection bombard these girls through television, magazines and movies. A study was performed to examine the effects of exposure of the media ideals of body image on women, and to determine if it would affect their self-esteem, body satisfaction, start eating disorder symptoms, and maybe change the level of internalization of the thin ideal. â€Å"Women in the experimental group reported lower self-esteem after being exposed to the thin-ideal images compared to the women who viewed neutral images† (Hawkins, Granley, Richards, and Stein 44). â€Å"Moreover, in some cases, feelings of body dissatisfaction and low self-esteem may lead adolescents seeking self-improvement to increase their media consumption—resulting in a vicious circle of media exposure, internalization of sociocultural ideals, social comparison with unrealistic images, and further erosion of body satisfaction and self-esteem. Indeed one 13 year old girl in the current study commented that â€Å"magazines are going to exploit the fact that teenagers are often unhappy with themselves† (Clay, Vignoles and Dittmar 473). The media dictates what is considered fashionable, the popular hair styles or trends. Images of thin, leggy models in short skirts, shorts and tiny swimsuits having fun, flirting and getting attention from men visually show what is considered to be beautiful. If a girl does not fit into the mold, she may begin to have self-doubt, or body satisfaction issues. â€Å"Idealized images are an influential source of pressure to meet the thin idea† (Monro and Huon 89). Society is obsessed with perfection. It is evident in the number of women choosing to undergo cosmetic surgery in the attempt to attain the perfect body, nose, figure and smile. â€Å"We found that girls who engage in more appearance-related discussions and imitation of others had lower appearance satisfaction† (Dohnt and Tiggean 9). â€Å"We found that girls who watched television shows with an appearance emphasis, such as Friends or Rage, we less satisfied with their appearance. Shows such as soap operas and music television slips that present women as thing attractive, and sometimes provocatively dressed, have also been correlated with body dissatisfaction and disordered eating in adolescents† (Dohnt and Tiggean 10). Advertisement Agencies have been questioned about why they only advertise their products with a certain types of models. The answer from each agency was usually almost always the same each time. â€Å"Sexy sells and everyone wants to be beautiful, so we sell our products to the world using beautiful people. This shows the population that beauty is within their grasp and that they too can obtain it† (Monroe 160). Janice Dickinson who is also in the media has stated that â€Å"she says no to plus size models in her agency† (Rotchford 72). â€Å"We live in America, aren’t we allowed to do what we want with our own businesses? I own this agency; if I don’t want fat ugly models representing it then that’s my right† (Rotchford 70). Miss Dickinson has a point, but she fails to realize what her actions and her show is reflecting on to young girls. Young girls live in an appearance-focused society, where images of perfection are broadcast in every form of media. Girls are developing low self-esteem, eating disorders, and are striving to obtain perfection and acceptance. And the kind of media that we have is doing nothing but fueling this fire that has been burning rapidly for a long time. If young girls are not offered a more realist image of beauty, they will continue to be dissatisfied with their appearance and suffer from low self-esteem. There have been some developments recently to try and change this pattern. â€Å"In the past few years marketers at Dove have added some new and improved enticements† (The Atlantic, The Truth About Beauty 125). The new campaign declares that every woman is beautiful and ignoring imperfections indicates self-esteem. â€Å"Oprah covered the story, and so did the Today show. Dove’s campaign, wrote Advertising Age, â€Å"undermines the basic proposition of decades of beauty-care advertising by telling women—and young girls—they’re beautiful just the way they are† (The Atlantic, The Truth About Beauty 125). Imagine, a beauty-care company selling their products not by enticing young girls with unrealistic images of women who achieved perfection by using their products, but by showing women and young girls they are beautiful to being with and can accentuate their beauty by using their products. Dove expanded the definition of beauty without losing the concept. This was a novel approach that seems to be catching on. Every girl deserves to feel beautiful, smart, important and secure. Another Dove campaign focuses on young girls insecurities about their appearance. â€Å"Every girl deserves to feel good about herself and see how beautiful she really is† (The Atlantic, The Truth About Beauty 127). Television shows are beginning to follow in the same example as the Dove campaign. One such show is Ugly Betty, which is about a young woman from Queens who doesn’t fit the standard media beauty and works for a fashion magazine where everyone is image obsessed. Instead of conforming to the standards of her co-workers, Betty maintains her integrity and shows that being a kind, smart, and caring person is what makes you truly beautiful. As time passes, people begin to see that Betty’s beauty does not lie in her physical appearance but in her spirit and compassion. If images like this continue, more girls will begin to see that their own inner strength, self-assuredness, and integrity are more beautiful than the images that you see splashed across any fashion magazine or TV show. These are real qualities that any girl can obtain. Society is always going to have its own opinion of what beauty is. And this will always be perpetuated through media. If we start recognizing the impact that the media has on the self-esteem of young girls, and instead present strong, confident, and capable women achieving their goals, then young girls will being to believe that the image of beauty has a new face—theirs.

Working with Children with Special Educational Needs

Working with Children with Special Educational Needs Alison Carr Children with Disabilities or Specific Requirements Today, mainstream schools educate numerous children with specific educational needs or disabilities. For some time it has been enshrined in our domestic law that children with such needs should not be discriminated against and have the right to be treated fairly. Every child has the right to an inclusive education. The Legal and Regulatory Requirements The United Nations Convention on the Rights of the Child applies to all children and sets out basic entitlements and rights for example; Article 12 – the views of the child should be taken into account. Along with The United Nations Convention on the Rights of Persons with a Disability, the Conventions also set out specific rights for disabled children underscoring promoting equality of treatment and more specifically, Article 24- Education requires that children with disabilities are entitled to be educated within an inclusive educational system, receive support accommodating individual requirements to facilitate an effective education and so to maximise academic and social development. Article 7 specifies that the best interests of the child must be a primary consideration and Article 9 requires that children with disabilities have equal access, without barriers, within a school to the physical environment including communication, information and technology. The various rights and entitlements under these conventions underpin our domestic legislation in the areas of special educational needs. The most recent legislation is the Children and Family Act 2014 (â€Å"the 2014 Act†) which places schools under a duty to make arrangements for supporting children with medical conditions and in meeting this duty schools must have regard to the statutory guidance – Supporting Pupils at School with Medical Conditions. Further to this there is additional provision in relation to children with a disability defined under The Equality Act 2010 †Ã¢â‚¬ ¦a physical and mental impairment that has a substantial long term and negative effect on your ability to do normal daily activities†. The relevant part of this Act is that schools must have reasonable adjustments in place to prevent children with disabilities being treated differently or at a disadvantage to other children. Further children with disabilities must not be victimised , harassed or discriminated against. The 2014 Act also introduces Education, Health and Care Plans. These plans have come into place in September 2014 and will make a statutory assessment of that child’s special educational needs then also communicating with the relevant health and social care teams to bring all the information together into one plan. The difference between a statement and an Education, Health and Care plan are overall family centred, gathering information from all services involved at the point of referral. The aim is to help improve outcomes and this will replace Statements of Special Educational Needs. Children who currently already have a statement will go through the transition process to achieve an Education, Health and Care Plan. Inclusive Practice It is our duty to children with disabilities and special educational needs who are placed in a mainstream educational setting to fulfil a positive developing experience in an inclusive practice. Where the Special Educational Needs Code of Practice (June 2014) focuses on inclusive practice, it states that the government in the United Kingdom have a commitment to inclusive education of disabled children and young people, progressively removing barriers to learning and the participation of pupils in mainstream education. For settings to succeed in achieving this, adults will need to work together closely as a team to ensure appropriate education and care for such children. It is important for children with a disability or special educational needs that they are given the same expectations to succeed as their peers. This will promote and develop social skills to enable positive confidence and transition into adulthood. Therefore leaders of educational settings must undertake the correct training and collaborate the right support aiming towards successfully including all children with disabilities and special educational needs in mainstream schools. Settings will need to take into account extra-curricular activities, school visits and trips. ‘It is through this inclusive ethos that all children feel secure and able to contribute and in this way stereotypical views are challenged and pupils can learn to view differences in others in a positive way.’ OFSTED Report 2003 Partnership with Parents and Other Professionals. The Children’s Act 2014 aims to ensure the welfare of the child is paramount having a greater emphasis on parental involvement. Subsequently the Children’s Act 2014 states each local authority is responsible in setting out a ‘local offer’ available to Early Years settings and schools for families to access easy-to-understand information with options available to help support children who are disabled or have special educational needs and their families who need additional help. This provision will include transport services and leisure facilities. If parents or carers cannot access the internet for any reason this must be available in another format. Inevitably the goal is to ask the child and their family what assistance they feel that they need and receive feedback on their ‘local offer’ so this can then improve even further. Within the ‘local offer’ parents and children will receive a greater choice and control over their support in their provisions and home life, this includes personal budgets. Parent forums set up in local areas are a great way for discussing contacts and communicating with other parents who may be in similar situations. Early Years professionals, Teachers along with the provisions Special Educational Needs Co-ordinator and in some cases any other professionals involved must take part in structured conversations with each child and their parents. Individual Pupil Profiles and Individual Educational Plans must be signed by all parties with participation and involvement in all areas of the profiles and plans. Parents can play a great if not essential role at all stages of their child’s education helping immensely in improving achievement. Parents can aid a learning community and help by positively engaging their child with staff and peers. Parents will then begin to understand the role they play in their child’s learning and development. There will undoubtedly be hurdles but with an excellent inclusive practice with a strong professional team in place, barriers will be resolved. These hurdles from parents contributing to and who are which supporting their child’s education may consist of a high level of educational aspirations for their child in which case settings need to ensure practical obstacles and professional attitudes are addressed alongside measures to support parents goals. Every local authority must guarantee that everyone is involved in discussions and any decisions which support provision and learning for the individual child. The ultimate result in an inclusive practice is for a best and positive outcome, making sure the child’s and family’s needs are met and for the child to prepare for adulthood. Existing Practice Every existing educational practice should have a designated teacher holding the role of Special Educational Needs Co-ordinator (SENco). This teacher should be trained in this area to be able to manage and support specific children and the staff team. It is vital that all teachers throughout the school and support staff have valuable training in all special educational needs areas. This training should be of a high quality and where necessary staff may have personalised training for each individual child to be able to achieve the best positive outcome for that child with their specific needs. Each practice should be concentrating on four areas of development: Communication and interaction Cognition and learning Social, Emotional and mental health difficulties Sensory and/or Physical These areas should then transfer into regular assessments for each individual child. ‘Once a potential special educational need is identified, schools should take action to remove barriers to learning and put effective special education provision in place. This SEN support should take the form of a four part cycle- assess, plan, do, review. This is known as the graduated approach’ SEND Code of Practice 2014 0-25yrs Chapter 6- Schools. All teachers educating a child with a disability or a special educational need should have termly meetings with the parents and the Special Educational Needs Co-ordinator to discuss their child’s individual educational plan making sure positive targets are being met for the child. Also a meeting with the child present at certain points throughout their academic year to discuss their Pupil Profile to make sure everything is up to date and that the child is happy in their learning. Ofsted will need to see evidence of individual pupil progress in every school from children with special educational needs. Clearly showing positive outcomes graduating into ongoing effective monitoring and finally evaluation of their special educational needs support. When adapting an educational practice for a visually impaired child considering the surrounding environment for that child will be main priority. Around the classroom setting staff need to consider lighting, colour/tone and contrast. When the individual child moves between rooms will a dark room going into a light room or light room going into dark room affect the child? Will signage around the room need to be adapted? Risk assessments will need to be carried out underlining the physical environment for example stairs, steps, fixtures and fittings. Most educational settings now have interactive white boards. Seating positions for individual children will need to be taken into account. In relation to adapting the setting, the position of the teacher’s chair is very important this should not be in front of an outside window as this will cause the teacher to become shadow like for the child. When the child is navigating around the environment edges need to be highlighted and activity areas need to be well defined. Movement around the setting needs to flow clearly and effectively. Staff need to be aware of how adapting the environment will affect other children. Personal, social and educational development issues can be shared during circle times with every child included in the setting. Learning tools such as braille books, Load 2 Learn reading books and treasure chests which focus on sensory learning will help support and encourage positive fun education. Some visually impaired children may suffer with behavioural issues, this may need extra staff support and training and will need to be regularly monitored. Other reservations in an educational setting to consider will be the child’s personal care, school assemblies, school trips, physical education lessons including sports day and hand over times both in the morning and after school pick up time. With all special educational needs children there needs to be a contingency plan in place, in regards to a visually impaired child for example this may involve their glasses getting accidentally broken. When staff are assessing each individual child’s progress they need to ensure the child has the correct resources for their target level making sure activities are not too easy or too challenging which may result in a barrier towards that child’s learning or participation. Conclusion In conclusion to this, inclusion is essential for each and every child under the special educational needs umbrella and we must adopted this ethos by working closely with parents to help support their child’s education and collaborating with all other professionals involved. Working together and having a flexible supportive team is the key to achieving an inclusive education for all children. Unfortunately in some cases lack of knowledge and training from early year’s practitioners and teachers is one of the main barriers to inclusion. The special educational needs umbrella has helped professionals understand that training and support for children with disabilities and special educational needs is vital for every individual child’s positive progress and to reach their full potential in an inclusive mainstream school. Finally underpinning the United Nations Convention Rights of the Child and the Children’s Act 2014 working with teaching strategies which are presently being used in mainstream schools can be adapted to assist pupils with disabilities and special educational needs therefore creating an inclusive practice throughout the school. Alison Carr [Type text] Working with Children with Special Educational Needs Working with Children with Special Educational Needs Joanne Boyden There are a number of regulations and requirements in place to protect children with special educational needs or disabilities. It was originally believed that children with needs should be sent to a special school and therefore choice for parents and children was very limited. However, with the implementation of laws and regulations this has very much changed, with children with needs attending mainstream schools of their parents’ and their choice wherever this is possible. The onus is very much on the setting being adapted for the child rather than the child being unable to fit in with the mainstream setting. The laws regarding children start with the Education Act 1970 which saw the transfer of the responsibility to educate children with special needs from the health service to the local authority. As a result of this special schools were built. Around this time the medical model of disability was frequently used. This model labelled the child as somehow having a fault. The focus was very much on what the child could not do rather than their skills and aptitudes. This model focused on the perceived need for segregation hence the need for separate special facilities. Opinion suggests this model puts a great deal of anxiety and stress upon the parents of the child and limits the choices and opportunities they can give the child. The Warnock report looked into SEN and from this report a number of suggestions were consequently made. Suggestions looked at how the child could access the curriculum and how to adapt the environment to meet the needs of the child thus enabling them to do this. The Education ACT 1981 took a lot of its claims from the Warnock report and gave power to the parents. It also outlined in detail the legal responsibilities of the LEA. The Education reform Act 1988 saw the introduction of the National Curriculum. This ensured consistency of teaching across schools. However this could still be adapted to meet the needs of children with SEN and Disabilities. The Children’s Act 1989 states that the needs and wishes of the child are paramount and should be considered when at all possible in all decision making processes. This again gives more power to children with SEN in where and how they are educated. The Education Act 1993 brought about the need for specific guidance on the identification of children with SEN. The SENCo was introduced and again gives more power to the parents and in a way gave them a voice through the SENco. The disability discrimination Act 1995 brought in such laws as it being illegal to discriminate against disabled people in relation to employment housing etc. It could be argued that the most important law of all regarding children with disabilities or specific requirements is the SEN code of practice 2001. This is the Act that gives the power to the child and their parents. Most importantly this act gave rise to the law that children with SEN have the right to a mainstream education. There was an immense focus on inclusive practise and the adaption of the environment to fit the child and not the other way around as previous. This act fully encompasses the social model of disability. This act gives upmost power to the parent to choose where their child is educated and how. The Act is embodied by seven key principles. The first is that the knowledge of parents should be taken into account in all decisions. They do after all know their own child and their individual needs better than anyone else. The second states that the focus should be on what the child can do not what they cannot. The third principle states that parent’s feelings and emotions should be supported. The fourth and again these are very much linked, states that parents should be fully involved with all decisions. The fifth principle states that parents know what is best for their child. The sixth principle shows that parents may also suffer disability and this should be supported and understood. Finally the seventh principle, states that meetings should be arranged in good time and at times suitable for the parents. Parents may have other siblings to look after or they may be juggling employment and childcare. They cannot always be there for a meeting at a time suitable for the set ting. This should be considered when all meetings are being set. The act fully highlights the need for positive and close relationships with parents aswell as empowerment for the child. The act states the importance of early identification and close monitoring of all intervention and support through the use of documents such as IEP’s. The act also give guidance on the levels of support through school action and school action plus and indicates who is responsible and at what levels of the support process. In summary there are a number of regulations and laws that support children and their families with SEN and disability all of which should be carefully adhered to when working with the children and their family. The outcome if the laws are followed correctly should be a happy fulfilled child reaching their full potential with happy parents. This would abide by the principle of every child matters ensuring that all children whatever their needs are given support to fulfil their goals. It is extremely important to work inclusively with children with disabilities or specific requirements. Firstly this would adhere to the SEN code of conduct which explores the need to work inclusively. Inclusions involves â€Å"looking for ways of helping children to join in who would tradtionally be excluded from settings or activities† pg 312 Children’s care learning and development. It can also be described as â€Å"a process of identifying, understanding and breaking down barriers to participation and belonging† pg 312 as above. It is important to note that it is the environment that should be adapted rather than trying to fit the child to the environment. This may mean things such as having activities laid out on table tops rather than on the floor, giving extra time for dressing for PE etc. The areas that need to be addressed depend very much on the need of the child. No matter what that need the child has the same rights to be given the same opportunities as a child without needs. In fact most children have needs in some areas and working under every child matters, environments and opportunities should be differentiated for all children so that all can reach their full potential. One example of inclusion would be a child who has a physical need. Rather than simply saying they cannot participate in PE, they may need extra time to dress/undress. It is important to allow the child to do as much for themselves as they possibly can. If they require help they should be asked if they want help first. Also the ac tivity itself should be looked at. If it is a ball game can it be adapted to include the child. A child that is not allowed to participate fully as the others can soon become frustrated and segragated from their fellow pupils. This would be following the medical model rather than fully embracing the social model of disability. Allowing children with needs to fully participate also teaches the other children a valuable lesson of acceptance of difference and tolerance. It aids to promote acceptance in the school community as a whole. Often when looking at inclusion it can be the views and attitudes of the adults that can be the actual barrier to inclusion. The child involved may be capable of far more than the adult believes if they were given the chance to do so. It is important wherever possible to include the child in whatever the class is involved in rather than taking them away for specific individual work. Before long a well meaning adult can take the child away from many activi ties they are fully capable of taking away their right to inclusion in that task. The relationship between parent and setting cannot be underestimated. At the end of the day parents are the ones who know the child best and are therefore in the best position to say what is best for the child. They are the experts on their own child regardless of their need or disability. They can provide insight into how the child behaves at home and also if there have been any changes in the child they can often provide answers as to why this may be. The relationship between setting and parent can often be difficult and views can vary significantly as to what is best for the child. However the relationship should be one of compromise and trust. Again working closely with parents and involving them in all decision making processes is key and in fact necessary to adhere to the SEN code of conduct. It is not always an easy relationship to maintain in a positive way but it is crucial to do this. Parents may be upset and angry and may not wish their child to be labelled. In some circumstances they may deny that their child has any needs and wish them to be treated in exactly the same way as the other children when this may not always be suitable or possible. Parents may suffer disabilities themselves and this must be taken into consideration when working closely with parents. Not only is the relationship with parents key to providing the best environment for the child but also good clear relationships with other professionals is key. This may take the form of speech and language experts, educational psychologists, health workers, social workers. It is imperative that this relationship is both clear and a two way relationship for the benefit of the child. In many instance the setting may simply not have the expertise as to what is best for the child and the professionals eg speech and language can offer valuable resource and knowledge. Practitioners must wherever possible strive to adapt their environment to meet the needs of the child with disabilities. This does very much depend upon what those specific needs are. For example if the child has a visual impairment care must be taken to remove any tripping hazards. Also if changes to the environment are made the child should be made aware of them. Specific instruction should be given if for example the room has to be evacuated quickly does the child knows the procedure to follow? Any areas that the child has to frequent regularly should be easily assessable to the child for example their coat peg should be at the end of the row, their lunch box easy to access. The other children within the class should be taught to be aware of the room, chairs should be tucked in, toys should be removed from the floor. When considering the child’s needs for example with reading the work do paper actvitities need to be enlarged/ coloured in a specific way? Depending on the sev erity of the need can books be made available in Braille, can audio books be used? The toys and games of the classroom should be looked at, is there a requirement for electronic speaking toys. Any items used should be made part of the normal day for all children where possible to avoid any kind of segregation. The teacher should be aware to verbalise any key activities such as playtimes, lunchtimes etc. All the children in the class should be encouraged to use some of the aids to promote empathy and regard within the class and also to normalise any intervention material. For example visual aids could be used by all the children in certain lessons. Any equipment needed to support the child should be purchased and this is where it may be beneficial to apply the expertise of the experts. For example a practioners initial reaction may be to say the child should be given alternative activities during PE sessions. However this may not need to be the case as with appropriate equipment such as balls that make a noise, they could fully participate along with their peers. Often it is the views and beliefs of the people involved in the teaching of the child that have to be changed and certainly not the child themselves. With a little creativity most daily activities can be adapted and differentiated to meet the varying and sometimes challenging needs of children. Therefore to conclude, there are many acts that govern how children with needs are educated and with careful consideration of both parents and the child these can be successfully followed. Through inclusive practice and good communication the needs of the child and wishes of the parent can be successfully met. References: Burnham Louise, (2008), The Teaching Assistants Handbook, Essex, Heinemann. Beith Kate (2008), Children’s care learning and Development, Essex, Heinemann. Special Educational Needs code of Practise:, http://webarchive.nationalarchives.gov.uk/ Convention on the rights of persons with disabilities: http://www.un.org/disabilities/convention/conventionfull.shtml Working with Children with Special Educational Needs Working with Children with Special Educational Needs The Legal and Regulatory requirements that are in place for children with disabilities. Legal and regulatory requirements are in place to help children with disabilities or special educational needs against discrimination. The specific laws and regulations in place are; The Equality Act (2010), Special Educational Needs and Disability Code of Practice (SEND)(2014), The United Nations Convention on the rights of the child (UNCRC) and The united Nations Convention on the rights of Persons with Disabilities. The main principle of the Equality Act (2010) is to ensure children with disabilities or special educational needs have access to public settings and services. Therefore reasonable adjustments must be made to enable this to happen such as changes in the environment. The SEND code of practice (2014) promotes the value of an individuals needs. The main principle being the child has their needs met as well as having access to the core provision available to their peers. Children with (SEND) should be given full access to education in an appropriate delivered curriculum, to enable them to reach their full potential. The United Nations Convention on The Rights of persons with Disabilities ensures disabled people enjoy human rights as a non-disabled person would. The code of practice states that parents must be included in any decisions or support given to a child and where appropriate the child’s views should be sought. It outlines measures that can be taken to reduce barriers and promote the rights of disabled children so these children can participate equally with other children. They ensure the child’s best interests are in consideration and they are given chance to express their own views and opinions. The United Nations Convention on the Rights of the Child (UNCRC) is a generic document that gives children rights regardless of their individual needs and circumstances. It highlights the importance of the voice of the child, their individual needs, adapting the environment so they can learn, play and rest and to give them the rights to all of the 54 articles. Why it is important to work inclusively with children with disabilities. It is important that practitioners work inclusively with children with special educational needs or disabilities so these children are given the same amount of opportunities as children without special educational needs or disabilities. They have the right to be educated in mainstream schools with other children. It is statutory that all children’s needs are recognized and met. All children are individuals and unique therefore they will have specific strengths and weaknesses. Practitioners have the responsibility to provide a non-discriminated environment, and to accommodate all children’s strengths and weaknesses, which will be facilitated in the curriculum and planning through differentiation. A child with special educational needs, or a disability, needs to feel welcome in a setting and to feel at ease and not to feel different to others. It’s important to make the child feel confident. This can be achieved by promoting a child’s self esteem by including them with decisions regarding their interests and by allowing children to try new things and to encourage them to try again using lots of praise. Practitioners are responsible to plan and set up activities based on the child’s interests and hobbies in order to make the child feel at ease and confident. Children with individual needs may require activities or environments to be adapted to meet their needs. Therefore practitioners need to plan with consideration and knowledge of all the child’s specific needs. Activities which may be too difficult or too simple should be adapted to meet the child’s level of understanding or be age related to meet their needs. However it is still important that these children are still challenged and stretched to reach their full potential. Practitioners and senco can work together to create individual educational plans (I.E.P). Individual educational plans are not required within the SEND but practitioners must make record of the provisions put in place. It is important to have in place specific resources to meet their needs to be able to complete activities. The child should never be made to feel inadequate or unable to access activities set, as this would impact and effect their self esteem. A child with a disability should be able to have access in all areas of their setting. Adaptations should be made, for example, ramps at entrances, ground floor classroom use and furniture layout changed to give access. The benefits of working in partnership with parents and other professionals. Working in partnership with the parents/carers of a child with special educational needs or disabilities is very important and is good practice. Most parents/carer’s know their child best. Unless in situations where the parent has a disability themselves. The parents/carer’s also have the most understanding and experiences of the child. The parents/carers can give professionals information that is important to give the child the support they need. The parents need to feel supported and comfortable to discuss their childs needs. The parents/carer’s feelings need to be taken into account as they may find it emotional or stressfull to talk about their childs additional needs. The parents of a child with additional needs may also have some additional needs, they may find talking about their child’s needs difficult to understand and may need support with this. Therefore it is important for practitioners to be aware of this point and provide these parents with h ome support such as Action for Children to explain certain terminology that they will understand. The parents/carer’s views and contributions help professionals to work more effectively to meet the childs needs. Parents/carer’s need to be given as much knowledge as possible about their child’s entitlements within the SEND framework. They should be given time and support to understand and complete any documentation or procedures. This will ensure an effective two way communication process and will deliver a robust support package for the child. Everyone involved should clearly understand the aims and goals for the child. Behavior and progress needs to be reported to parents so they feel included. Parents may need support with their child’s well-being and behavior at home so settings should offer them family learning sessions that may be available. A good relationship with parents is vital so they can work closely with professionals for the best of the chil d and their needs. A child may be experiencing a good or challenging day and so effective communication in sharing this information will be of great benefit to the child and practitioner knowing what best support to deliver that day. The working partnership between other professionals and the school/setting and the parents/carers is important so everyone can have a good understanding of the childs needs and the best ways to give them what they need. For example speech and language therapists may set activities and work for practitioners and parents to carry out to help the child. This is the same for physio therapists, health visitor, peadiatricians and social workers. They play important roles for the child. Multi agency work is so vital. All professionals working with a child and the family must understand and be fully aware of each others roles, goals and strategies. A childs education, health, development and well-being are interlinked and impact on each other. Regular reviews a mongst multi agencies must take place in a timely manner to ensure all those are made accountable for their input, to discuss any improvements or deterioration in a child’s development and to move the child on further. Children with disabilities are vulnerable and all those working with them must ensure they are kept safe from harm, neglect and abuse. Regular reviews and close working together will highlight any signs of potential concern and early strategies can be put into place to ensue the best for the child. Describe how practitioners can adapt their existing practice to support children with disabilities. Practitioners must be aware of their legal duties underlined in legislation, understand how their role fits into this and to carry this out on a daily basis. Practitioners must make others aware of their duties to include children with disabilities and challenge and negative remarks or practice. Resources must be readily available to adapt activities for individual children. Children’s interests, ability and safety must be met when planning their education. A child should be willing and eager to participate in an exciting and appropriate activity to best support their learning and achievements. Resources must be easily accessable to the child to promote their independence and self esteem that they can do things for them selves and can achieve. A range of real resources should be available to choose. Practitioners must be aware if a child has difficulties in making choices and being independent. If so a visual timetable and providing two choices will be of better support. A child with sensory difficulties may find it difficult in a large classroom and may benefit from a smaller and quieter environment. Health and safety must be a priority so a child cannot injure themselves or others when moving around the classroom. Here it is important that the layout of a room, stor age of resources and their location is kept the same so a child can learn where things belong. Children experiencing emotional and behavioural difficulties will require a sensitive adult and an environment that allows them to express their feelings be it positive or negative and still feel valued. A child may need support during crisis and therefore an area to go that is safe from causing themselves or other harm. They may need support in choosing an activity, visual aids such as photographs at activities or holding up real objects may be useful. It is essential that records are kept and observations are recorded of additional support and activities that are put in place as extra help for children with disabilities. This can be in the form of an Individual Educational Plan, which details specific targets and timescales for professionals to work on with a child. Plans of how professionals are going to achieve those targets e.g. what resources will be used, what activities, who will be involved, for how long and how often and notes on how it went and observations on a child accessing and using the resources and their learning and development all should be recorded as evidence and used as support in moving the child on further. A successful record keeping system needs to be established in settings that works for them and the individual child and that parents and other professionals can add to regularly; such as half termly and can understand.

Threats to Democracy :: essays papers

Threats to Democracy What threats to "Democracy" presented themselves during the first few decades of independence? How did leaders of the U.S. solve these problems? During the first decades of our premature nations' existence, it is hard to imagine that the United States would evolve to become such a great democracy. A democracy others would prefer to believe with hypocrite reasoning. When the U.S. first won its independence it was a united group of people left to fend for themselves. This group was to become a nation and creating it involved more than winning independence from Great Britain. In 1783, the U.S. was a country forming in its premature stages. By 1787, this baby begins to develop, to become a nation. By 1787, people perceived that their constitution represented what the people desired the U.S. to be; well at least the Federalists presumed this. The Anti-Federalists watched for signs that threatened their "republican principals" for which they so recently had fought the American Revolution. After winning the war the unity and optimism among Americans did not translate easily or smoothly into the creation of a strong central government. The Federalists and Anti-Feds were very opposed to eachother's views. By the late 1700's and early 1800's, a deep political division had occurred amongst the Federalists and the Anti-Federalists. Anti-Federalists were mostly from the South, and were labeled "Jeffersonians". Their label came from the fact that they defended slavery and third President, Thomas Jefferson, was known for owning herds of black slaves. Southerners held agreed with many of Jefferson's views. The Anti-Feds, Republicans, believed in strict interpretation of the constitution, peaceful foreign relations, and a reduction of the role of the federal government in the lives of average citizens. They were opposed to a strong central government and felt states should hold the power to govern. The Federalists believed that the constitution should be loosely interpreted and that America should follow the spirit of it to make laws and judgements. Federalists wanted to organize the states so a strong federal power could govern over them in order to keep enough power for the economy, war and ruling. Many were opposed to this form of government because it so closely mimicked that of Great Britain. Between these t wo diverse groups, their followers split the nation. The United States was geographically split North from South.

The Great White Wall Essay -- Australia Immigration Migration Papers

The Great White Wall For most people, someone within their ancestral lineage has immigrated to a new country. Immigration has been perceived as a way to provide and enhance personal opportunities (McConville: p 73). Overpopulation began to be a problem in many of the great empires in the early 19th century, and emigration seemed to provide the best opportunity for people to better themselves in a new world (McConville: p 73). Rather than draining the resources within one society, people were given the opportunity to form a new life and use the resources in another land (McConville: p 73). The Great White Wall Australia became portrayed as a haven from industrial capitalism (McConville: p 73). Many immigrants began to flood into the land where opportunities could be found. However, Australia flourished within a white society, providing only racist ideals to â€Å"rationalize and condone the colonial conquest, cultural domination, racial exclusion and economic inequality† (Evans: p 175). As McQueen put it, â€Å"Racism was the most important single component of Australian nationalism† (McQueen: p 29). Australia built a ‘white wall’ against any non-European immigrant and through racism as well as policy; segregation and sometimes even exclusion of non-whites was sustained. The influx of immigrants from around Europe and surrounding nations began to integrate into Australia and gave rise to a nation of opportunity. In the mid-1800’s the attraction of ‘men of energy’ to produce a stable working force for the economy became the basis for many policies set up to help integrate immigrants into the country (McConville: p 74). Immigration assistance became established primarily for agricultural workers and single women (McConvi... ..., 1975. Iredale, Robyn, Guest Lecturer for GEOS 382: 24/10/02, University of Wollongong, Spring 2002. Jupp, J, From White Australia to Woomera: The Story of Australian Immigration, Cambridge University Press, Cambridge, UK, 2002. McConville, C, ‘Peopling the Place Again’ in Burgmann V and Lee J (eds), A Most Valuable Acquisition, A People’s History of Australia Since 1788, Penguin Books, Ringwood, 1988. McQueen, H, A New Britannia: an Argument concerning the Social Origins of Australian Radicalism and Nationalism, Penguin Books, Ringwood, 1970. Price, C, The Great White Walls are Built: Restrictive immigration to North America and Australasia 1836-1888, Australian Institute of International Affairs in association with Australian National University Press, Canberra, 1974. Selleck, Bruce, GEOS 382, University of Wollongong, Spring 2002. The Great White Wall Essay -- Australia Immigration Migration Papers The Great White Wall For most people, someone within their ancestral lineage has immigrated to a new country. Immigration has been perceived as a way to provide and enhance personal opportunities (McConville: p 73). Overpopulation began to be a problem in many of the great empires in the early 19th century, and emigration seemed to provide the best opportunity for people to better themselves in a new world (McConville: p 73). Rather than draining the resources within one society, people were given the opportunity to form a new life and use the resources in another land (McConville: p 73). The Great White Wall Australia became portrayed as a haven from industrial capitalism (McConville: p 73). Many immigrants began to flood into the land where opportunities could be found. However, Australia flourished within a white society, providing only racist ideals to â€Å"rationalize and condone the colonial conquest, cultural domination, racial exclusion and economic inequality† (Evans: p 175). As McQueen put it, â€Å"Racism was the most important single component of Australian nationalism† (McQueen: p 29). Australia built a ‘white wall’ against any non-European immigrant and through racism as well as policy; segregation and sometimes even exclusion of non-whites was sustained. The influx of immigrants from around Europe and surrounding nations began to integrate into Australia and gave rise to a nation of opportunity. In the mid-1800’s the attraction of ‘men of energy’ to produce a stable working force for the economy became the basis for many policies set up to help integrate immigrants into the country (McConville: p 74). Immigration assistance became established primarily for agricultural workers and single women (McConvi... ..., 1975. Iredale, Robyn, Guest Lecturer for GEOS 382: 24/10/02, University of Wollongong, Spring 2002. Jupp, J, From White Australia to Woomera: The Story of Australian Immigration, Cambridge University Press, Cambridge, UK, 2002. McConville, C, ‘Peopling the Place Again’ in Burgmann V and Lee J (eds), A Most Valuable Acquisition, A People’s History of Australia Since 1788, Penguin Books, Ringwood, 1988. McQueen, H, A New Britannia: an Argument concerning the Social Origins of Australian Radicalism and Nationalism, Penguin Books, Ringwood, 1970. Price, C, The Great White Walls are Built: Restrictive immigration to North America and Australasia 1836-1888, Australian Institute of International Affairs in association with Australian National University Press, Canberra, 1974. Selleck, Bruce, GEOS 382, University of Wollongong, Spring 2002.

Stratospheric Ozone Depletion and Its Effect on Skin Cancer Incidence E

Introduction This term paper is situated in an area of specific health related and environmental concern: the human dimensions of global change. For about a decade now there has been growing scientific interest in the global environmental changes resulting from anthropogenic activity. However most of this research has focused on the scientific bases of environmental transformations with little attention to how human social responses are linked to global change. As a result, scientists and researchers alike are beginning to ask questions about the symbiotic relationship between human well being and physical change. Abstract This research compilation plans to use one environmental health component of the global change phenomena - ozone depletion and skin cancer - to advance and deepen your understanding of the relationships between human wellness and environmental change. This project should deepen understanding by developing a framework for conceptualizing environmental health policy issues. In this way the relationships between scientists, policy makers and the public will be explored theoretically as the interactions of science, the state, and society as a whole. The Relationship of Skin Cancer Prevalence and the Increase in Ultraviolet-B Exposure due to Ozone Depletion Ultraviolet-B radiation damages the human skin: Acute exposure causes sunburn and chronic exposure results in loss of elasticity and increased aging. Increased absorption of UV-B triggers a thickening of the superficial skin layers and an increase in skin pigmentation (both of which act to protect the skin against future sunburns). This protective mechanism however, also makes the skin more vulnerable to skin cancer. Strong evidence exists of a dose... ...tion/2.html Mahaney, Francis X., "Nocturnal Animals Help Shed Light on Human Melanoma," __Journal of the National Cancer Institute__, 87 (21): (1 November 1995). Available on the World Wide Web at http://wwwicic.nci.ni h.gov/jnci/iss8721/87-1584.html. Roses, Daniel F., Stephen L. Gumport, Matthew N. Harris, and Alfred W. Kopf, __The Diagnosis and Management of Common Skin Cancers__ (Atlanta, Georgia: American Cancer Society, 1989), 89- 50M-No. 3373-PE. Schein, O.D. et al., "Ocular and Dermatologic Health Effects of Ultraviolet Radiation Exposure from the Ozone Hole in Southern Chile," __American Journal of Public Health__, 85 (4): 546-550 (April 1995). "Stat Bite: Trends in Melanoma Incidence," __Journal of the National Cancer Institute__, 87 (20): (1 November 1995). Available on the World Wide Web at http://wwwicic.nci.ni h.gov/jnci/iss8720/statbi20.jpg.

Critical Appraisal Essay

This exclusive practical session revolves around students’ attachment to family doctor or general practitioner. Beforehand, a sound understanding and distinguishable comparison between these two specialty is necessary to perform this task efficiently. Family medicine is a medical specialty that provides continuing and comprehensive health care for the individual and family across all ages, genders, diseases, and all parts of the body. It is based on knowledge of the patient in the context of the family and community, emphasizing disease prevention and health promotion. According to the World Organization of Family Doctors, the aim of family medicine is to provide personal, comprehensive and continuing care for the individual in the context of the family and community. On the other hand, general practitioner is a medical practitioner who treats acute and chronic illnesses and provides preventive care and health education to patients. The good general practitioners will treat patients both as people and as a population. In some healthcare systems general practitioners work in primary care healthcare centers where they play a central role in the healthcare team. Nevertheless, in some models of care general practitioners work as single-handed practitioners. In conjunction with this block, I visited a local puskesmas to understand more about role of a general practitioner and family physician. Physical Access , Convenience and Facilities The clinic I was designated to is Puskesmas Danurejan I. The puskesmas is located in Bausasran, Danurejan in Yogyakarta. After being renovated and improvised since December 2011, Puskesmas Danurejan possesses new physical structure and more sophisticated facilities. Now, the puskesmas has a new building, whereas the ground floor serves as an infectious and non-infectious area. The puskesmas is almost 656 meter squared in size with general consultation rooms, dental consultation rooms, emergency room, pharmacy and laboratory fitted in the ground floor. On the other hand, the first floor serves as the supporting facility . This floor contains the office, hygiene and sanitation department and prayer room. This health center is located in the midst of housing estates, and therefore very accessible to those living within close proximity. The housing area is also densely populated, with numerous shops, public amenities which makes it a rather ideal and conducive stay. The puskesmas is open daily on weekdays and Saturdays from 7. 30am to 3. 00pm. The puskesmas also has a landline which makes it reachable for any prior information before the peoples’ visit. One distinct setback of the setting is that of, the signboard was unclear and hidden in tree branches. The direction guiding the visitors are vague and not specified. This may be inconvenient for anyone who is about to make their very first visit without prominently knowing the location. Furthermore, there were not enough parking lots near the puskesmas. The Waiting Room The waiting room is spacious, sufficient to fit about 20 patients at an instance with appropriate number of chairs provided. The cleanliness and tidiness of the waiting room is also well maintained . There were garbage bins provided. The ventilation of the room is also well considered as there are presence windows for good air movement. Huge healthcare pamphlets and banners are also seen in the waiting room, aimed educate and enlighten patients. A staff was bserved in the waiting area as she is assigned to take vital signs of the patients and direct them to the physician as their turn comes. As we were walking pass the waiting room, I noticed surreptitious gazes from the patients who were rather clueless of our enthusiastic presence with white coats. I managed to start a conversation with a few patients even before tending to the consultation room for observation. Patient Load and Examination Room The patients who visit this puskesmas are mostly from the community living within close proximity to the center. Apparently, the densely populated housing estate are attracted to the recently renovated health center. The health center receives a generous average of 40 patients daily, most probably due to the satisfactory health care received and affordable charges. The examination room is rather small but sufficient to carry out basic physical examination, equipped with racks, table for physician and an examination bed. During my observation period, the physician received 5 patients. in which 3 of them were regular patients under controlled medications (hypertension and diabetes mellitus patients), with the other 2 having ordinary fever and viral flu. According to the doctor, most of his patients are children with acute illnesses and elderly patients facing chronic diseases. However, any serious medical complication which cannot be diagnosed or treated by the doctor is referred to the possible hospital. Physician-Patient Communication Based on my observation, the physician seemed to have mastered all crucial skills in order to provide the best for the patient. Firstly, I would like to discuss about the primary care management of the physician towards the patient. The doctor successfully connects with the patient via good communication and interpersonal skills, and subsequently put the patient at ease to express his complaints and condition. Therefore, the physician is able do deal competently with the problems presented to her. Even though the physician I observed has just completed internship, she has an amazing person centered care towards each of her patient. She understands and relates her patients as individuals and developed the ability to work in partnership. The physician encountered various different cases involving different ranging from a myriad of genders, age group and illness. However, she applies specific problem-solving skills about the context-specific aspects of general practice and successfully dealt with undifferentiated illness and skills. The duration of consultancy was about 10 minutes per patient for chronic diseases like hypertension and diabetes mellitus and the interaction process took about 5 minutes. Shortly after my observation, I managed to have a word with the physician. She explained to me that the key to a good family physician is the comprehensive approach. It is about how one as a physician must be able to co-ordinate care of acute illness, chronic illness, health promotion and disease prevention in the general practice setting. Not to forget, to respect and honor the patients for an impeccable physician-patient communication. Besides she emphasized the importance to keep patients informed about their condition, listen and respect their views about their health and respond to their question. Documentation and Medical Records The medical records are stored very systematically in the center. There is an allocated room with limited accessibility to keep all of the documents safely in order to avoid breach of confidentiality of the documents. Only the administration personnel are permitted to enter. As we were informed, the documents of the medical record has been computerized using a programme called MedCis System. However, the manual means are still practiced in the physicians desk. The information is then transferred by the administration personnel. The medical record on the hysicians desk is a piece of white-colored paper with patient identity particulars such as name, age, gender, registration number, and consultation date at the top. The remainder of the page is filled up by writing by the doctor himself, which are anamnesis, medical history, drug allergies, vital sign results, physical examination results, diagnosis, treatment and prescription. By the implementation of the computerized system, loss of data due to natural disaster is prevented. Besides, the patients privacy and confidentially is recognised as the system is well secured, in the sense no changes of previous medical history is made possible. The system can only be viewed by physicians for follow-ups and patient himself upon request. Clinical Care Processes The overall process of treatment is very structured indeed. It begins with registration and recording of vital signs. Later, the patients are directed accordingly to the appropriate departments namely psychology, nutrition, general consultation and dental consultation. After receiving their treatment, they were to settle payments before collecting their prescription from the pharmacy. As per clinical care specifically, the physician has performed necessary procedures to diagnose and treat the patient. The physician accomplishes her role as a family physician very successfully. Her anamnesis was very detailed and intricate. She thoroughly skims the past medical history, medication history, and latest prescription before she proceeds further. Concerning chronic diseases of the elderly like hypertension, she initiated by asking the patient how did they feel lately and if there were any relieve or aggravation from their condition. As the temperature, height, weight, blood pressure, respiratory rate and pulse rate has been obtained earlier from the registration personnel, she proceeds with treatment and prescription. The physician prescribes simple generic medicine for the patient which was available in the pharmacy. As for the child, she performed basic physical examination as he complained of body ache. I also observed that treating an elderly person and a child requires different approach altogether. Obviously, they had to be nurtured with care and respect. The physician was seen to have given importance to personal safety by the usage of gloves, masks, and hand sanitizer. This is an undisputedly important step to prevent nosocomial infections in the health center. One setback that I observed was in terms of educating the patients. The physician only provided the patients with very minimal input and education. Payment There are several paying methods made feasible by the puskesmas to facilitate the patients, namely insurance coverage and direct payment. For instance, Jaminan Kesihatan Masyarakat, Jaminan Kesihatan Daerah, Jaminan Kesihatan Social, Jaminan Kesihatan Persendirian and Jaminana Kesihatan AKS. Patients who owns insurance coverage as mentioned need not make any payment, whereas those without pays an amount as low as RP5000. 00. However, the medications has to be purchased by the patients at their own expense. For the most part of my observation, the patients receives prescription of their medication to be purchased themselves in the pharmacies, unless generic medicines which are provided in the puskesmas. I could deduce that the charges are very affordable compared to that of private practices. Therefore, quality medical care is made accessible to everyone regardless of their economic background. This is indeed extremely favorable in reaching out to the needs of the people in an actively developing region. Discussion In the context of satisfactory health care, patients gratification is substantial. This explains why health care providers should make extraordinary efforts in providing the best achievable standards of health care. In the context of Indonesia, family medicine is developing slowly, however a clear structure and guideline for patients has not been constructed. On the other hand, due to limited number of specialist available, most specialists carry out private general practice outside their work hours. This may reduce the efficiency of the physicians due to stress and overwork. Moreover, the general practitioners training programme is not welcomed and well supported by the specialist because they are held in direct competitions with the general practitioners. Pertaining the clinical attachment, the physician tried their level best to provide appropriate health care to her patients despite the limited resources. However, there is also abundant room for improvement in terms of educating the patient about prevention of diseases and the effects of medication prescribed. Besides, the physician should have given more enlightenment when concerning lifestyle related iseases, because at all times, prevention is better than care. On the whole, the entire health care team should work on the regulations concerning controlled medication to avoid abuse and overuse. Another most crucial point in family medicine is the community orientation. Community orientation is about the physical environment of your practice population, the need to understand the interrelationship between health and social care, and the tensions that may exist between individual wants and needs and the needs of the wider community. As a conclusion, holistic approach is about your ability to understand and respect your patients’ values, culture, family beliefs and structure, and understand the ways in which these will affect the experience and management of illness and health. I am very contented to be granted an opportunity for this clinical attachment. This would, in time, help me in my future endeavors as a doctor.