Different types of play spaces Essay

There are four different types of play spaces availible. These are affective, transient, physical and permanent.These can be provided within a play setting or created by the children.Different types of play spaces will be more challenging and stimulating for children and they will be less likely to get bored or restless. Affective – An affect play space is a space that pays attention to the moods and feelings that children and young people bring, these are usaually calming play spaces. For example: music, sensory and art. Transient – A transient play space is a space that can be changed, adapted or moved about. These objects range from wooden blocks to basketball nets. E.g. basketball nets can be moved from outside to inside etc†¦ Examples of a transient play space would be: making dens, moving furniture and creating imaginative play spaces. Physical – A physical play space is a space that children can be physically active. Thesespaces are ideal for anything from running to fine motor skills. Examples of physical play are: running, wrestling, skipping, dancing and sliding. Permanent – A permanent play space is a space that can not be moved or changed in any way. For example: parks, swimming pools, football picthes and adventure playgrounds.sdf Outline how to idenify when children and young people need support within the play space. One of our roles as a playworker is to support children in their play. This means we should stand back and observe the play unless someone is going to  get hurt. We should let the children play without intervening but joining in if you are asked to or given play cues is totally fine. identifying when children and young people need support within the play space is usaually straight forward but sometimes it can be a little bit tricky. The best way to do this to watch out for any play cues you might be given, then step back when you are no longer needed. Another way of supporting the play is if you see a play space not being played with, go and play with a activity and sooner or later you will attract attention and children will start to get intrested. When two or more children start to play with this activity you should move away and go back to observing. How a playworker can support, without taking control, children and you people to adapt a play space. There are many ways a playworker can support children and young people to adapt a play space without taking control. Most of the ways to support children without taking over are mentioned above but they differ slightly. The ones that apply are: don’t intervene unless asked, respond to play cues with a playful reponses and dont intervene unless you see a hazard. If the children want to adapt the play space and seem to be having trouble wait until they give you play cues or come and ask you to help. If they do ask you for help ask the children what they want help with or tell ask them to tell you what to do and you’ll do it. This way it is still the children adapting they play space you are just giving them a helping hand. How to bring play to an end in a way that is sensitive to the children and young people and their level of development and involvement. I am aware of plenty of ways to bring play to an end, some of these methods include: using a bell, using an egg timer or counting down. In my placement we tell the children we’ll stop playing to get tuck shop 5 minutes before the tuck shop opens after the children get their tuck they are free to go back to playing. 10 minutes before the end of the play session we tell the  children they have 5 minutes to play with the toys then we will do a group game for the last 5 minute until the childrens session is over. Why is it important to reflect on all aspects of your own playwork practice, including relationships with other people. It is important to reflect on all aspects of your own playwork practise quite regularly (at least once or twice a month). The reason you should do this often is so you can see how to improve or adapt your playwork practise as soon as possible. Looking back on your playwork practise and self-evaluating it allows you to see the things that work and the things that don’t so you can concentrate on the things that you need to improve. It is also important to reflect on your relationships with other people so you can build on them to create a successful relationship where both people are happy and content. What is meant by reflective practice? The definition of reflective practice is â€Å"the capacity to reflect on action so as to engage in a process of continuous learning†. This means it allows us to constantly learn by reflecting on what we already know and working towards being better playworkers. what is meant by constructive feedback? The definition of constructive feedback is â€Å"letting people know in a helpful way how they are doing, and how their performance is being perceived†. Constructive feedback can be positive or negative this means giving someone praise if they did something really good or tell someone in a very nice way that they didnt do very good and ways they could to improve. For example: â€Å"you did well in that but why dont you try this next time to make it even better†. Constructive feedback is important because it lets you learn from your mistakes in a positive way and better yourself. How to gather and handle constructive feedback from others, for example colleagues and parents. Gathering constructive feedback from colleagues and parents is important because it allows you to look back on what you have done good and what you could do slightly better next time. You could ask colleagues what you did well or how you could of done it better or do a questionarie with colleagues and parents to find out how you can improve and remember never react badly to constructive feedback beacause people are are just trying to help you be better at what you do. How to use observations and feedback to adapt your own playwork practice. Using observations and feedback allows you to adapt your playwork practise so you can concentrate on what needs to be improved whilst keeping your practice up to the highest standard possible. As I said above the to do this is to ask questions about your polaywork pratcise and ask them if they have any opinions or feedback that may help you improve at what you do.

Personal narrative essay Essay

â€Å"Don’t Blink† Four hundred and eighty three people, stuck together like glue for the past four years. We all felt as if the day would never come, like seeing it cloud up but never getting any rain, like getting snow on the ground and no snow day. What some people complained about and dreaded going to was something I had grown to enjoy and tend to miss now. After spending four short years in the same routine, going to the same place, seeing my same close friends every day I really learned to enjoy what is happening because it seems like it is there and gone. To me it was really one of those things you could say â€Å"don’t blink because you might miss it.† My first day of high school wasn’t one of those days that hit me as being scary. Although there were many new people, a much bigger building, and only a few friends you could talk to from junior high. For some reason you just really feel a jump in your ego when you walk through those doors. Trying to find a new class room in five minutes was about the hardest thing that day, although as mean as some of them looked, all you had to do was ask an upper classman and you would know right where to go. I was able to make many new friends in high school. Some of them lasting a couple weeks, some maybe through that year, and a few that are still close friends today. Once in my sophomore year I realized that best friends do actually exist. After meeting him in football we started doing everything together. Having somebody to go to and talk with throughout high school was probably the biggest help of all. The years seemed to be flying by, it felt as if the days couldn’t get any longer, but the year itself would be there and gone. My friends and I were growing closer and closer as the weeks went by joining clubs and playing sports just because one another were in them. After sophomore year we all started getting our licenses this was the coolest thing ever, we got the feeling of being free, cruising around together after school and on weekends. Now, half way through the summer leading to our junior year, I had just turned 16. To me this was one of the biggest years of school. I had met some of the best people in my life that are still in it today. I was still hanging out with some really close friends, made another good friend that moved in by me, and found that high school sweet heart, well for that year at least. Finally the big year for me, coming into my senior year and I was already beginning to think about all the friends I wasn’t going to see after that one short year was over. It was getting hard watching everybody pick out a college or university and knowing that we were all going to moving away way to soon. I had joined a work program to give me half days so that I could now afford to drive my truck. Only going to school for five hours a day was making the time really fly by. I was so ready to get through one thing this year though. For the past three years I had been to play with the school band for the upper classes, but finally it was my turn to hear the music. May 20th, 2012. One of the most impacting days of my whole life. I was finally here, we made it. After a long morning of preparation, deciding on the right outfit and taking hundreds of pictures we were finally on our drive there. As our name cards were passed out we lined up next to our closes friends. The one major time I have felt this feeling, we came through a curtain and entered the biggest room I’ve ever seen packed full of cheering parents, finally it was here, graduation. It had come and gone so fast leading me through some of the best life lessons and bringing me to some of my best friends. It seemed like those few hours we were all cracking jokes and trying to laugh just to cover up our real emotions, at least I know I was, after entering this room I was really starting to realize how much I would miss all these people. It came time for me to move away. With my parents and best friend by my side to support me and help me off to college I was finally on my way. High school was now gone and college was here to offer its eye opener, much more homework, many more papers, and much more effort required. It was time for me to learn how to live on my own and support myself. I can’t say this has been one of the easiest tasks to overcome, just getting past the fact of being away from everyone I grew up with and all my close friends. I still talk to most of these people all though it will never be the same as going to school with them every day. All in that one day it was there and gone, I’m glad I didn’t blink because I just might have missed it.

Great Expectations and April Raintree Essay

A key theme in Great Expectations and April Raintree is the growth and change of the characters towards their acceptance of social class. This will be proven by Pip not accepting himself in the lower class and April not accepting herself in the native class. Then, there will be proof of how Pip and April attempted to change their social class. Finally the proof of how Pip accepted himself in the social class he was in and how April accepted herself as a Mà ¯Ã‚ ¿Ã‚ ½tis. Pip did not accept himself in the lower class. He wanted to be in the upper class just like Miss Havisham is. Pip was ashamed of his family and its lower class status. How he wasn’t as fortunate as Estella who is a member of the higher class, especially when Estella insulted Pip saying that he is â€Å"common† and how he has â€Å"coarse hands†. He did not have a reason to think about his class status before this, and now that he does, he’s disturbed to think he might be just â€Å"common.† This ensured Pip to not accept himself in the lower class. He didn’t see any good from it. Pip felt he needed to impress Estella. She was the one who changed Pip’s perspective in everything. Before meeting Estella, Pip really looked up to Joe, blacksmith or a gentleman, Joe’s class status makes no difference. It is not until later, when he learns that the world cares about class, that’s when Joe’s status mattered to Pip. After seeing Estella’s house and everything she had, he wanted more to look forward to. Pip did not accept his life in the lower class. April is a young woman who has so many issues with her family and the people in her life. April always hid her feelings of shame from her sister Cheryl. April did not accept herself in the native class. Although she did not look native, she was sometimes ashamed that her sister Cheryl looked more native than she did. â€Å"There were two different groups of children that went to the park. One group was brown-skinned children who looked like Cheryl in most ways. They were dirty-looking and they dressed in real raggedy cloths. I didn’t care to play with them at all. The other group was fair-skinned and I envied them especially the girls with blonde hair and blue eyes. They seemed so clean and fresh. Some of them were freckled but they didn’t seem to mind. To me, I imagined they were very rich and lived in big, beautiful houses. I wondered what their lives were like and I wished we could play with them. But they didn’t care to play with Cheryl and me. They just called us names and bullied us.† (Pg. 6) Since April was young, she always wanted to be with the people who were fair-skinned. She didn’t like seeing her sister being called names especially, when they had to live with the DeRosiers. Half breeds were all that was said in that house. â€Å"I heard you half breeds were dirty but now I can see that it’s true.† (Unknown :() At one point, April hated being Mà ¯Ã‚ ¿Ã‚ ½tis. She felt that being Mà ¯Ã‚ ¿Ã‚ ½tis changed her life because when you think of Mà ¯Ã‚ ¿Ã‚ ½tis, you think of living off the streets and bums on Main Street. She wasn’t any of these and she didn’t want to be labelled as them. She was not happy being the person she knew she was. April did not accept her life in the native class. Pip changed his social class by going off to school to become a gentleman. He was lucky to have a benefactor. â€Å"I’ve put away money, only for you to spend. When I was a hired-out shepherd in a solitary hut, not seeing no faces but faces of sheep till I half-forgot wot men’s and women’s faces wos like, I see yourn. . . . I see you there a many times plain as ever I see you on them misty marshes. ‘Lord strike me dead!’ I says each time-and I goes out in the open air to say it under the open heavens-‘but wot, if I gets liberty and money, I’ll make that boy a gentleman!’ And I done it.† (pg. 340) Magwitch reveals himself as Pip’s secret benefactor and how he got all his wealth. This quote changed Pip’s idealistic view of wealth and social class by forcing him to realize that his own status as a gentleman is owed to the loyalty of a lower-class criminal. Year after year, he moved further away from Joe and his lower class. â€Å"Pip, dear old chap, life is made of ever so many partings welded together, as I may say, and one man’s a blacksmith, and one’s a whitesmith, and one’s a goldsmith, and one’s a coppersmith. Divisions among such must come, and must be met as they come.† (pg. 236) Joe comes with a smart and content attitude toward the changes in Pip’s social class that have driven them apart, and he shows his goodness and loyalty by blaming the division not on Pip but on the unchangeable nature of the human condition. Pip as a gentleman makes a lot of money and as he gets wealthy, he forgets his family and the people that are important to him. In other words, he worries about trying to impress people, rather than being moral. April Raintree changed her identity of a native by marrying a rich white man named Bob Radcliff. She always wanted to be rich and forget about her heritage. She moved away from Winnipeg to Toronto. She tried running away from the life she did not want, to try to live a life she wanted. â€Å"You think I don’t know why you married Bob? It was to get away from me, that’s why. I’ll be you wished you were an only child. I bet you wished I was dead.† (pg. 155) It was almost like she did not want Cheryl in her life at all. â€Å"You never loved that man. You loved his money. You figured you were going to be Miss High Society.† (pg. 158) April did not love Bob Radcliff; she only married him for his money. Pip learns from his mistakes growing up. After realizing what kind of person he has become, and how he has treated his loved ones, he felt he was better off being in the lower class. Pip realized that wealth and class are less important than affection, loyalty, and inner worth. When he is finally able to understand that, besides the esteem in which he holds Estella, someone’s social status is not what so ever connected to that someone’s character. Bentley Drummle is a symbol to this because even though he is a minor character, he gave an important message. Drummle is an upper class member. He gave Pip proof that social class has no connection to attitude, personality or moral worth. Drummle’s negative example helps Pip to see the inner worth of characters such as Magwitch and Joe, and Pip eventually scraped his immature fantasies about wealth and class. Everything changes for Pip after he learns the class status of his benefactor because he realized that Magwitch , a kind-hearted man who was never able to come out of the status into which he was born but in the end he was able to get wealthy. April realized that she wasn’t happy with Bob, so they got a divorce. From that divorce, she received a good amount of money. She immediately went back home to her sister, but things were not good between Cheryl and April. After Cheryl committed suicide, April found her diaries and read them. She finally realized what Cheryl has gone through while April wasn’t in her life and what she thought of everything especially what she thought of April. April accepted being Mà ¯Ã‚ ¿Ã‚ ½tis then and there. Like her sister, she is proud to be Mà ¯Ã‚ ¿Ã‚ ½tis. Since she loved Cheryl, she was glad that a part of Cheryl was alive in her son, Henry Liberty. â€Å"All life dies to give new life.† (pg. 184) It was tragic that it had taken Cheryl’s death to bring April to accept her identity but she would strive for a better tomorrow now. For her sister and her son, her parents and her people. In conclusion, Pip accepted himself in the social class that he used to be in. Even though he remained in the higher class, Pip realized that he still cared for his loved ones in the lower class. For April, she accepted herself in the social class she was born in. Even though Cheryl’s life had to be taken away before April realized how important her heritage was. Pip carried a snobby attitude for a great portion of his life. He treated the people he loved without realization of how he wasn’t respectful towards them. April had tried hiding, she had attempted to be someone she’s not, she had tried being with someone she didn’t love, and she had also undertook to blocking her own sister out of her life. No matter what April did, she couldn’t get away from what she really was inside. She was born Mà ¯Ã‚ ¿Ã‚ ½tis. She just didn’t feel proud of it nor did she want to be Mà ¯Ã‚ ¿Ã‚ ½tis. Pip and April both had issues with the people in their lives and they both found their true identities from being ashamed of their social class to peace with their lives.

Mobile Phone Use and Distraction while Driving Assignment

Mobile Phone Use and Distraction while Driving - Assignment Example This involves both innocent lives of school children, pedestrians and passengers traveling in crashing vehicles. Others involved are inside buildings upon car crashes when navigating away from the roads for an expected situation. The other category is those who survive from crash injuries. They either receive minor injuries like scratches and intense bruises and sometimes treatable minor body fractures, or the accident leaves them with permanent damage. Physically permanent body injuries could be a damaged spinal cord, amputated legs, paralysis, major brain injury, which could put the victim on a wheelchair all his life, or impair brain function for coordination. All these injuries could translate into costly medical expenses to treat or maintain where impossible to correct, which is another financial burden. Destruction of private and public property that costs the taxpayers’ money to put up or to own are either partially or fully destroyed. Most of the serious car crashes on highways render the vehicles unusable or irreparable. Most of these vehicles result to waste in scrap metals sites in the USA, while minor bends cost more to repair. If properties outside the road are affected too, owners could claim damages for loss of properties. Human-Related Errors that cause Car Accidents Cell phones: Handheld cell phones are recklessly used anywhere without people taking any measures to control themselves. With the advent of new technology smartphones, the majority of the driving youths have this irresponsible use of gadgets. Most cars and trucks accidents, 22 and 71 percent respectively, meet distracted drivers on cell phones chatting, texting, reading messages, or calling (CARRS 1). It is advisable that drivers avoid taking phone calls while driving because it risks causing accidents. If the issue is urgent, they can stop by the roadside and communicate in a rush, rather than trying to handle two tasks at the same time, which is usually disastrous.

Ethical Debate for Buying Organs for Transplant Research Paper

Ethical Debate for Buying Organs for Transplant - Research Paper Example (Goodwin, 2006); therefore, those in favor of organ selling and buying holds that clinicians and health care providers have a moral duty to save their patients’ lives and reduce their sufferings when it is in their capacity to do it. Researches indicates that various people die yearly because of inadequate organ supply. Similarly, patients in need of organs wait for years hoping that donors will come for their rescue, all these years suffering painful and expensive dialysis interventions. Therefore, allowing people to sell and buy organs could halt unnecessary deaths and increased sufferings and agony by such patient. People have the right to participate in any form of business that they wish as long as they make profit. Thus, hindering organs sales infringes donor’s freedom of choice of participating in a most profitable venture, (Wilkinson, 2003). Cash payment from organ sales increases taxpayers’ income power and will increase their willingness to donate their organs and increase organs supply. People should look at the commercial market prosperity in enhancing organ transplant success, given the increased number of donors who are willing to donate their organs at a cost. As long as poor people receive a compensation for their donations, this is crucial to alleviate poverty. This also would enhance the financial power of poor people and the poor, rich, and desperate patients in hospitals will equally benefit. Therefore, patients in hospitals will have increased chances of gaining better health. Additionally, increased organs supply forces the mechanism of market to reduce organ prices and thus increased number of patients will afford to purchase an organ and improve their life quality. Those against organs sales argue that the process entails various risks... This paper approves that people have the right to participate in any form of business that they wish as long as they make profit. Thus, hindering organs sales infringes donor’s freedom of choice of participating in a most profitable venture. Cash payment from organ sales increases taxpayers’ income power and will increase their willingness to donate their organs and increase organs supply. People should look at the commercial market prosperity in enhancing organ transplant success, given the increased number of donors who are willing to donate their organs at a cost. As long as poor people receive a compensation for their donations, this is crucial to alleviate poverty. This also would enhance the financial power of poor people and the poor, rich, and desperate patients in hospitals will equally benefit. The author of the paper talks that patients in hospitals will have increased chances of gaining better health. Additionally, increased organs supply forces the mechanis m of market to reduce organ prices and thus increased number of patients will afford to purchase an organ and improve their life quality. This report makes a conclusion that irrespective of the ethical measure involved, organ sale will continue to grow and thousands of donors will continue to die because of crime issues and health complications involved. However, the ethical issue around organ sales promises to survive for long. Therefore, people have to choose among controversial moral values sets, for instance, the value placed on pain relief and death prevention, and the value placed on human dignity respect and human commitment preserving humankind requirement s in a just and equitable way.

Health care Education Essay Example | Topics and Well Written Essays - 750 words

Health care Education - Essay Example It is vital to place persons as well as their families in suitable context. Comprehending the wider cultural context in which families are entangled can help as important related data for directing assessments and scheduling intervention approaches. Ethnic facets such as ethics, principles, customs, and pattern of family may be utilized as clues, as a portion of the entire information gathered concerning clients who are taught. Gay (2000) has described culturally responsive teaching as consuming the cultural knowledge, previous involvements, and individual needs of diverse students in order to make learning more suitable and operative for them.  He has also defined culturally responsive teaching as comprising of these characteristics: Ethnicity is also a vital variable in how people with disabilities and/or illness are looked upon and treated by the members of their family as well as how their household, in turn, is observed by their community overall. Cultural influences facilitate ways in which symptoms are recognized and understood, suitable manners of expression of pain as well as discomfort, whether a specific chronic condition is extremely denounced or established, and whether the dependence that escorts chronic illness is disvalued or deliberated upon as a portion of the normal sequence of life. Finally, ethnicity may have a major impact on the ways in which families cooperate with health specialists and deliberations that practitioners must give for their care to be most operational. For instance, in the Latina culture, as a symbol of respect, elder persons should be spoken to by using their last name. Signalling should not be used because apparently benevolent body or hand movements may have contrary connotations in the rest of the cultures. Outright interrogative of expert such as a physician is offensive in some

The History of Women as Teachers Essay Example | Topics and Well Written Essays - 750 words

The History of Women as Teachers - Essay Example By the end of nineteenth century, women and men were present in many aspects of private and public life. In the eighteenth century, women were more of teachers as it suited their gender expectations. ( Thesis). Gender roles attitudes are shaped by the social and individual expectations of society. According to (Booth, 2013)â€Å"The codification or culture that a womans place is solely in the home has, since the middle of the 20th century, been losing force in many parts of the world†. It has been noticed that women were more visible as teachers rather than other profession .Teaching became highly feminized in the late 1800s and reason being social perception of teachers and women having evolved. Since many jobs paid more than teaching and women getting educated made them more prone to take up teaching. Male teachers were more from lower – middle class families. The low status of teaching as a profession in early times made it available for women. As per ( Wood,2013) â€Å"In the mid-1900s, females were thought of as being perfectly capable of serving as role models for all students†. The women were thought to have the emotional qualities suitable to work with the youth. Nurturing and sensitivity are not qualities attached with men and hence women were more considered for teaching profession. Students needed more care and emotional bond which was achievable from female teachers. Women were thought to contribute to the overall atmosphere of school. Women were more efficient in communication with young children and had more emotional bonding with them. They were positive role models for students than male teachers. Women being more patient, caring, gentle and sensitive were able to understand and cater to the needs of the growing children. The society has identified teaching is more of a feminine profession as her social expectation aligned with the requirement of the profession .Female

Coursework Thesis Proposal Example | Topics and Well Written Essays - 2250 words - 1

Coursework - Thesis Proposal Example This paper demonstrates the process of entry into foreign markets, the considerations to be made in decision making, the challenges involved, and the applicable organizational models that can be employed. For a better description, the paper analyses a case of a consumer product firm Coca Cola. It addresses the problems she faces on her efforts to venture into a foreign direct investment, the managerial decisions to be made, the organizational models to be used, as well as the decision making models most appropriate for the firm. Coca Cola targets its foreign direct investment in a country in Asia, the People’s Republic of China. Coca-Cola in China was selected as a case study for a number of reasons. First, Coca-Cola is the largest cocoa producer in the world and one of the largest multinational companies. Coca Cola  gets competition from its closest competitor, Pepsi-Cola, and unknown environment and versatile local market, the ability of Coca-Cola, experience and success in capturing a large market share in China seem to be an interesting Cases in which consequences can be drawn for the understanding of the market multinationals Entry in the developing countries by creating an equity joint venture (EJV).  Based on a case study of the bottling plant of Coca-Cola Tianjin, Nolan (1995) conducted the first comprehensive analysis of the macroeconomic effects work by Coca-Cola in China. He found out that the company Coca-Cola System General has positive effects on the development of labor markets, capital and products in China.   They believe that the economic multiplier effects of the investments of Coca-Cola and Power operation. China produced a total of approximately 414 000 jobs, 21.7 billion Yuan in output and 1.2 billion Yuan tax payment in 1998. Coca Cola operates in more than 100 countries through various contractual agreements. Coca Cola operates using an organizational and product line

Care of Sick Children Essay Example | Topics and Well Written Essays - 2000 words

Care of Sick Children - Essay Example This entails that the care continues even if the child does not receive direct treatment for the diagnosed disease. Health professionals are entitled to evaluate and alleviate a number of issues relating to the child. These issues include physical and psychological well-being of the concerned child. Moreover, medical professionals are also entitled to consider the social distress of the affected child. In order to have an effective palliative care, it requires application of a multidisciplinary approach. This means that in palliative care, the family of the child is supposed to make their contribution and be ready to assist with available resources. However, palliative care also takes place even if there are limited resources. Another significant issue is that palliative care can be provided in various areas. These areas include various tertiary care facilities and public health centers. Palliative care can also be provided in the affected children’s home. There is close conne ction of palliative care with a child’s death. Death tends to be the only issue that hampers application of and access of palliative care to children. However, even with the occurrence of the death, palliative care is entitled to take place as one of the components of treatments. Through palliative care, children and their families get the opportunity of having a new hope for the life of the affected. Palliative care also helps in preparing the families for the worst that might occur any time, which in this case is death. Challenges that nurses encounter when implementing palliative care to children The child’s awareness and understanding of their dying One of the main challenges that tend to affect nurses when implementing palliative care to children is stress (McCloskey et al., 233). Many people often consider the death of a child as unnatural event. This mentality contributes in making many of the nurses to be psychologically affected knowing that the affected child may succumb to death any time. Stress also comes because of the demanding responsibilities associated with caring for children with terminal illnesses (O'Leary 435). Mostly, these responsibilities contribute in making anticipatory anxiety to nurses when addressing the needs of these children. Newly employed nurses into this field are the one who seem to be mostly affected with the issue of stress. This is because they are in most cases practically unfamiliar with the psychological situation that these children and their parents go through. The other main challenge associated with implementing palliative care to children is uncertainty of prognosis. Prognostication refers or in most cases is acknowledged as the employment of inaccurate medical science in adult palliative care (O'Leary 435). However, this issue is mostly more complicated and challenging in children compared to adults. Most of the children affected with this condition are those with non-malignant disease (Junger et al ., 6). There are cases where some children with terminal illnesses have lived beyond the estimation of prognosis. In such cases, the affected children have apparently lived in various terminal phases (O'Leary 435). This has resulted to health professionals or nurses revisiting the various addressed issues now and then. Some of these issues include artificial hydration and nutrition. They also tend to check on appropriateness of further investigations of which is a challenge

Religion and Science Essay Example | Topics and Well Written Essays - 1250 words - 1

Religion and Science - Essay Example This is due to the fact that some scientists turn out to be religious and some religious leaders also are scientists. This paper provides critical comments regarding three different questions that comprise of controversy between science and theology. The first exercise concerns Copernicus theory, postulated by a great scientist called Copernicus. Copernicus was a University trained Catholic priest dedicated to astronomy (Russell 59). Ancient scientists, theologians and philosophers strived to explain how the world operates and how it came into existence. Copernicus was not an exceptional. He endeavored to explain planets and the sun are interrelated. According to the astronomical method developed by Copernicus, the sun is positioned at the center of the universe with the Earth and other planets revolving around it in circular paths modified by epicycles and at uniform speeds. The model postulated by Copernicus deviated from an earlier model, the Ptolemaic system that had prevailed in western countries for centuries that placed the earth at the center of the universe (Russell 92). Although the Copernicus theory could predict accurately the relative distance of the planets from the sun it could not produce more accurate predictions of planetary positions. It appeared not to agree with common sense and also contradict the bible. Basing, on theological, physical and astronomical perspectives some thinkers like Tycho Brahe, objected the idea by Copernicus of the earth moving. Probably that might have been the reason why theologians rejected Copernicus theory, even though Copernicus had dedicated his book to the Pope (Russell 79). Seen as a smart move, Copernicus book’s publisher, Oisander, added a preface that seemed to shield Copernicus from any wrong doing .The publisher stated in the preface that the theory of the earth’s motion was put forward as theory and not as a conclusion suggesting it was the absolute truth. The approach

How We Learn Essay Example for Free

How We Learn Essay ‘What have I learned about learning, and what are the implications of this for my future practice?’ In this assignment I will be identifying in a personal way, what I have learnt about learning from my own education and also drawing from my previous experiences. I will also be exploring ways in which I believe, for my future practice as a teacher, children will be able to achieve their full learning potential. â€Å"Learning is a complex concept and activity† (Hewitt 2008) in which every individual does in enabling them to gain new skills or knowledge. Every individual learns in a different way, where as one technique may work well for one individual, it may not work for another. We should never stop learning in order to progress as an individual. In order for the skills and knowledge to remain stored individuals should keep using the skills in which they have acquired overtime. These skills should be applied to different things such as projects so that the skills are remained stored and fresh in the mind. As every individual has a certain learning style, to help us learn more effectively it is best to know and understand our learning style. Through identifying your learning style, you will be able to capitalise on your strengths and improve your self-advocacy skills. Learning a specific subject, knowledge, skill and so on, is down to many factors which play an important role in learning, these include: intelligence; aptitude; goals; interests; readiness maturation; motivation; self-concept; attitudes values; level of aspiration; learning style and socio cultural determinants – to name a few. I believe that interests and goals are the catalyst to being a successful teacher. Children’s motivational levels in subjects need to be at a high level in order for the child to reach their full potential with their learning capabilities. â€Å"Interest is one of the most important factors which mediates learning and which motivates to act† (Factors Affecting Learning), if a child is not fully engaged in a particular subject due to low levels of interest then their learning capabilities will not be fulfilled. Whilst working in a school setting in 2010, child A stated†¦Ã¢â‚¬  I can’t do maths it doesn’t interest me† when there is no interest from the child, as shown in the example, there can be no learning. For my future practice it is vital that every child’s interest is engaged in subjects in order for the child to  fulfil their whole learning capabilities. Young children possess a need for activity, play, adventure etc. and therefore learn much better through a play way approach. This intern arouses their interest in learning and helps sustain their involvement in learning new skills and knowledge through their work. For effective learning to take place, we should be able to relate it to all that we learn. This will enable us to achieve our goals. â€Å"Goals play a significant role in learning since they give strength and direction to it† (Department of Education and Early Childhood Development) because goals help to direct our attention to the task at hand. Psychologist Murphy and Alexander (2000) have written abo ut a variety of goal orientations which help us to understand learners learning and performance especially at a young age. â€Å"The important orientations are the learning goals, performance goals and work avoidance† (British Journal of Educational Psychology). In my future practice as a teacher, in order to gain children’s interest in learning my aim will be to encourage children to be curious and eager to learn. From my work placement in a school setting, children are more successful when they learn to ask questions, think independently and also being very creative. Children need to be curious about the world, interested in how things work, and also know how to creatively approach problems. Child B asked a question†¦Ã¢â‚¬ Do Fly’s sleep?† I resisted answering the question straightaway and asked Child B â€Å"What do you think? Where do you think we could find the answer?†. In responding in this way, I was encouraging Child B to think for themself, this also helps children build their self-esteem. Creativity is a very important tool in every individuals learning, â€Å"creativity is essentially a form of problem-solving. But it is a special type of problem-solvingone that involves problems for which there are no easy answers: that is, problems for which popular or conventional responses do not work. Creativity involves adaptability and flexibility of thought. These are the same types of skills that numerous reports on education† (e.g., the Carnegie Report, 1986) have suggested are critical for students (Creativity in Young Children). During my work placement in a school setting, creativity was essential for progressive learning. In order for creativity to take place the school created an environment that allowed the children to explore and play without undue restraints. Also, a key to the successful progression of every child’s learning was that we adapted to  every childs ideas, rather than trying to structure the child’s ideas to fit the adults. Learners need to have the opportunity and confidence to take risks, challenge assumptions, and also see things in a new way. I believe in educating the whole child as education comes from a wide range of experiences. All powerful learning occurs through engagement with others, the process and also the product of this learning is very important. Children learn mainly by modelling, actions speak louder than words. â€Å"The majority of learning is tied to developments and takes time to see results† (Emphatic parenting). In order to teach children, we need to supportively help them understand first. A vital part of all learning is that of reflecting over what the individual has learnt. Every individual matters in the learning process because every individual has equal rights to dignity and also respect. As seen, I have learnt about a vast amount of learning techniques that will enable children to reach their full potential, as well as realising how this will be applied throughout my life as a continual learner. I have also, through-out my educational life and previous experience in my placement, discovered the ways in which I learn. This will now enable me to take this knowledge and skill base and apply this to progress successfully in my future practice as a teacher. Bibliography * P. K. Murphy and P. A. Alexander. A motivated exploration of motivation terminology. Contemporary Educational Psychology 25. 2000. Pages. 3–53. * http://www.kidsource.com/kidsource/content2/Creativity_in_kids.html * http://www.education.vic.gov.au/studentlearning/studentreports/schools/personalgoals/suppdevplg.htm * http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/pintrich00.pdf * https://docs.google.com/viewer?a=vq=cache:Q96li6CTQZIJ:pgche09.middlesex.wikispaces.net/file/view/Designing%2BModules%2Bfor%2BLearning.pdf+emerging+beliefs+and+values+about+learninghl=engl=ukpid=blsrcid=ADGEESiw1wdWPcNk-ZQBL2ACM-0-W7K9O1lstl04yY3WlPsommKZNp5iTWsBOHljIA1MRtl54C9rRZR-3qAr5EDvHKuYlDM9gfX_60nQdQPd2MKpVMLOWXZLH0h7eLLO3xdmc9TmBKhKsig=AHIEtbSk1Lb_X3XtcRobYxX30al-Ig7KQw * http://www.egyankosh.ac.in/bitstream/123456789/32872/1/Unit-5.pdf *

The Greek Influence Essay Example for Free

The Greek Influence Essay In 6500 BC, the first settlers arrived in Greece. From there, Greece flourished to become one of the most advanced civilizations of its time. Ancient artifacts, monuments, and documents all serve to validate the sophisticated intellect of this civilization. Even more impressive is the impact that this culture has had on the western society, both past and present. From their scientific discoveries to their many philosophers, the ancient Greeks have helped shape western civilization and even thousands of years after their time, elements of their society remain present in today’s world. The world of science in ancient Greece was centered around mathematical thinking and pure logic. Sparked by curiosity of the world around them, the Greeks studied everything including the sky, the earth, botany, and biology. Their discoveries marked some of mankind’s greatest advances, such as accurately determining the earth’s circumference as well as its physical makeup. They also classified and documented various species of plants, which contribute to the scientific names by which they are known today. Additionally, ancient Greece is accredited as one of the first civilizations to implement public water works and figure out a system of aqueducts the world’s first plumbing system. Behind these scientific achievements, was an acute desire to learn and obtain knowledge. Greece has produced some of history’s greatest thinkers and philosophers. Philosophers such as Socrates, Plato, and Aristotle formulated ideas about how the world worked. The study of history was created by Herodotus and Thucydides. Artists tried to find more natural and realistic ways of representing the world. Doctors, like Hippocrates, started to look for rational reasons for the causes of illness and disease. (The British Museum) Much of today’s philosophy is based on the thinking of these Greek philosophers, as they are quoted and referred to constantly. Aristotle is quoted as saying, â€Å"Character may almost be called the most effective means of persuasion†; Socrates stated, â€Å"I am the wisest man alive, for I know one thing, and that is that I know nothing†. The ideals of western culture alludes to these philosophers with its ideas of living life to the fullest, examining one’s life, and realizing that money and materials do not equate virtue. Not only was their thinking representative of a high level of intellect, but their messages and philosophies still hold true today. Plato is quoted as saying the following: â€Å"All men are be nature equal, made all of the same earth by one Workman; and however we deceive ourselves, as dear unto God is the poor peasant as the mighty prince†. Even though the Greeks believed in several gods and goddesses, this quote represents the backbone of western society as it is presently known. This outlook of equality pertains to democracy; the reference to â€Å"one Workman† alludes to the monotheistic quality of Christianity, Islam, and Judaism. Even the impressive Greek temples places of worship are shadowed today by churches, mosques, and synagogues. The advancements of ancient Greece continues to be awe-inspiring amongst today’s society. Not only was their way of thinking advanced but its validity has proven to span nearly all of documented history, and remains applicable today. In all aspects of life, there are elements that can be traced back to these Greek philosophers, mathematicians, and scientists as their discoveries have withstood the test of time. Works Cited â€Å"Ancient Greece. † The British Museum. The British Museum, 2009. Web. 3 Aug. 2009. http://www. ancientgreece. co. uk.

Globalizations Impact on Poverty

Globalizations Impact on Poverty Globalization is the process by which regional economies, societies, and cultures have become integrated through a global network of political ideas through communication, transportation, and trade. The term is most closely associated with the term economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, the spread of technology, and military presence. It can also be reffered to a process of increasing the connectivity and interdependence of the worlds markets and businesses. This process has speeded up dramatically in the last two decades as technological advancement make it easier for people to travel, communicate, and do business internationally. Understanding the current status of globalisation is necessary for setting course for future. For all nations to reap the full benefits of globalisation it is essential to create a level playing field. On the other hand, Poverty is the lack of basic human needs, such as clean and fresh water, nutrition, health care, education, clothing and shelter, because of the inability to afford them. Poverty is additionally seen as a state of mind and a lifestyle- more than just a lack of materials. It is a state of deprivation and insecurity. Poverty can also mean deprivation in the well-being of an individual and comprises many dimensions. It includes but not limited to low incomes and the inability to acquire the basic goods and services necessary for survival with dignity. livelihoods; hunger and malnutrition; ill health; limited or lack of access to education and other basic services inadequate housing; unsafe environments and social discrimination and exclusion. There are two types of poverty namely; Absolute and relative poverty. Absolute poverty quantifies the number of people in a certain population below a fixed real poverty threshold .it is a level of poverty as defined in terms of the minimal requirements an individual needs to afford minimal standards of basic needs like food, clothing, health care and shelter. Relative poverty is the condition of having fewer resources or less income than others within a society or country, or compared to worldwide averages. Impacts of globalization on poverty in less developed countries According to chandrasekaran Balakrishan( 2004), Globalisation is a buzzword that is seen to have dominated the world since the 1990s of the last century with the end of the cold war and the break-up of the former Soviet Union and the global trend towards the rolling ball. The frontiers of the state with increased reliance on the market economy and renewed faith in the private capital and resources, a process of structural adjustment spurred by the studies and influences of the World Bank and other International organisations have started in many of the developing and less developed countries. Globalization has therefore depicted both positive and negative results; as the less developed countries economies are greatly influenced by the developed nations Globalisation and Poverty: Globalisation in the form of increased integration through trade and investment is an important reason why much progress has been made in reducing poverty and global inequality over recent decades. But it is not the sole reason for the unrecognised progress. Good national polices , sound institutions and domestic political stability also matter. Despite this progress, poverty remains one of the most serious international challenges we face up to 1.2 billion of the less developed countries, 4.8 billion people still live in extreme poverty. But the proportion of the world population living in poverty has been steadily declining and since 1980 the absolute number of poor people has stopped rising and appears to have fallen in recent years despite strong population growth in less developed countries. If the proportion living in poverty had not fallen since 1987 alone a further 21.5million people would be living in extreme poverty today. Globalization generally reduces poverty because more integrated economies tend to grow faster and this growth is usually widely diffused. As low-income countries break into global markets for manufactures and services, poor people can move from the vulnerability of grinding rural poverty to better jobs, often in towns or cities. In addition to this structural relocation, integration raises productivity job by job. Workers with the same skillsbe they farmers, factory workers, or pharmacistsare less productive and earn less in developing economies than in advanced ones. Integration reduces these gaps. Rich countries maintain significant barriers against the products of poor countries, inhibiting this poverty-reducing integration. (World Bank Policy Research Report).   Ãƒâ€šÃ‚  One possible solution for such a crisis remains the closer integration of countries through trade. Brought about by enormous decreases in transportation and communication costs as well as the break down of many artificial barriers of trade, globalization of industry provides developing countries with the resources and capital to aide economic problems. By increasing the integration of national economies into expanding international markets (Todaro 796), less developed countries are provided the opportunity to advance through the outside purchase of technology and industry as well as the trade that follows. Globalization also produces winners and losers, both between countries and within them. Between countries, globalization is now mostly reducing inequality. About 3 billion people live in new globalizing developing countries. During the 1990s this group grew at 5 percent per capita compared to 2 percent for the rich countries. The number of extreme poor (living on less than $1 per day) in the new globalizers declined by 120 million between 1993 and 1998. However, many poor countrieswith about 2 billion peoplehave been left out of the process of globalization. Many are becoming marginal to the world economy, often with declining incomes and rising poverty. Clearly, for this massive group of people, globalization is not working. Some of these countries have been handicapped by unfavorable geography, such as being landlocked and prone to disease. Others have been handicapped by weak policies, institutions, and governance; yet others by civil war. (Chandrasekaran Balakrishan(2004). The positive aspect of globalization Globalization has created the concept of outsourcing. Work such as software development, customer support, marketing, accounting and insurance is outsourced to less developed countries like Tanzania. So the company that outsourced the work enjoys the benefit of lower costs because the wages in less developed countries is far lower than that of developed countries. The workers in the developing countries get employment. Developing countries get access to the latest technology( Prabhakar P illai). Increased competition forces companies to lower prices and in the long run benefits the end consumers in the third world countries. An example is the telecommunication industry, where many many international firms have ventured in the local market and as a result there has been increased competition thus lowering of calling rates. Increased media coverage draws the attention of the world to human right violations. This leads to improvement in human rights. For instance civil wars in Sudan, DRC Congo and many other less developed countries has led to the drawing of humanitarian support from world bodies like the UN agencies who provide basic needs and security during such periods. In addition, Globalisation has brought in new opportunities to less developed countries. Greater access to developed country markets and technology transfer hold out promise to improved productivity and higher living standard. The improved standards of living means improved wellbeing of the population. in the less developed countries. The negative effects of globalization Less developed countries have outsourced manufacturing and white collar jobs. That means less jobs for their people. This has happened because manufacturing work is outsourced to developing nations like China where the cost of manufacturing goods and wages are lower. This in turn has led to increased poverty in this countries due to limited job opportunities .Programmers, editors, scientists , accountants and other professionals have lost their jobs due to outsourcing to cheaper locations like india. Globalization has led to exploitation of human labor. Prisoners and child workers are used to work in inhumane conditions. Safety standards are ignored to produce cheap goods. This has led to working in risky environments which endangers their health thus they use more of their little income on health . so instead of acquiring other basic needs they instead channel all the resources on acquiring health care thus increased poverty. The competition in the job market due to globalization has led to Job insecurity. Earlier people had stable, permanent jobs. Now people live in constant dread of losing their jobs to competition. Increased job competition has led to reduction in wages and consequently lower standards of living. Due to globalization, people work from internet in various locations hence reducing the opportunity to enable others work. Globalization has led to the exploitation of less developed countries . this is because, Companies have set up industries causing pollution in countries with poor regulation of pollution. This has led to air, water and soil pollution. Thus poor health among the inhabitants of such countries. This reduces the productivity of the people and thus poverty sets in. Another negative aspect of globalisation is that a great majority of less developed countries remain removed from the process. Till the nineties the process of globalisation of less developed economies was constrained by the barriers to trade and investment, liberalisation, investment and financial flows initiated in the nineties have progressively lowered the barriers to competition and hastened the pace of globalisation countries. Conclusion Though globalization does not on average increase inequality within countries, it disguises the reality that there will be specific winners and losers in each society. Good social protection policies can be a key factor in helping people prosper in this more dynamic environment. Therefore, for the Less developed countries to have a stake in the global economy, they have to concentrate on five important areas to achieve their goals. The areas like technological entrepreneurship, new business openings for small and medium enterprises, importance of quality management, new prospects in rural areas and privatisation of financial institutions. The manufacturing of technology and management of technology are two different significant areas in the country.

Teen Alcoholism :: Teen Drinking

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"In 1991, a study by the United States Surgeon General’s office stated that 8 million out of the 20.7 million young people in grades 7 through 12 drank alcoholic beverages every week. It went on to say that 454,000 of those youngsters reported weekly binges (Claypool 21).† In the United States and all over the world underage teens are drinking, and it may be because they just don’t know about alcohol and its effects (Monroe 56). Underage or teen drinking is a major problem today that is increasing more and more, and something needs to be done to stop this increase and to control the number of underage drinkers. There are many statistics that show just how big this problem is amongst our youth. One frightening statistic that shows how much this problem has been increasing is that between 1948 and 1988 the percent of teen drinkers increased by 57 percent (Nielsen 47). Many parents may think that their child may not drink until they are much older, but the average age that teenagers try alcohol is between the ages twelve and sixteen (9). Also, a 1995 study taken by the University of Michigan stated that 35 out of 100 high school seniors drank 5 or more drinks at one time at least once during their two week survey period (Claypool 10). â€Å" A recent poll by the National Association of Student Councils found that alcohol was the leading school problem and 46 percent [of students] said it was the school’s most serious problem (Monroe 53).† This may be because alcohol is very dangerous because it is a poisonous drug that can be very addictive (Mitchell 6). In order to help solve this problem of underage drinking we must first try to understand why teens drink alcohol. There are many reasons why a young teen may choose to drink alcohol. A national survey, taken in 1995, showed that 87 percent of parents thought that teens drank because of peer pressure, but 79 percent of teenagers said it was just because they liked the feeling they got when they drank (27). The main reason and the biggest reason why teens drink would probably have to be peer pressure, but there are many other reasons other than peer pressure why a teen might drink. â€Å"In addition to peer influences, some experts believe that media depiction of alcohol use in print advertising, television and radio commercials, and fictional television programs such as sitcoms and dramatic series glamorizes alcohol to young people and can influence their decision to drink (Mitchell 28).

Management Essay -- essays research papers

In order to perform the functions of management and to assume multiple roles, managers must be skilled. Robert Katz identified three managerial skills that are essential to successful management: technical, human, and conceptual*. Technical skill involves process or technique knowledge and proficiency. Managers use the processes, techniques and tools of a specific area. Human skill involves the ability to interact effectively with people. Managers interact and cooperate with employees. Conceptual skill involves the formulation of ideas. Managers understand abstract relationships, develop ideas, and solve problems creatively. Thus, technical skill deals with things, human skill concerns people, and conceptual skill has to do with ideas. A manager's level in the organization determines the relative importance of possessing technical, human, and conceptual skills. Top level managers need conceptual skills in order to view the organization as a whole. Conceptual skills are used in planning and dealing with ideas and abstractions. Supervisors need technical skills to manage their area of specialty. All levels of management need human skills in order to interact and communicate with other people successfully As the pace of change accelerates and diverse technologies converge, new global industries are being created (for example, telecommunications). Technological change alters the fundamental structure of firms and calls for new organizational approaches and management skills. O... Management Essay -- essays research papers In order to perform the functions of management and to assume multiple roles, managers must be skilled. Robert Katz identified three managerial skills that are essential to successful management: technical, human, and conceptual*. Technical skill involves process or technique knowledge and proficiency. Managers use the processes, techniques and tools of a specific area. Human skill involves the ability to interact effectively with people. Managers interact and cooperate with employees. Conceptual skill involves the formulation of ideas. Managers understand abstract relationships, develop ideas, and solve problems creatively. Thus, technical skill deals with things, human skill concerns people, and conceptual skill has to do with ideas. A manager's level in the organization determines the relative importance of possessing technical, human, and conceptual skills. Top level managers need conceptual skills in order to view the organization as a whole. Conceptual skills are used in planning and dealing with ideas and abstractions. Supervisors need technical skills to manage their area of specialty. All levels of management need human skills in order to interact and communicate with other people successfully As the pace of change accelerates and diverse technologies converge, new global industries are being created (for example, telecommunications). Technological change alters the fundamental structure of firms and calls for new organizational approaches and management skills. O...

Neo-Nazis Essay -- essays research papers

Today there are many active hate groups in the United States such as the Ku Klux Klan, Neo-Nazi, Skinheads, Christian identity, and the Black Separatists. These hate groups like the Ku Klux Klan, which is one of America’s oldest and more feared, use violence and move above the law to promote their causes. Another example is a group called Christian Identity, who promotes a religion that is mainly racist and anti-Semitic. Another group are the Black Separatist groups, they are organizations whose basically are all based on hatred. We know alot about these groups because of the Intelligence Project these are citizen’s reports, law enforcement agencies, field sources and news reports that make us aware of the racism. Many people know how these groups act and think and most of the American people agree that these hate groups are immoral and should not be allowed to exist neither in the United States nor on the rest of the world.   Ã‚  Ã‚  Ã‚  Ã‚  All the hate groups know that they can only flourish if they continue to recruit new members. Three of the most obvious similarities among hate groups members are their sex, male; their race, Caucasian; and their age, 35 years old or younger. Many people think that the reason young people are willing to join hate groups in high school and in college is that they are uncertain about their own futures. People believe that young people who join hate groups are people with the least education and the least hope for the future in...

Factors That Affects the Behavior of Students

CHAPTER I THE PROBLEM AND ITS SETTING INTRODUCTION This research paper is all about the factors that affect the behavior of high school students in dealing with other people. The researcher chose this kind of problem to be aware of the distinctive behavior of her fellow schoolmates, classmates, batch mates, etc. The researcher conducted this study to know the effective implications for the behaviors. Behaviorism,  a  movement  in  psychology that advocates the use of strict experimental procedures to study observable behavior n relation to the environment.The behavioristic view of psychology has its roots in the writings of the British associationist philosophers as well as in the American functionalist school of psychology and the Darwinian theory of evolution, both of which emphasize the way that individuals adapt and adjust to the environment. These problems disrupt relations with peers and adults and interfere with schooling. Children  and  adolescents who have behavi or disorders typically experience problems that are markedly different from the behavior of students of similar age and cultural background.Students  with  behavior disorders may exhibit any of a wide variety of problems. Behavior  disorders  result from many causes, including biological, familial, and environmental factors. Treatment  of  emotional or behavioral disorders has provoked controversy. Statement of the Problem This study probed on investigate the factors that affect the behavior of high school students in dealing with other people in Maryhill College as perceived by the selected third year students during the school year 2012-2013.Specifically, the study attempted to answer the following questions: 1. Which factor affects the behavior of teenagers most? 2. What are the ways of interacting with other people by the students with behavioral disorders? 3. What are the implications that may prevent this behavior to become worst? 4. What are the effects of being b ullied on the teenager’s behavior? Significance of the Study The study about factors that affect the behavior of high school students in dealing with other people is considered important for the students, teachers, parents, and administrators.In this study, we will be able to discover distinct reasons or causes of the unusual behavior of a student. If we will be able to discover the causes of this behavior or some possible treatments and implications, we can prevent it from being worse. This study will benefit the parents by knowing the proper way of parenting and raising their children with this kind of problem behavior and the teachers by being aware on how to properly educate their students who have been dealing with this kind of problem behavior. This study will also benefit the researcher and the subject teacher in the fund of knowledge.Scope and Delimitation This investigation is conducted to determine the factors that affect the behavior of high school students in deal ing with other people. The respondents will be from the selected high school students of Maryhill Collge. It may also be from other fields if needed. This study will be conducted for the school year 2012-2013. Definition of Terms Behaviorism-a movement in psychology that advocates the use of strict experiment procedures to study observable behavior in relation to the environment.Behavior-the way in which a person, organism, or group responds to a specific set of conditions Radical Behaviorism -basic behaviorism Peers-somebody who is the equal of somebody else in age or social class Nurture-people are influenced by genes Genes-the basic unit capable of transmitting characteristics from one generation to the next Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This Chapter will present studies and literature that will give light to the researcher’s problem and will help her arrive in the analysis and interpretation of the findings. Related LiteratureThe social behavior and attitudes of a child, even as he grows older and comes in contact with more and more people outside the home, are reflections of patterns prevalent in the child’s home. Habit is a lasting readiness and facility, born of frequently repeated acts for acting in a certain manner. Habits are acquiring inclinations towards something to be done. The word â€Å"habit-forming† that we use to refer to certain experiences shows how easy to overcome or alter. It acquires a strong willed person to correct a habit successfully within a limited period of time.Habits are acquired. Once acquired, they become very difficult to alter. They are therefore relatively permanent. Acquiring a habit is like starting a pathway across a lawn. Habits are not formed in an instant. They result from constantly repeated actions. After they are formed, they do not vanish instantly. It would acquire a tremendous effort to change a habit. Once family background characteristics were controlled, classroom effects such as children's overall behavior were analyzed, as were cross-level interactions between classroom and family effects.The results revealed that good behavior in the classroom and adequacy of classroom supplies were the most consistent predictors of improvement in children's self-control and behavior. Furthermore, cross-level interactions suggested that good behavior in the classroom and supplies can boost resiliency by allowing children to overcome certain deficits at home. Implications for further research and educational policy are discussed. These two forms of behavior are related to quarreling. This may consist of calling others nicknames that arouse their anger or putting emphasis on their physical or mental weaknesses.In bullying, the attacker attempts to inflict physical pain on others because of the pleasure he derives from watching their discomfort and their attempts to retaliate. Older children usually engage in these two forms of behavior. Peer pressure is asso ciated in adolescents of all ethnic and racial backgrounds with at-risk behaviors such as cigarette smoking, truancy, drug use, sexual activity, fighting, shoplifting, and daredevil stunts. Again, peer group values and attitudes influence more strongly than do family values the level of teenage alcohol use.The more accepting peers are of risky behavior, and the more they participate in that behavior, the more likely a person is to do the same thing. Culture and lifestyle strongly affect behavior for the outstandingly obvious reason that they are behavior. One's lifestyle is a collection of behaviors and habits that one perpetuates. One's culture is the setting in which one enacts those behaviors and habits which make up one's lifestyle and, due to the nature of setting, culture will, of necessity, affect one's lifestyle and, by connection, behavior.All children engage in bad behavior every now and then but some children exhibit highly challenging behavior that are consistently inapp ropriate for their age. Often those children do not simply exhibit a behavioral problem, but have an underlying behavior disorder. While there are many behavioral disorders that may e diagnosed in children, three of the most common include Oppositional Defiant Disorder (ODD), Conduct Disorder (CD) & Attention Deficit Hyperactivity Disorder (ADHD). Social Development means the attaining of maturity in the social relationships.It is the process of learning to conform to group standards, mores and traditions and becoming imbued with a sense of oneness, intercommunications, and cooperation. It was applied to a grouping within the social sciences generally understood to encompass anthropology, sociology, and psychology, except for certain nonbehavioral or nonscientific aspects of other social and biological sciences, such as biology, economics, history, geography, law, psychiatry and political science. The aim of behavioral science is to establish generalizations about human behavior tha t can be supported by empirical evidence.The study of group behavior has a long tradition among social scientists in various disciplines; it does not confine itself to any one of the recognized social sciences alone. The management field has been among those very interested in studying group behavior, particularly in the Philippines where people even in the work setting have displayed strong groupy tendencies as shown in their practices of â€Å"tayo-tayo†(we syndrome), smooth interpersonal relationships and â€Å"pagsasamahan†(togetherness). Distinction is made between human acts and acts of man. The human acts are those actions which man performs knowingly, freely and voluntarily.These actions are the result of conscious knowledge and are subject to the control of the will. We will refer to those action as deliberate, intentional, or voluntarily. The acts of man are those actions which happen in man. They are instinctive and are not within the control of the will. Su ch actions are the biological and physiological movements in man such as, metabolism, respiration, fear, anger, love & jealousy. Human behavior consists of any act of an individual person that reflects his thoughts feeling, emotions, and sentiments and in general, his state or condition.These may be conscious or unconscious activities that are predicted on his needs, values, motivations and aspirations. The art of human behavior is an old as the relationship between and among individuals and groups. Behavior modification is based on the premise that behavior is controlled by the nature of its consequences. The likehood that behaviors will be repeated increases when it is accompanied by favorable consequences. Absence of any significant consequences leads to instinction of behavior.Thus, in order to obtain the desired behaviors over the long term, these must be accompanied. Related Studies According to Watson’s theory, all complex forms of behavior – emotions, habits, a nd such – are seen as composed of simple muscular and glandular elements that can be observed and measured. He claimed that emotional reactions are learned in much the same way as other skills. Based on Skinner’s theory, known as radical behaviorism, is similar to Watson’s view that psychology is the study of observable behavior of individuals interacting with their environment.Skinner, however, disagrees with Watson’s position that inner processes, such as feelings, should be excluded from the study. He maintains that these inner processes should be studied by the usual scientific methods, with particular emphasis on controlled experiments using individual animals and humans. His research with animals focusing on the kind of learning – known as operant conditioning – that occurs as a consequence of stimuli, demonstrates that complex behavior such as language and problem solving can be studied scientifically.He postulated a type of psycholog ical conditioning known as reinforcement. According to Dr. Leticia Penano-Ho, â€Å"The Bullies have a strong need to dominate; impulsive and easily angered; defiant and aggressive toward adults; prefer TV shows, music, music and reading materials with violent themes; may be involved in gangs or anti-social group on the fringe of peer acceptance; have had negative parenting and have failed to bond with their caregivers leading to feeling of alienation; have little or no supervision and often victims of abuse in home.The Bullied are cautious, sensitive, quiet, withdrawn, and shy, anxious, insecure, unhappy and have low self esteem; are depressed and engage in suicidal ideation; do not have a single good friend and can relate better to adults than to peers; and very often have real or perceived disabilities. Chapter III METHODOLOGY Research Design The research study used the descriptive method of research. This was said to be descriptive because it described the factors that affects the behavior of the teenagers. Through the kind of method, the researcher would be able to describe the factors that affect the behavior of teenager. Sources of DataThe respondents of this research were the 10 selected high school students of Maryhill College Lucena City. The said respondents were chosen because they were the one who experienced the changes that were happening around them that usually affect their behavior. Instrumentation The researcher used the questionnaire as the source of information for the study. Though the questionnaire, the researcher would be able to determine the factor that affects the behavior of teenagers at the recent time. The questionnaires were distributed to after it was explained to them that the said questionnaire would be retrieved after two days.Data Gathering Procedure The researcher gathered data through the use of the questionnaire. These questionnaires were distributed to the 40 selected high school students of Maryhill College. And aside from the questionnaire, book and internet website were also used by the researcher as a supplementary for this research study. Through this questionnaire and the reference used, the researcher was able to determine the problem which is the factors that affects the behavior of the teenagers. This research study would also serve as a reference for those people who are curious about the factors that affect the behavior of an individual.Data Analysis Plan To ensure systematic and objective presentation, analysis, and interpretation of research data, the following statistical tools and techniques will be applied: frequency count, percentage and weighted mean. Frequency Count and Percentage. These descriptive measures will be used in presenting the profile of the respondents. Percentage will be computed by the following formula: P=FN100 Where: P=percentage F=frequency N=total number of cases Weighted Mean. This descriptive measure will be employed in determining the responses of the respo ndents. The formula to be applied is: WM=sumofWFNWhere: WM=weighted mean W=weight of a response F=frequency of a response N=total number of cases Chapter 4 ANALYSIS, PRESENTATION, AND INTERPRETATION OF DATA Gender of the respondents Age of the respondents Figure 1 Parent's Status of the Respondents Figure 1 shows that 28 or 70% have answered together as their parent's status, 6 or 15% have answered that their parents is an Overseas Filipino Worker, 3 or 7. 5% answered that their parents were separated. Figure 2 Figure 2 shows that 33 or 82. 5% of the respondents answered that they are not a bully while 7 or 17. 5% of the respondents answered that they are a bully.Figure 3 Figure 3 shows that 22 or 55% of the respondents are experiencing being bullied while 18 or 45% answered that they haven't experienced being bullied. Figure 4 Problem Behavior occur in when needed to perform a task Figure 4 shows that 33 or 82. 5% of them answered that the problem behavior only occur sometimes when needed to perform a task, 4 or 10% of the 40 respondents answered never, and 3 or 7. 5% answered always. Figure 5 Do their friends leave them alone? Figure 5 shows that 23 or 57. 5% of the respondents answered never in the question of â€Å"Do their friends leave them alone? 12 or 30% answered sometimes while 5 or 12. 5% answered always. Figure 6 Do their classmates verbally respond or laugh at them? Figure 6 shows that 21 or 52. 5% of the 40 respondents answered sometimes in a given question: â€Å"do their classmates verbally respond or laugh at them? â€Å", 14 or 35% answered never, and 5 or 12. 5% answered always. Figure 7 Problem behavior more likely occur following a conflict outside the classroom. Figure 7 shows that 27 or 67. 5% answered that the problem behavior occur in a conflict outside the classroom only sometimes, 8 or 20% answered never, 5 or 12. % answered always. Figure 8 Problem behavior occur to get others attention? Figure 8 shows that 20 or 50% answered som etimes, 18 or 45% answered never, and 2 or 5% answered always in the question that their problem behavior occur to get others attention. Figure 9 Problem behavior occurs in the presence of specific peers. Figure 9 shows how often the problem behavior occurs in the presence of specific peers. 26 or 65% answered sometimes, 10 or 25% answered never, and 4 or 10% answered always. Figure 10 Problem behavior stops when peers stop interacting with the student.Figure 10 shows how often the problem behavior stops when peers stop interacting with the student. 27 or 67. 5% answered sometimes, 11 or 27. 5% answered never, and 2 or 5% answered always. Figure 11 Problem behavior occurs during specific academic activities. Figure 11 shows how often the problem behavior occurs during specific academic activities. Of the 40 respondents, 22 or 55. 5% answered sometimes, 13 or 32. 5% answered never, and 12. 5% answered always. Figure 12 Factors that affects the behavior| 1| 2| 3| 4| 5| Over-all Rankin g| | F %| F %| F %| F %| F %| | School Influences| 5 12. | 7 17. 5| 10 25| 14 35| 4 10| 4| Community| 2 5| 6 15 | 4 10| 12 30| 16 40| 5| Peers| 16 40| 10 25| 5 12. 5| 5 12. 5| 4 10| 1| Family| 9 22. 5| 14 35| 7 17. 5| 4 10| 6 15| 2| Attitude| 7 17. 5| 7 17. 5| 14 30| 5 12. 5| 7 17. 5| 3| Figure 12 shows that 16 or 40% of the respondents answered peers as the number 1 in the factors the affects the behavior most, second is the family, third is the attitude, fourth is the school influences, and lastly, community influences. Chapter 5SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter deals with the summary, findings, conclusions and recommendations of the study. The data gathered were summarized and presented in this chapter. Summary This study was conducted for the purpose of determining the factors that affects the behavior of the high school students in Maryhill College. The descriptive method of research was utilized and the normative survey technique was used for gathering data . The questionnaire served as the instrument for collecting data. Selected high school students were the respondents. The inquiry was conducted during the school year 2012-2013. 1.Which factor affects the behavior of teenagers most? 2. How do the students with behavioral disorders interact with other people? 3. What are the implications that may prevent this behavior to become worst? 4. Does being bullied affects the behavior of the teenager? Findings After gathering the data and applying the necessary methods and statistical treatment, the following findings were revealed: 1. Based on the findings, among the five factors, peers ranks number 1, second is the family, third is the attitude, fourth is the school influences, and lastly, community influences. 2. They interact with other people in their own distinct ways.Some interacts just like anybody and some interacts just to get somebody's attention. 3. Based on the findings, most of the teenagers are very much affected with their pe ers. Thus, the disciplinarian, the parents, or the student itself must help themselves by preventing this problem behavior and to be motivated to become a better person. 4. Yes. Being bullied affects the behavior teenager. Being tolerated, facing in different criticisms, negative vibes, and being bullied affect the behavior of the teenagers a lot because most of them are losing their self-esteem and confidence. Thus, the teenager is affected by this.Conclusions The researcher concluded that: 1. Peers affect the behavior of teenagers most. 2. The teenager who has this problem behavior interacts with other people defiantly. 3. Proper parenthood is the best implementations to prevent this behavior to become worst. 4. Being bullied by a bully affects the behavior of the teenager a lot. Recommendations The researcher would like to recommend the following: To the parents 1. Proper parenthood is advised. 2. Parent-children communication is a must. To the teachers, 1. Have the proper way of educating students by trying to understand its deficiency.To the students, 1. Be aware of your peers. They may affect your behavior. 2. Don’t let anybody to let you down. 3. Build your own confidence. BIBLIOGRAPHY Book Custodia A. Sanchez, Paz F. Abad, and Loreto U. Jao, General Psychology Fourth Edition. (Manila:Rex Bookstore, Inc. , 2002)p. 33 RufinaSiruno and Edgardo Siruno. Child Growth and Development. (Manila: Rex Book Store, 1988),p. 94 Ramon Agapay, Ethnics and the Filipino (Mandaluyong, Manila: National Book Store, Inc. ,1991) p. 25-26 Rufina Siruno and Edgardo Siruno. Child Growth and Development. (Manila: Rex Book Store, 1988),p. 4 Encyclopedia Americana, (USA: Grolier Incorporated) vol. 25, p. 131 Conception RodilMartines and Galileo Fule, Management of Human Behavior in Organizations. (Diliman Quezon City: National Book Store, 1993), p. 67 Ramon B. Agapay, Ethics and the Filipino (Mandaluyong Manila: National Book Store, Inc. , 1991) p. 11 Conception R. Martines , Management of Human Behavior in Organizations. (Diliman Quezon City: National Book Store, 1993), p. 17 Electronic Devices Bijou, Sidney W. â€Å"Behaviorism. â€Å"Microsoft ® Encarta ® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008. Lloyd, John Wills. Education of Students with Behavior Disorders. â€Å"Microsoft Encarta ® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008. http://www. eric. ed. gov/ERICWebPortal/custom/portlets/recordDetails/detailmini. jsp? _nfpb=tr Personal author, compiler, or editor name(s); click on any author to run a new search on that name. Thomson Gale. World of Health. http://www. bookrags. com/research/peer-pressure-woh/. 2005 Lyman Stone. How much does culture and lifestyle affect behavior?. http://www. helium. com/items/493732-how-much-does-culture-and-lifestyle-affect-behavior, 2002-2009 http://www. kidsdevelopment. co. k/BehaviouralDisordersChildren. html,2000-2009 Leticia Penano-Ho, â€Å"The Bully and the Bullied†, Manila Bulletin, 17 March 2008. APPENDICES APPENDIX A Letter of Transmittal for Gathering Data Maryhill College Basic Education Department Lucena City SY 2012-2013 March 8, 2013 Dear Respondents, The undersigned is conducting a study on â€Å"Factors Affecting the Behavior of Students in Dealing with Other People†. I have constructed questionnaire to gather information that will help to answer the problems. You have to answer truthfully the given questions so that I will have reliable data to prove my research.Your anonymity and the information you will give will be treated with confidentiality. Thank you very much for kind response to my request. Sincerely yours, Christian KING Z. Dimaculangan Researcher APPENDIX B Questionnaire GENERAL DIRECTIONS: Please accomplish this questionnaire very carefully and honestly. Please rest assured that any information that you supply will be treated with the greatest confidentiality. AGE____ GENDER ____ DIRECTIONS: Please check the best answer. 1) Parent’s Status ___ Together ___ Separated ___ OFW father or mother ___ Both OFW ___ Others please specify ) Do you have friends? ___ Yes ___ None 3) Are you a Bully? ___ Yes ___ No 4) Have you experienced being bullied? ___ Yes ___ No DIRECTIONS: Keep in mind a typical episode of the problem behavior, check the best answer. 1) Does your problem in behavior occur and persist when it is needed to perform a task? ____ Always ____ Sometimes ____ Never 2) During a conflict with peers or if you are engaged in the problem behavior do your friends leave you alone? ____ Always ____ Sometimes ____ Never 3) When the problem in behavior occurs, do your classmates verbally respond or laugh at you? ___ Always ____ Sometimes ____ Never 4) Is your problem in behavior more likely to occur following a conflict outside the classroom? ____ Always ____ Sometimes ____ Never 5) Does your problem in behavior occur to get others attention? ____ Always ____ Sometimes ____ Never 6) Does your proble m in behavior occur in the presence of specific peers? ____ Always ____ Sometimes ____ Never 7) Does the problem in behavior stop when peers stop interacting with the student? ____ Always ____ Sometimes ____ Never 8) Does your problem in behavior occur during specific academic activities? ____ Always ___ Sometimes ____ Never Rate the following factors from 1-5 that affect your behavior most. Write the number at left side of the word. And use 1 as the factor that affect your behavior most and 5 as the factors which affects your behavior less _____School _____ Community influences _____ Peers _____ Family _____ Attitudes THANK YOU! APPENDIX C Talligram PARENT’S STATUS| Together| Separated| OFW| Others| | IIIII-IIIII-IIIII-IIIII-IIIII-III| III| IIIII-I| III| Total| 28| 3| 6| 3| ARE YOU A BULLY? | Yes| No| | IIIII-II| IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-III| Total| 7| 33| EXPERIENCED BEING BULLIED? Yes| No| | IIIII-IIIII-IIIII-IIIII-II| IIIII-IIIII-IIIII-III| Total| 22| 18| Probl em Behavior occur in when needed to perform a task| Always| Sometimes| Never| | III| IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-III| IIII| Total| 3| 33| 4| Do their friends leave them alone? | Always| Sometimes| Never| | IIIII-| IIIII-IIIII-II| IIIII-IIIII-IIIII-IIIII-III| Total| 5| 12| 23| Do their classmates verbally respond or laugh at them? | Always| Sometimes| Never| | IIIII-| IIIII-IIIII-IIIII-IIIII-I| IIIII-IIIII-IIII| Total| 5| 21| 14| Problem behavior more likely occur following a conflict outside the classroom? Always| Sometimes| Never| | IIIII-| IIIII-IIIII-IIIII-IIIII-IIIII-II| IIIII-III| Total| 5| 27| 8| Problem behavior occur to get others attention? | Always| Sometimes| Never| | II| IIIII-IIIII-IIIII-IIIII-| IIIII-IIIII-IIIII-III| Total| 2| 20| 18| Problem behavior occurs in the presence of specific peers. | Always| Sometimes| Never| | IIII| IIIII-IIIII-IIIII-IIIII-IIIII-I| IIIII-IIIII-| Total| 4| 26| 10| Problem behavior stops when peers stop interacting with the student. | Always| Sometimes| Never| | II| IIIII-IIIII-IIIII-IIIII-IIIII-II| IIIII-IIIII-I| Total| 2| 27| 11|Problem behavior occurs during specific academic activities. | Always| Sometimes| Never| | IIIII-| IIIII-IIIII- IIIII-IIIII-II| IIIII-IIIII-III| Total| 5| 22| 13| Factors that affects the behavior| 1| 2| 3| 4| 5| Over-all Ranking| School Influences| IIIII-| IIIII-II| IIIII- IIIII-| IIIII- IIIII- IIII| IIII| 4| | 5| 7| 10| 14| 4| | Community| II| IIIII-I| IIII| IIIII- IIIII-II| IIIII- IIIII- IIIII-I| 5| | 2| 6| 4| 12| 16| | Peers| IIIII- IIIII- IIIII-I| IIIII- IIIII-| IIIII-| IIIII-| IIII| 1| | 16| 10| 5| 5| 4| | Family| IIIII- IIII| IIIII- IIIII- IIII| IIIII-II| IIII| IIIII-I| 2| | 9| 14| 7| 4| 6| |Attitude| IIIII-II| IIIII-II| IIIII- IIIII- IIII| IIIII-| IIIII-II| 3| | 7| 7| 14| 5| 7| | CURICULUM VITAE Name: Christian King Z. Dimaculangan Nickname: King Birth date: November 17, 1997 Age: 15 years old Birthplace: Lucena City Address: #10 Bolovia St. Better Living Subd. ,Isabang, Lucena City Contact Number: 0933-214-5217 Father:Dennis Dimaculangan Occupation: Store Manager Mother: ChonaDimaculangan Occupation: Medical Secretary Educational Background: St. Gerard Inc. (Preparatory) Maryhill College (Elementary-Present) [2004-Present] Organizations: Youth for Christ Habitat for Humanity

Study Overseas Is Better Than Study Locally

Hello .. what are u doing .. how have u been ? Oversea study Nowadays more and more students are eager to study abroad, because they feel that studying abroad is better than studying local universities of our country. However, they have own reason to study locally or abroad. Both of universities, abroad or local have their own uniqueness. Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people.Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people. Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people.Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people. Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people.Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university educa tion excites lots of people. Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people.Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people. Studying abroad is a better choice Education is a never-ending learning process that has always been a part of our life. Nowadays, we are willing to invest deeply into our education. Looking at the trend recently , going overseas for a university education excites lots of people.

Youth Outpatient Hiv Depression Care Health And Social Care Essay

Worldwide, HIV/AIDS and depression are the prima causes of disease load for immature people aged 10-24 old ages. ( 1 ) Young people aged 15-24 history for half of all new HIV infections worldwide. Every twenty-four hours, 6,000 immature people aged 15-24 old ages become septic with HIV, which is an dismaying tendency, since this is the largest young person coevals in history. ( 2 ) In sub-Saharan Africa, more than half of all new infections are among immature people, with misss being peculiarly affected and represent a higher proportion of reported HIV infections and reported AIDS instances among youth ages 13 to 19 than among any other age group. ( 3,4 ) Cases of HIV infection diagnosed among youth 13 to 24 could be declarative of overall tendencies in HIV incidence because this age group has more late initiated bad behaviors. ( 5 ) Regular attending at clinical centres is required for HIV infection to supervise disease patterned advance, to get down and so supervise the response to antiretroviral therapy, and to give of import information to the patient on minimising the hazard of transmittal. Despite this demand for regular monitoring, loss to follow up in HIV cohort ( surveies ) can be a common happening and is infrequently reported. ( 6 ) This current survey purposes to find a ) the incidence of loss to follow up among HIV infected youth accessing attention at a youth- focused and a family- centered clinic in Kisumu, Kenya ; B ) baseline socio- demographic and clinical features associated with loss to follow up Justification: Nyanza Province in Kenya has the highest load of HIV infection in Kenya, with the HIV prevalence standing at 14.9 % , which is more than twice the national norm of 7.1 % . The national HIV prevalence amongst young person aged 15-24 old ages is 3.8 % ( 5.6 % in females and 11.4 % in males ) whilst that amongst 15- 19 twelvemonth olds is 2.3 % ( 3.5 % in females and 1.0 % in males. ) ( 7 ) In Kisumu City, the prevalence amongst females aged 15- 19 twelvemonth olds is 23 % , whilst in male childs of the same age class it is 3.5 % . ( 8 ) Merely a little proportion of these young persons were accessing attention and support services and keeping to care was low, with merely 5.3 % of patients enrolled at the HIV attention clinics within Kisumu City were aged 13-21 old ages. It has been shown that up to 60 % of immature people populating with HIV may non be in everyday HIV attention. Youth-centred HIV plans report that one of the most ambitious facets of working with HIV-positive young person is prosecuting them ab initio and retaining them in attention once they are enrolled. Despite the best attempts of outreach staff, lost-to-follow-up rates remain unwantedly high. ( 5 ) A major programmatic challenge for youth-specific HIV services is maintaining HIV-positive young person connected to care and back up systems that can run into their demands for emotional support, guidance, and bar instruction while supervising demands for medical attention, nutrition intercessions, and ARV intervention. ( 9 ) Adolescents with peri- natally-acquired HIV have alone features that may perplex their passage into adult-oriented attention scenes. ( 10 ) In one of a series of surveies on HIV and young person in Brazil, most doctors go toing advanced HIV preparation agreed th at the Ministry of Health should set up targeted services for HIV-infected young person. Nevertheless, associating HIV-infected striplings to HIV attention has proved hard. ( 11 ) The long-run nature of of HIV intervention calls for particular accent on keeping in attention of septic young person. ( 4 ) Transitioning the medical attention of kids with peri- natally-acquired HIV from paediatric attention to internal medical specialty patterns has become progressively of import as newer therapies prolong endurance.MethodsStudy DesignThis retrospective analysis used informations routinely collected from HIV infected patients enrolled in attention at Lumumba Health Center and at Tuungane Youth Center, both in Kisumu municipality. Patients aged between 15- 21 old ages enrolled into attention between July 2007 and October 2010 were eligible for inclusion in the analysis. The survey was approved by the institutional reappraisal boards of the Kenya Medical Research Institute and the Centers for Disease Control- KenyaProgram descriptionFamily AIDS Care and Education Services ( FACES ) , is a family- centered HIV bar, attention and intervention plan funded by the United States President ‘s Emergency Plan for AIDS Relief ( PEPFAR ) through a co-operative understanding with the Centers for Disease Control ( CDC ) . FACES- Nyanza provides these services in more than 60 government- tally wellness installations across 6 territories in Nyanza state of Kenya. Tuungane Youth Center is a youth- specific plan run by Impact Research Development Organization and is funded by PEPFAR to supply VCT, ABY and STI showing and intervention to youth aged between 13- 21 old ages. It is based within Kisumu municipality, Nyanza, Kenya. In Nov 2005, these two plans collaborated with the purposes of bettering HIV services to the young person accessing attention at the two sites. Care at the two sites is standardized, with the same clinical visit/ brush signifiers and attention is offered, free of charge, harmonizing to standardised national guidelines. There is besides a clinical staff exchange plan between the two sites. To day of the month, FACES- Lumumba has enrolled xx.xxx patients ( x % youth aged between 13- 21years ) while Tuungane has enrolled xxxx HIV infected patients since the coaction began.Missed assignments and defaulter tracingFaces, through its Clinic and Community and Health Assistants ( CCHA ) section, runs an active defaulter following programme to better patient keeping. Upon registration, each patient ‘s reference and contact information is recorded. A patient losing his/ her assignment is identified from the day-to-day attending registry and sought 3 yearss after a lost assignment. This same defaulter following mechanism is in topographic point at Tuungane.Data aggregationSocio-demographic, clinical and pharmacological informations collected at each patient ‘s visit on a standardised clinical visit signifier is manually entered into an electronic medical records system that was launched at both sites in July 2007. FACES manages the database.VariablesThe primary result is loss to follow up ( LTFU ) , defined as a patient losing their last assignment by & gt ; 4 months. Socio-demographic and clinical features considered as independent forecasters of LTFU and analyzed as binary/ index variables were baseline: age, above or below the population survey mean ; gender, male or female ; marital/ civil position, married/ partnered or non and clinic type ; youth- specific vs. family- oriented. Highest educational degree attained was categorized into 4: â€Å" none † , â€Å" some primary † , â€Å" some secondary † and â€Å" some college/ university † . CD4 was categorized into 4 classs of: â€Å" & lt ; 50cells/mm3 † , â€Å" 50-100cells/mm3 † , 100-200cells/mm3 † and â€Å" & gt ; 200cells/mm3 † WHO clinical presenting had phases I-IV. ART position at LTFU was analyzed as a binary variable, of all time started vs. ne'er started on ART. Baseline was defined as up to 60 yearss upon registration. Patients transferred out of either clinic, or determined to hold died or withdrawn from attention were non considered as LTFU.Datas analysisChi- square ( I†¡2 ) trial was used to analyse the categorical variables and logistic arrested development was used to place factors associated with loss to follow up. Unadjusted and adjusted odds ratios ( ORs ) and the 95 % assurance intervals were calculated in the theoretical accounts. Kaplan- Meier method was used to gauge the incidence of LTFU, presented as events per 100 person- old ages, from day of the month of registration. The event day of the month of a LTFU was the day of the month of the last clinic visit in the records. Patients determined to hold been transferred out, withdrawn, or dead, informations was censored at their day of the month of last assignment or day of the month of decease if known. Datas on patients still in active attention at the terminal of the survey period was censored at the day of the month of their last clinic visit. Wilcoxon log- rank trial was used to compare survival curves. All analyses were performed utilizing STATA version 11/SE package ( StataCorp LP, College Station, USA )Consequences:Patient features:Over the 3-year period, 927 patients ( 79 % female, average age 20 old ages ) were identified to be eligible for inclusion in the information analysis. 63 % were enrolled at the youth- specific clinic and a bulk ( 66 % ) of those who had their educational province indicated ( n=837 ) , had attained some signifier of primary school instruction while merely 1.7 % had non accompanied school at all. 61.5 % were non married/ partnered and 5.9 % were reported to hold some signifier of employment. Majority of the patients were of good clinical and immunological position ( 81 % were WHO phase I & A ; II and 80 % had CD4 cell counts & gt ; 200/mm3 ) . Merely 3 % were WHO stage IV and 5 % CD4 cell counts & lt ; 50/mm3. 61 % of the patients had ne'er been started on ART. ( Table 1 )Loss to follow up:57.2 % of the patients were documented as LTFU ( 79.4 % female, 66.8 % at the youth- specific clinic, p 0.006 ) . A huge bulk of the patients were of good immunological and clinical position ( 81 % WHO phase I & A ; II and 82 % CD4 cell count & gt ; 200/mm3 ) and had ne'er been started on ART ( 75 % , P & lt ; 0.0001 ) . 54 % were above the survey population average age of 22 old ages. ( Table 1 ) There were a sum of 390 LTFU events over 743 person- old ages of follow up. The incidence of LTFU was 53.4 per 100 individual old ages. The average clip to LTFU was 1.6 old ages upon registration ( 95 % CI 1.5- 1.7 ) . The incidence was significantly higher in those who had ne'er started ART ( Log rank p 0.0047 ) ( Figure 1 ) Univariate logistic arrested development identified youth- specific site ( OR 1.46, 95 % CI 1.12- 1.91 ) and ART position ( OR 0.23, 95 % CI 0.18- 0.31 ) to be associated with LTFU. On multivariate logistic arrested development, merely ART position was associated with LTFU ( OR 0.28, 95 % CI 0.19- 0.41 ) . Gender, age, matrimonial position, educational degree, occupational position, WHO clinical phase and CD4 were all non prognostic of LTFU. ( Table 1 )Discussion:This survey shows that LTFU is really high among this vulnerable age group, more so at the youth- focused clinic. Youth go toing attention at a youth- specific clinic are 46 % more likely to acquire LTFU. This might intend that a family- focussed theoretical account of attention is better than the youth- focussed theoretical account but this might be because young person taking to go to the youth- focused clinic have different societal features that place them at higher hazard of LTFU compared to those go toing attention at the family- focused site e.g lower revelation position, higher stigmatisation, hapless household support. Surveies to measure differences in societal features between young person go toing attention at the youth- particular and the family- centered clinic are required. A cardinal determination of this survey is that being on ART protects against LTFU even after commanding for other factors, consistent with other similar surveies done in grownup populations elsewhere. ( 12, 13, 14 ) HIV infected young person who are good clinically and immunologically and therefore non measure up for ART may non see the ground to adhere to their follow up visits. They may merely so return to the clinic when their wellness deteriorates and are likely to remain in attention as they receive ART. This could besides intend that attachment guidance to those non on ART is hapless or that the really ill ( and therefore necessitate ART ) are taken to the family- focused clinic by their similarly HIV infected household members. Surveies have demonstrated that mortality and loss to follow up rates are higher in patients non on but eligible for ART. ( 13 ) High pre- ART loss to follow up and particularly in those with less advanced clinical phase raises concern, since they are likely to be engaged in hazardous sexual patterns. ( 12 ) Strategies to enable earlier start of ART and to advance keeping in attention are required. In this survey, 50 % of patients got lost at 1 twelvemonth and 7 months of registration. Time from induction of ART to loss to follow up was nevertheless, non determined. Surveies among big populations found that on norm, 21 % of HIV infected patients get lost from attention in the first six months after get downing ART and approximately 40 % of patients are lost at two old ages, with big fluctuation in keeping rates. ( 15 ) There is demand for intercessions that improve linkage to care and prioritise ART induction particularly for those with low baseline CD4 counts. ( 16 ) There was no association between LTFU and clinical/ immunological position and others have besides shown that more advanced HIV disease and the absence of clinical phase appraisal are strongly associated with the hazard of decease ; but non with no followup or a loss to followup in the first 6 months. ( 17 ) Sarah et al nevertheless, reveal low baseline CD4 counts and unemployment to be independently associated with being lost to follow up. ( 18 ) Employment position was non associated with LTFU in this survey From the database, merely 60 patients were identified as discontinued from attention ( 9 deceased, 48 transferred to other clinics and 3 withdrew from attention ) and were therefore non defined as LTFU. Surveies to look into the true results of all patients defined as LTFU are required, since they could fall into one of three classs: wholly out of attention, go toing attention at other installations or deceased ( 19 ) . Patients who do non return for followup at clinics supplying comprehensive HIV/AIDS attention require particular attending. This is peculiarly true where resources are limited and clinic tonss are high. ( 20 ) Patients non doing their assignments may hold stopped taking antiretroviral drugs, ensuing in high mortality ; or may hold transferred to another plan. In ART programmes in resource-limited scenes a significant minority of grownups lost to follow up can non be traced, and among those traced 20 % to 60 % had died. ( 15 ) Constitution of systems for monitoring and following loss-to-follow-up patients, and to implement schemes for bettering keeping in attention is required for all HIV clinics. ( 18 ) Study strengths and failings: The follow up period of three old ages and a ample population gives the survey some strength, though the findings would non be generalizable to the full population since it involved merely one family- focused and one youth- focused clinic in Kisumu, Kenya. The theoretical account used in this survey was a hapless forecaster of the result. Similar surveies elsewhere are warranted.Decision:Newer and advanced attacks to retain HIV septic young person in attention, even at young person specific clinics, are desperately required. In the interim, targeted guidance should be directed toward HIV infected youth non yet get downing ART.Recognitions:I ‘d wish to admit all staff and patients at FACES and Tuungane who made this survey possible and to my advisers at UCB for the huge support and valuable way in making this survey.