Promoting Healthy Eating Habits in Second Graders Essay Example for Free

Promoting wellnessy Eating Habits in Second Graders EssayThis paper is geared toward promoting education of healthy take habits of consequence grade students. According to Blais and Hayes, Healthy People 2010 define Health Promotion as individual and community activities to promote healthful lifestyles. These healthful lifestyles include the improvement of nutrition in America (p.120). The Center for Nutrition Policy and Promotion (CNPP), an organization of the U.S. Department of Agriculture, has provided the necessary tools to help guide and promote healthy eating habits through conducting research and evidence based analysis in nutrition. USDA Food Guidance System known as MyPlate, MyPyramid, or the Food shoot Pyramid are used to educate the public and offer information on the recommended nutritional guides on weight management, caloric intake, physical activity, and health tips for circumstantial ages and health conditions.The Dietary Guidelines of Americans 2010 have se t guidelines used to promote healthy eating to the American people of all cultures, traditions and socioeconomic background. These guidelines encourage the consumption of nutritional nutriments, which include fresh vegetable and fruit, entirely grains, fat-free or low-fat milk and milk products, a variety of protein rich foods, which include lean meats, seafood, nuts and legumes (p.46). The strain of these principles entrust be used towards the promotion of health through the development, implementation and evaluation of a t from each oneing plan on healthy eating habits to guerilla graders, between the ages of 7-9 in a their classroom setting using the MyPlate educational article of belief tools. Assessment of Learning NeedsThe second grade discipline crowd consisted of fourteen children ages 7-9. An interactive class activity was presented using different items whichconsisted of each food group using the MyPlate memorizeing concept. The children were asked to identify th e food item they favourite(a) unhealthy versus the healthy woof. The childrens knowledge on making healthy food choices was assessed at this time. It was assessed that 72% of the children preferred the food item that was unhealthy, while 28% made healthy conductions. Although some of the children made healthy choices the majority of the group made unhealthy food selections. Prior to presenting the dogma plan the teacher reviewed the hearty to assure it would be understood by the second graders. Their developmental level was confirmed to be within the second grader learning ability in communication and understanding.None of the children required special learning needs. Two of the children wore corrective lenses, which did not inhibit their ability to participate in the activity. Cultural consideration was assessed by petition the children their race and the different kinds of food that is cooked at abode. Two children were multicultural of Hispanic origin and specialised fo od items commonly eaten at home were placed into its specific food group. The second graders first language was English. None of the children expressed specific spiritual practices as pertaining to eating habits or customs. The second graders preferred an interactive learning style which include demonstration, answering and asking questions, and coloring activity. The second graders were enthusiastic and expressed eagerness to learn and share the information with their parents. The overall health stipulation of the second graders was good. There were a few that expressed having allergies or respiratory problems.Learner ObjectivesThe learning objectives for the promotion of healthy eating plan are as follows A. Affective Domain The students are willing to actively participate by listening and responding to the instructors presentation on healthy eating habits and demand in group activity. B. Cognitive Domain Each student will be able to choose three healthy food items specific for each of the five food groups and describe three ways healthy eating nourishes the body and benefits of staying physically active. C. Psychomotor Domain The students will select and identify the food item that is more than beneficial for their health with given activity.Teaching PlanThe teaching plan to be implemented includes the following presentation, which incorporates the current lunch bill of fare offered to the students in school A. MyPlate five food group and drink option was presented and the students are asked to choose which food item is eaten daily unhealthy versus healthy items included 1. Fruit group Selection of fresh fruit (banana, apple, orange strawberries, etc.) or a fruit cup 2. Grain group Selection of French fries, spud chips, baked potato or wheat or white bread sandwich 3. Vegetable group Selection of fresh carrots, salad, celery or preserve carrots, corn 4. Protein group Selection of fried chicken nuggets or baked chicken nuggets, burger or subway sandwic h 5. Dairy group Selection of whole milk or low fat milk, cheese or yogurt 6. Drinks Water, Capri Sun or Juice boxEach individual student will be encouraged to participate and other specific items not listed will be placed in the classified food group in assign to address all individual needs. B. MyPlate nutritional guidelines reviewed with the students and open questions answered. 1. The School Day just got Healthier article discussion of the 10 tips for Nutrition Education serial publication includes awareness of healthier school meals for children, inclusion of more fruits and vegetables daily, along with whole-grain rich foods. The offering of a variety of low fat and fat free milk, decrease saturated fats and salt, increase in water intake. Meeting caloric needs through portion sizes, development of wellness programs, making better food choices and resources functional to parents. 2. Emphasis on each food group with interactive group participation to name at least three heal thy food items of choice 3. Name how healthy eating benefits the brain, heart and digestion, along with getting at least 60 minutes of exercise daily. C. Students will identify or select the healthier food items offered introduced at the beginning of presentation. 1. Choose MyPlate coloring activity will allow for a visual picture to reinforce the five food groups in a simple manner. 2. Draw three healthy food items on their MyPlate activity sheet. 3. Reinforce healthy eating habits with a take home pamphlet for the parents that describe 10 tips for healthy snacking. Evaluation of Teaching and LearningEvaluation of teaching and learning strategies were accurate, clear and appropriate for the second grade students. The teaching plan was simple and interactive to meet each individual learning need. The health promotion plan and activity outlined can be followed to teach other second grade students the importance of healthy eating habits using the free resources and information availab le on the website Choosemyplate.gov MyPlate Kids Place. The evaluation of assimilator objectives was measured by having the students re-evaluate their previous food item choice and compare it to the healthier food item. The scores were significantly higher were 92% the students identified and selected healthier food items listed.Open class discussion was used to determine if the teaching strategies used were appropriate for the students. The students expressed understanding and enjoying the class, the activities used and having a parent teaching the class. Positive feedback was given by the teacher present and students. The students were comfortable in their classroom setting, which is the appropriate environment for learning. The health promotion event was successful and useful in educating second grade students on healthy eating habits. The students expressed eagerness to share the resource pamphlet with their parents. The information shared would have been more effective and be neficial if the second graders parents were present, but studies show that second graders are influential in assisting parents make healthy eating choices for them with the information they learn.ReferencesBlais, K. K., Hayes, J. S. (2011). Professional treat practice concepts and perspectives (6th ed.), New Jersey Pearson U.S. Department of Agriculture and U.S. Department of Health and Human Services. Dietary Guidelines for Americans, 2010. 7th Edition, Washington, DC U.S. Government Printing Office, December 2010 Jacksonville University College of Health Sciences (2012). School of nursing mission. Retrieved March 25, 2014 from http//www.ju.edu/COHS/Pages/School-of-Nursing-Mission.aspx Office of Disease Prevention and Health Promotion, Office of the Assistant Secretary for Health, Office of the Secretary, U.S. Department of Health and Human Services, may 2014. Retrieved from http//health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf U.S.Department of Agriculture. Choos eMyPlate.gov Website. Washington, DC. Color Sheet. Retrieved April 18, 2014 from http//www.choosemyplate.gov/kids/downloads/ColoringSheet.pdf U.S. Department of Agriculture. ChooseMyPlate.gov Website. Washington, DC. School Day Just Got Healthier. Retrieved April 18, 2014 from http//www.choosemyplate.gov/foodgroups/downloads/TenTips/DGTipsheet21SchoolDayJustGotHealthier.pdf

Nowadays the effect of modern society have clearly shown on human society Essay Example for Free

Nowadays the effect of modern bon ton have intelligibly shown on human purchase order EssayNowadays the effect of modern society have clearly shown on human society after 1950s however, there still have people live in minority types of family role in the united states and others Asian, Middle East, and Africa are known that man as breadwinner and cleaning lady as abodemaker. There are few categories that spell primary f feators including culture and religion, and they become a barrier for people want to live in modern society. Although the changing gender roles of modern society have been observed and been perceived through times, the acceptance of its transformation still causes negative effects to society and family. In modern society, the idea of changing gender roles attend to be difficult not only woman or man do not have the skills for other ones tasks but it also brings potenti all toldy risk to our society. In 1950s, the gender roles have been defined that man as br eadwinner and woman as homemaker. As the societys evolved, a woman becomes more active, ambitious and independent and a man becomes more emotional and involved in house tasks. According to Aaron H. Devor in his article, Becoming members of Society Learning the Social Meaning of Gender, society demands different gender performance from us and reward, tolerates, or punishes us differently for conformity to, or digression from social norm (527). Thus, when the gender roles are defined in terms of social interaction, then social norms seem to play a key role with it. The social norms tell us how the male and female should behave, expecting people to have their own personal property and act in a way appropriate to their gender. Even when the changing gender roles collide with society, it still needs to consider and follow particularistic obligation of individually gender roles.According to Bureau of Labor Statistics, woman make up 47 percents of the work place between the ages of 25 a nd 54 worked outside home in 1995. Therefore, woman spends less time with their children or sends them tobabysitter. When the society evolves and the value of the society around us has evaluated as more generalized norms of society, it bequeath reckon to the next generation. According to Devor in his article, Becoming members of Society Learning the Social Meaning of Gender, .children initially acquire the value of the society around them almost indiscriminately. To the arcdegree that children absorb the generalized standard of society into their personal concept of that is the generalized other (530). Therefore, the changes of each parent directly affect to their children and its transformation causes the original characteristic of children to disappear or unnoticeable. Most children consider their parent as role model to follow and learn. Thus, the society and family both play a primary affect to the next generation through changing gender roles.As the previous idea, the family will affect to their childrens gender role however, the reason unnecessarily applies to all aspects. When the families loosen attention on their children, the lacks of familial concern causes more damaged or perverted and leads the children to the wrong path in future. Each of individual family members which play a central help to their children need to consider what they do or how they behave toward their children. According to Becoming members of Society Learning the Social Meaning of Gender, the family cannot stuff their children to call for the gender, when the time is right, their children will choose the appropriate gender (Devor 534). I deprecate the way of Devors thought, there are statistical datas show that the gender roles of children or adults have been modified by their parent and they are more likely becoming their own gender role. It is only right when the parent helps their children to choose the right path. Because of development of modern society, it appears man y people not become what they are such as gays and lesbian, and it is because the lack of concern from their family.In conclusion, modern society has tremendous effects toward the development of our society however, it also brings the potential risk, and affect to each family generation, and the lack of concerning to children in family during their mature. If we can mix the old and modern family types together, it will give us a perfect family formation in reality. The family cannotlive either old type or modern type because it rules out the family introduction or cannot have rigid family bond.

Approaches to Economic Development

Approaches to Economic readingTHE ECONOMICS OF DEVELOPMENT CONCEPTS AND APPROACHESMeaning of the term Economic phylogenesisActually, in that location are broadly 2 main onward motiones to the concept of scotch information The Traditional Approach or The Stages of Economic Growth Theories of the 1950s and the archean sixties.The New Welfare Oriented Approach or The Structural-Inter matterist Models of the late 1960s and the 1970s.1.The Traditional Approach The thinking of the 1950s and early 1960s focused mainly on the concept of the stages of stinting growing. Here the offshoot of development was viewed as a series of successive stages through which all countries had to pass. The propounders of this approach advocated the necessity of the office quantity and mixture of saving, investment and foreign aid to enable the LDCs to proceed on an economic crop route. They based their conclusions on the item that this economic path historically had been followed by most of t he more developed countries. Thus, in this period development had become synonymous with rapid, aggregate economic increment.This approach defined development strictly in economic terms and it implied A sustained annual improver in the GNP at lay outs varying from 5 to 7 pcpa or moreSuch changes in the mental synthesis of production and employment that the share of agriculture declines in both, while the share of manufacturing and the tertiary sectors append.The policy measures that were suggested in this period were the ones which induced industrialization at the expense of agricultural development. The objectives of p all overty elimination, economic inequalities reduction and employment generation were mentioned but only as a passing reference. In most cases it was assumed that the rapid gains in overall growth in the GNP would trickle-down to the masses in one form or the other.2.The New Welfare Oriented ApproachJacob Viner was probably the first economist (1950s) to argue that an economy could non boast of having achieved economic progress if the incidence of poverty in that economy had non diminished. But it was in the early 1970s that economists began to realize that Jacob Viners stance was relevant, as nearly 40 % of the developing dry lands world had not benefited at all from the rise in the GNP and from the structural changes that had taken place in their respective economies during the 1950s and 1960s.Hence, in the 1970s it became necessary to redefine the concept of economic development. This modern approach views underdevelopment in terms of international and domestic power relationshipsinstitutional and structural economic rigidities and,the proliferation of dual economies and dual societies both within and among the nations of the world.This approach places emphasis on policies that would lead to the eradication of poverty, provide more diversified employment opportunities, and reduce income inequalities. This approach insists that the se and the other egalitarian objectives have to be achieved only within the socio-economic context of the respective growing economy. Thus today, economic development is a process whereby the ordinary economic well-being (especially of the masses) of an economy is affected for the better.Meier defines economic development very concisely asDevelopment is the process whereby the real per capita income of a country increases over a long period of time subject to the stipulation that the number below an absolute poverty line does not increase and that the distribution of income does not become more unequal.This definition thus highlights the following aspects of the term economic development 1.Development is a PROCESS Today, development implies the operation of genuine socio-economic forces in an interconnected and causal fashion. This interpretation is more meaningful than merely to identify development with a set of conditions or a catalogue of characteristics.2.Development is a RI SE IN THE REAL PER CAPITA INCOME Since today the development of a poor country arises from a desire to remove its mass poverty, the primary object should be a rise in the real PCI rather than simply an increase in the economys real national income, uncorrected for changes in the population. Simply increase the real national income does not guarantee that there would be an expediency in the general living standards of the masses. If the population growth roll surpasses the growth of national output or even runs parallel with it, the result would be a falling or at best a uniform PCI and as this would not be beneficial to the masses, it cannot be considered as development.3.Development can take place only over a LONG finale OF TIME This time period is significant from the stand-point of development being a sustained increase in the real income and not simply as a short-period temporary rise, such as occurs during the upswing of the business cycle. The underlying continuous upward trend in the growth of the real PCI over at least two or three decades is a strong indication that the process of development is on the right track.4.Development must lead to a DECREASE IN SIZE OF THE ABSOLUTELY POOR Given the new orientation of the development thought, it is necessary that the quality of life of the masses must improve in fact improve to the extent of in reality showing a fall in the amount of tidy sum living below the poverty line. This would automatically require, as suggested in the definition, a reduction in the economic inequalities in the economy. To achieve this goal, it is necessary that the policies implemented should actually divert economic power towards the economically vulnerable groups in the economy. The policies should aim at aggrandizement the real PCI, causing a diminution in economic inequality (ie., an alleviation if not an eradication of poverty), ensuring a stripped level of consumption, guaranteeing a certain socially relevant compositi on of the national income, reducing unemployment to a tolerable low level and removing regional development disparities.The theoretical account of development as given by Charles P. Kindleberger and Bruce Herrick reiterates the improvement-of-the-masses emphasis of Meiers definition. Kindleberger and Herrick maintain that economic development is generally taken to include Improvement in actual welfare, especially for persons with the lowest incomes, the eradication of mass poverty along with its correlates of illiteracy, disease, and early deathChanges in the composition of inputs and outputs that generally include shifts in the underlying structure of production away from agricultural and towards industrial activitiesOrganizing the economy in such a way that productive employment is general among the working age population and that employment is not a privilege of only a minority and,Increasing the degree of participation of the masses in making decisions about the directions, ec onomic and otherwise, in which the economy should move to improve their own welfare.The Economic Growth V/s Economic Development dEBATEThe stress on the improvement in the quality of life of the masses has made it imperative to distinguish between the growth-oriented approach of the 1950s 1960s and the modern development-oriented approach of the late 1960s 1970s ie., the distinctions between Economic Growth and Economic Development must be highlighted.1.Definitional differences Economic growth is a pure economic process whereby there is an increase in the economys GNP ascribable to the increase in the productive electrical capacity of the economy. Economic development, on the other hand, is a multi-dimensional process involving major changes in the social structures, popular attitudes and national institutions, as well as the acceleration of economic growth, the reduction of inequality and the eradication of absolute poverty.2.Differences in the objectives Economic growth aims atIncreasing the size of the GNP, without actually considering the social relevance of the composition of the national income.Removing all the obstacles that could come in the way of increasing the economys productive capacity, eg., removing the market imperfections that exist in the economy.Supplying the missing components like capital, foreign exchange, technology, skills and management, which are needed for improving the economys productive capacity.Hoping that the benefits of the increased capacity of the economy would some how reach the masses.Economic development, on the other hand, aims at Increasing the availability and widening the distribution of basic life-sustaining goods such as food, shelter, health and protection.Raising the level of living including, in addition to higher incomes, the provision of more jobs, better education and greater attention to cultural and humanistic values, all of which serve not only to enhance material well-being but as well as to generate greater single(a) and national self-esteem.Expanding the range of economic and social choice to individuals and nations by freeing them from servitude and dependence, not only in relation to other people and nations, but also from the forces of ignorance and human misery.Thus, we see that the goals of economic growth are rather narrow in scope, while those of economic development are more broad-based in spirit and in scope.3.Differences in the overall approach a.Quantitative versus Qualitative Approaches According to Kindleberger, economic growth meaning more output, while economic development implies not only more output but also changes in the technical and institutional arrangements by which it is produced and distributed. Growth involves more output derived from greater amounts of inputs and with greater efficacy but, development implies changes in the composition of the output and in the allocation of the inputs to the different sectors. Thus, growth is link to a quantita tive sustained increase in the PCI attach to by the expansion in its labour force, consumption, capital and volume of trade, while economic development is related to qualitative changes in economic wants, goods, incentives and institutions.b.Revolutionary vivify versus Evolutionary Speed Approaches Economic growth implies a certain degree of rapidity in the change process. Changes are introduced at a brisk rate and without a sufficient preparation of the socio-eco-politico foundations of the economy. Projects are literally imposed on the economy to create a global impression of progress. The masses are every not taken into confidence or are not considered vis--vis the new count ons. The rapid changes caused by the Revolutionary Approach of economic growth ensure the reverse of the system within a short time.Economic Development, on the other hand, adopts a more Evolutionary Approach ie., it first ensures that the socio-eco-politico foundations are readied for the change. Hence, when the change actually takes place, it is readily and popularly accepted and supported. Thus, development involves creating a sense of awareness and a feeling of participation among the masses in the economy. This makes the development process painstakingly slow, long and drawn-out but it is this gradualness in approach that actually strengthens the economy in the long run.c.Only Immediate Gains versus Also Futuristic Gains Approaches The gains that lessen from economic development are far more sustaining than those made from growth, simply because of the differences in the way the incoming of the to-be-introduced projects are anticipated, analyzed and appreciated. Economic growth means increasing the economic activities, irrespective of whether the economy can continue supporting the newly introduced economic activity in the long run or not. For instance, along the lines of economic growth, an LDC would increase its current steel producing capacity, but it would not be able to keep up this new capacity for more than a a few(prenominal) years. Hence, within a few years, the increased capacity would lay wasting leading to a wastage of scarce resources. Economic development, on the other hand, would consider the future sustaining capacity of the economy before actually increasing the steel capacity. If and only if the economy can continue supporting this higher rate in the future, the capacity would actually increase. Thus, economic development guarantees that the scarce resources are currently used fruitfully and appropriately.d.Only Economic versus Also Environmental concern Approaches Economic growth, due to its rapid approach, more often than not, causes harm to the environment natural and/or social. Projects are undertaken without considering the cascading effects that could follow in the form of natural environment degradation, pollution, overcrowding, increase in crime rate, bottlenecks in infrastructural facilities, etc. For instance, an economy, for growths sake, could undertake an irrigational project without either making a thorough study of or without sympathize with about its ramifications on the natural and social environment.Economic development, on the other hand, insists on the conservation and the protection of the natural and social environment. If a certain project could cause any sort of significant damage to the environment, that project would be either abandoned or altered. If the above mentioned irrigational project was approached from the development point of view, its place would be either changed, or its dimensions altered to prevent natural environmental harm and if there is any sort of social environmental damage, like transmutation of the inhabitants, then, rehabilitation projects would be undertaken, in consultation with the affected people.e.The Trickle-Down versus The Direct-Attack Approaches Economic growths, primary goal is to increase the productive capacity of the economy massively, irrespecti ve of whether or not the poorer sections would benefit from this higher capacity. In fact, growth works on the assumption that the benefits that accrue from the increase in capacity would some how or the other trickle-down to the masses. Thus, growth makes no deliberate attempt ensure that the benefits do reach the poorer sections of the economy. The objectives of poverty eradication, economic inequalities reduction and employment generation are mentioned but only as a passing reference, as secondary gains that may or may not occur. Growth has a sort of an in-built tendency to bypass those very people in the economy who deserve to be supported the most by it.Economic development, on the other hand, by directly attacking economic misery, ensures that the benefits of the increase in the productive capacity actually reach the masses. The policies aim at diverting economic power towards the economically weaker sections of the economy. The policies directly aim at raising the real PCI, c ausing a diminution in economic inequality, ensuring a minimum level of consumption, guaranteeing a certain socially relevant composition of the national income, reducing unemployment to a tolerable low level and removing regional development disparities.4.Interrelationship between Economic Growth Economic Development Although economic growth and economic development are indeed very different in their approaches, there exists an inter-relationship between them. It is difficult to conceive of development without growth. In low income countries, for instance, a substantial increase in the GNP is needed before they can hope to overcome their problems of poverty, unemployment and occupational distribution. However, it is possible to have growth without development, as growth is not concerned with the social aspects of an economy. In short, since development is a broader concept it encompasses growth and therefore can be said to be directly related to growth. Thus, development is growth with a human face.ReferencesTodaro, M.Economic Development in the Third World. Chs 1 and 3Meier, G.Leading issues in Economic Development. Ch 1 (1-A)Misra PuriEconomics of Growth and Development (4th Ed) Ch 1Jhingan, M. L.The Economics of Development and Planning. (28th Ed) Ch 1Mukherji, SampatModern Economic Theory Ch 50

The Clostridium Difficile Infections Biology Essay

The clostridia Difficile Infections Biology EssayThe organism cognize as clostridia difficile is a gram-positive bacillus bacteria which has the ability to form spores, as wholesome as produce a number of toxins. The toxins produced by these bacteria be presently considered to be one of the forefront causes of antibiotic-associated diarrhea (AAD).In addition, transmitting of this bacteria and the subsequent damage which is instigated by the organisms invasive toxins can lead to several serious GI conditions including pseudomembranous colitis (PHAC, 2011). According to the Centre for distemper Control (2012), Clostridium difficile is proposed to be the causative of between 15 and 25% of all AAD cases in Canada. ascribable to its specific pathogenesis, this organism is easily spread throughout a given population, with increased risk attri thoed to various factors which contribute to a higher level of exposure. effrontery this, there are often outbreaks experienced within heal thcare facilities, as well as within community settings. In addition, the organism has well cognize epidemiology, with certain patient attributes, exposure to high-risk environment, medical conditions and various medications contributing to an increased risk of both the a characteristic Clostridium difficile village (CDC) or the symptomatic and sometimes deadly Clostridium difficile contagion (CDI). Infection by Clostridium difficile can also lead to various chronic and adverse effects afterwards the initial recovery such as recurrent infections, surgeries being required to rectify the damage which has been caused by the toxins effect on the patients bowels (3). As a subject of this persistent organisms observable damage and tendency to spread, any sort of CDI outbreak has definite implications on the healthcare system, both from a fiscal as well as a resource and time-allocation standpoint.CLOSTRIDIUM DIFFICILEPathogenesisClostridium difficile (C. difficile) are gram positive, spore-forming bacillus bacteria which, as an opportunistic pathogen, inhabit the anaerobic conditions of the human gastrointestinal system. It is also the leading cause of health care-associated diarrhea (Bourgault, 2011). As reported in the Canadian Medical Association Journal (CMAJ), Clostridium difficile can be isolated from the stool of 3% of healthy adults and up to 80% of healthy newborns and infants (Kujiper, 2008). The reason that it can be so detrimental in the case of an infection is that along with a number of other virulence factors, it produces two toxins, known as toxin A and toxin B (CDC, 2012). In patients who display either a colonization or infection, the normal gastrointestinal flora is depleted due to a number of extenuating risk factors. Provided with these circumstances, the C. difficile bacteria are able to flourish and infest the patients bowel. The major agressins (Borriello, 1998) of C. difficile are undoubtedly toxins A and B, however, there are a number of other virulence factors possessed by the organism which contribute to its effectiveness to cause harm. According to Borriello, C.difficile is influenced by its ability to adhere the intestinal wall, which whitethorn be caused by the organisms intrinsic slight positive net charge. This attracts to the negatively supercharged host cells and may contribute to gut colonization (Borriello, 1998). Both toxins A and B are cytotoxic to a very large number of divergent cell types, both cause increased vascular permeability, and both cause haemorrhage (Borriello, 1998). In addition, toxin A appears to cause fluid accumulation, whereas toxin B does not (Borriello, 1998).clinical FeaturesImmediate clinical symptoms of C. difficile can include fever, loss of appetite, nausea, abdominal pain and tenderness (PHAC, 2011) as well as watery diarrhea. The diarrhea is a by-product of the toxins produced by the multiplying bacteria as they invade the mucosa of the intestines. This causes profuse inflammatory diarrhea secondary to destruction of the lining of the colon (4). In to a greater extent horrific cases, it can cause pseudomembranous colitis, bowel perforation, sepsis, and even death (PHAC, 2011).Diagnostic MethodsThere are currently several reliable, widely-used laboratory tests which are used in the diagnosing of C. difficile colonization and infection. Microbiological stool culture is the most sensitive test available (CDC, 2012) and is considered the confirmatory test, but it also carries the highest incidence of false-positives. This occurs when the patient is infected with a non-toxigenic argumentation of C. difficile. PCR assays cede been developed for the gene which encodes for toxin B. In addition, antigen detection by either latex agglutination or immunochromographic assays (CDC, 2012) provides a fast way to detect the heading of Clostridium difficile. Again, it is non-specific for toxigenicity. Toxin testing tests for specificity to toxin B, while enz yme immunoassays can detect either toxin (CDC, 2012). As studied by Kinson in 2009, additional testing for various markers is also being investigated as a means of detecting infections. Examples of this include fecal lactoferrin, a marker for intestinal inflammation (Kinson, 2009) as well as glutamate dehydrogenase (GDH), which is C. difficile-specific however GDH lucrativeness is independent of toxigenicity in strains of C. difficile (Kinson, 2009). Although its presence does confirm Clostridium difficile is present in the patient, it does not confirm that the strain present in this patient is toxigenic.TherapeuticsAccording to the populace health Agency of Canada, mild cases of CDI can resolve with only supportive treatment such as intravenous fluids to combat dehydration (PHAC, 2011). Additionally, the Centre for Disease Control states that up to 20% of cases will resolve within two to three days of discontinuing the antibiotic to which the patient was previously exposed (CDC , 2012). In more severe cases, the infection can usually be treated with an appropriate course (about 10 days) of antibiotics, including metronidazole, vancomycin (administered orally), or recently approved fidaxomicin (Aylin, 2011). If the bacteria have severely damaged sections of the bowel, it may have to be removed surgically as well (Louie, 2004).EPIDEMIOLOGYRisk Factors for InfectionThe incidence of infection by Clostridium difficile is affected by a number of risk factors, which is depicted in Figure 1 (Owens, 2008). Being hospitalized greatly increases the chances of becoming infected with C. difficile. These bacteria are shed in the feces, and are usually transmitted between patients either by healthcare workers, or by surfaces or equipment not being to the full sanitized between patients (Louie, 2004). However, there has been an increasing trend of community-acquired infections as well. In a study performed at Harvard Medical School, it was found that community-acquired C lostridium difficile infection may account for more than a third of Clostridium difficile-associated diarrhea overall (Leffler, 2012). In addition, the use of medications such as antibiotics, particularly fluoroquinolones (Bourgault, 2011), as well as proton pump inhibitors (used to supress production of gastric acid in gastrointestinal conditions) have been shown to increase the risk of a Clostridium difficile infection. In a study by Haider et al, it was shown that while the use of proton pump inhibitors appears to lead to an elevated risk of developing severe CDI (Haider, 2012), another widely used type of gastric acid appetite suppressant medication known as histamine 2 receptor antagonist (H2RA) actually appears to decrease the risk of an infection (Haider, 2012). Gastrointestinal surgery is also a known risk factor for severe infection with Clostridium difficile (Louie, 2004). According to Public Health Ontario, infections are more likely to be considered severe in an time-wo rn or immunocompromised patient (OAHPP, 2011). However, it has been shown that the presence of multiple medical conditions, or co-morbidity, is actually a better predictor then age as to the return of the infection. Severe CDI occurs more frequently with advancing age. However, age, per se, has no effect on mortality (Dharmarajan, 2000).IMPLICATIONS IN PUBLIC HEALTHResource AllocationIt has been shown that both the pecuniary implications, as well as the allocation of resources within the health care system produced by Clostridium difficile-associated disease (CDAD) are quite significant. Public Health Ontario stated at the time of their study in 2010, that the embody of CDI readmissions alone is estimated to be a minimum of CAD $128,200 per year per hospital (OAHPP, 2011). A more extensive look in to the associative costs was completed in 2008 at Washington Universitys School of Medicine. Dubberke studied a population of CDAD patients and proposed that a cost of $2454 was attribu ted to each case of CDAD, with that cost increasing to $5042 per patient if their stay exceeded 180 days of hospitalization (Dubberke, 2008). According to the study conducted in by Dr. Forster et al (2011), an infection with C. difficile extends the patients hospital stay from an average of 8 days to an average of 34 days (Forster, 2011). This not only increases the burden on health care workers, but also utilizes time and supplies which are quite preventable.CONCLUSION

Learning a second language

Learning a second language1 preempt learning an L2 cause L1 attrition?Attrition is the non-pathological, not age-related loss of a language. Speakers learning a second language often give birth a multifariousness in the guidance they process their native language, a process called L1 attrition. L1 attrition often occurs in migrant individuals, since they immerse themselves fully into another language. It is evaluate that, as someone learns an L2 in an immersion environment, some cross lingual interference might happen. This interference undersurface happen in both directions just as the L2 is baffled by the L1, the L1 displace assimilate to the L2. The present paper discusses the possibility of L1 phonetic attrition caused by the acquiring of an L2. Phonetic attrition is the loss of phonetic segments and/or suprasegmental features and/or the adaptation to other phonetic units. This paper ordain discuss how phonetic attrition can affect the turnout of sounds and suprasegment al features, specifically peak alignment. It will likewise discuss how phonetic attrition can happen in beginner learners in classroom settings as well as the more expected case of complete language immersion.Mennen (2004) pursued the question of whether Dutch non-native speakers of Hellenic are able to produce cross-linguistic differences in the timing of peak alignments in both their languages. He conducted two trys to answer his question.The first essay tested whether experiences L2 speakers (Dutch non-native speakers of classic) can produce accurate f0 timing in their L2 (Greek). A further set about of this study was to see whether an influence from the L1 (Dutch) can be observed in the L2. The participants were divided into three crowds five native Dutch speakers (D), five native Greek speakers (G), and five non-native (Dutch) speakers of Greek (DG). All participants in the LG gathering were late bilinguals with experience in their L2 ranging from 12 to 35 years, used t heir L2 regularly, and were college educated. The materials used in the first experiment were 20 declaratives in Greek and 40 declaratives in Dutch (further divided into 20 declaratives containing short vowels and 20 declaratives containing long vowels). The participants were asked to lease the test sentences twice in a random order. Group D read two sets of sentences in Dutch (declaratives containing short and long vowels), awhile groups G and DG only read the set of sentences in Greek. The readings were recorded and their peak alignment onset measured. The speakers were asked to repeat whatever mispronounced sentences. When comparing group DGs alignment data to that of groups G, the results showed make up differences in their peak alignment times. Four out of the five L2 learners aligned their peaks earlier than native Greek speakers. When compared to groups D data, the peaks alignments were closer in time just still not native-like. This result showed that L2 speakers could not reach a native-like production of peak alignments in their L2, Greek. At the same time, this shows cross-linguistic influence from the L1 into the L2.The second experiment was conducted to investigate if Dutch non-native speakers of Greek were able to maintain correct peak alignment times in their L1. The materials and procedure were the same as in experiment 1, as for the participants, only groups D and DG were required for this experiment. The results from this second experiment showed a difference in peak alignment times in both sets of sentences in Dutch for both groups this difference however was smaller in the DG group, and therefore non-native like. From both these experiments, Mennen concluded that Dutch on-native speakers of Greek fail to produce native-like peak alignments in their L1 and L2, which can be interpreted as L1 phonetic attrition.In 2012, Chang conducted an experiment with the goal of examining the extent to which the L1 can shift during L2 learning in beg inner L2 learners, and also if the L1 would be affected within the first weeks of acquisition.For this experiment, two groups of participants were recruited an L2 learner group, consisting of 36 adult nave speakers of American English learning Korean and a control group consisting of nine native Korean speakers. The L2ers group lived in a South Korean university campus and were starting an intensive sextet week course of introductory Korean (the equivalent of a semester of college-level Korean classes) The participants had no significant previous exposure to Korean and although they were living in Korea, their interactions were trammel to other L2 learners. The materials in this experiment consisted of 22 Korean and 23 English monosyllabic items. There were 15 critical items beginning with plosives. The participants were asked to read the monosyllables and their VOT for the critical items was recorded. The results from this experiment showed that by week five, phonetic attrition o f the learners English in approximation to Korean. That is to say, the VOT of the learners English plosives stopped being native-like and drifted into being more like the Korean stops they had been learning. The learners production of English voiceless stops and Korean aspirated stops lengthened in VOT in a manner that suggests they were coordinated. From this experiment, Chang concluded that phonemic attrition can occur rapidly, in a class-room setting, due to cross-linguistic interference even during the first weeks of instruction.The next study, by Mayr et al. (2013), investigates whether L1 attrition has occurred in the speech of a monozygotic couple up who emigrated from the L1 environment 30 years ago. This was tested by comparing her speech productions to those of her alike twin sister, who has been living in the L1-speaking environment all her life.The participants consisted of identical twin sisters MZ and TZ, both of which were consecutive Dutch-English bilinguals. They were 62 years old at the time of the study. Their language background is as follows MZ and TZ grew up together in the Netherlands, where they acquired their L1. In high school, both were introduced to English as their L2 and later acquired jobs in an international telecommunications company, where they only spoke English. At age 32 MZ left the Netherlands to live in the UK, where she had a daughter (also Dutch-English bilingual). MZ reported to preferring English in her everyday life, but speaks both Dutch and English with her daughter (she also reported frequent code-switching with her daughter). In contrast, TZ stayed in the Netherlands her whole life and stopped using English once she left her telecommunications job. The materials consisted of 20 monosyllabic Dutch target words and 20 monosyllabic English target words. The participants were asked to produce each target word four times, randomly, in the following fashion I say X (for English targets) and Ik zei X (for Dutch targe ts). This resulted in 80 Dutch tokens and 96 English tokens per participant. The researchers measured the VOT of plosives in both languages. The data for each language was recorded in contrasting days (appropriately far from each other) to avoid the effects of language suppression and activation during the process. The results of this experiment showed clear phonetic attrition in MZs production of voiceless plosives, which indicate cross-linguistic assimilation patterns. She produced VOT values that are longer than the Dutch norm, while TZs VOT values were perfectly within the Dutch norm. MZs VOT values were much more similar to her English VOT values than to her sisters Dutch VOT values. The researchers concluded that this difference was caused by cross-linguistic influences from MZs L2 into her L1, which caused L1 attrition. They also mentioned that MZs code switching interactions with her daughter might have a large part in her L1 attrition, since bilinguals that code switch are more potential to be perceived as inappropriateers or more heavily accented by native speakers.The last study, by de Leeuw et al. (2010), investigated how the acquisition of an L2 affects the accentedness of the L1 in two variant consecutive bilingual groups with different L2s by comparing them to monolingual native speakers of their L1.For this experiment, 34 German immigrants in Anglophone Canada, 23 German immigrants in the Netherlands, and five German monolingual controls in Germany were recruited. The speakers were questioned on different aspects of their language usage, such as the frequency with which they used their L1, or if they code-switched between languages (this question was not asked explicitly). A group of 19 German listeners were also recruited. They had a minimal or non-existent knowledge of English and Dutch and were not bilingual. The materials consisted of speech samples of a film retelling (not a script, but a scene to describe spontaneously). The participan ts were asked to record the speech samples in their own homes to ensure their comfort. One speech sample from each participant was obtained and then presented to the group of 19 German judges, which then assessed the speech samples in a scale from 1(certain of non-native status) to 6 (certain of native status). The results showed that bilingual speakers (both English and Dutch as L2) are more likely to be perceived as foreigners than the German control group. Also, that the amount of informal use of the L1 does not impact on the degree of perceived foreign accent, and that speakers who use this language for professional purposes are less likely to be perceived as foreigners. From these results phonetic the bilingual speakers can be concluded to experience L1 phonetic attrition, which would explain why their L1 production was perceived as foreign.In the present paper, the possibility of phonetic attrition as a result of acquiring a second language was assessed. The results from the p reviously discussed experiments all point towards the obvious conclusion that phonetic attrition can be caused by cross linguistic influence from the L2 into the L1. The results also show that phonetic attrition can occur rapidly among beginner L2 learners in classroom settings, but that it is more prominent in immersion settings, such as that of immigrants.Although phonetic L1 attrition, and L1 attrition in general, is a common phenomenon among immigrants and there is no evidence that it affects L1 speech in a way that prevents other speakers of the language from recognizing what has been said, there is a prominent negative opinion about the process. This could be caused by the pride that countries take in their languages and how their languages are spokesperson of their traditions. Even then, L1 attrition should be regarded as a completely normal process, as it does not hinder, in any way, the ability of a person to relegate in their L1. Further studies of L1 attrition could hel p dispel the negative views that surround the subject, as it is an area not yet developed completely. For example, a better comment of the word loss, used to describe the process, might help dispel the stigma behind attrition. The loss of the native language does not give any indication as to how permanent or irreversible it is. It also does not provide any clue as to how deeply it affects the L1 and how it might impact the lives of those who go through this process.ReferencesChang, C. E. (2012). Rapid and multifaceted effects of second language learning on first language speech production. Journal of Phonetics 40, 249-268.de Leeuw, E., I. Mennen J. M. Scobbie. (2013). Dynamic systems, maturational constraints and L1 phonetic attrition. International Journal of Bilingualism 176Mayr, R., S. Price I. Mennen (2012). First language attrition in the speech of DutchEnglish bilinguals The case of monozygotic twin sisters. Bilingualism Language and Cognition, 15.4, 687-700.Mennen, I. 200 4. Bi-directional interference in the intonation of Dutch speakers of Greek. Journal of Phonetics 32, 543-563.

A Womans Role :: essays research papers

In every area of the world, women put on always had a role to fill. It has varied through the years as cultures conduct changed, but they are always included in some way. Ancient China was no different. Women were thought of as unimportant, yet the Chinese couldnt have prospered without them. Women should be given the same respect that is given a man.Ancient China was filled with superstition and undirected beliefs. It is as a result of this that women were treat poorly and unfairly. Women had very few rights, most of which were insignificant. They were not allowed to join the military to help fight for their country, they couldnt give their opinion to a man, they couldnt rent government positions, they couldnt have a job other than housework, they couldnt own property, and they couldnt choose their husbands. Women were basically slaves. If a woman was caught impersonating a man, discourse out of turn, or not obeying her husband, she could be put to death. As far as the men wer e concerned, a womans purpose was to cook, clean, garden, and doing her part in carrying on the family name. Today in America, women are treated with respect and equality. It hasnt always been this way, however, during our nations earlier years, a handful of people have changed laws pertaining to womens rights. Because of this, every woman, without regard for age or race, can vote, hold a government office, speak publicly, make decisions for herself, and provide for herself by working outside of the home. Women utilize these rights so that they do not lose them and end up in the same boat that the ancient Chinese were in.Have you ever wondered what life would be exchangeable if today in America females were treated the same way women were treated in ancient China? Their workload would be much greater sooner of being able to have a job, they would be doing all of the physical labor around the house without the husbands help.

The Baby Can Sing and Other Stories by Judith Slater :: Biography Biographies Essays

The Baby Can Sing and Other Stories by Judith woodlouse   When a group of short stories is put together, in most cases there is a significant aspect in why the writer chooses certain stories and in a certain order, much like books of poetry. There is a soil to the writers madness. If a writer has enough stories to interest a book that is so good it deserves to be printed and stay in print, theyve probably written enough stories to fill two or more books and those that made it were what the author felt to be the best or looked the best together. The stories have a connection that links them together. In The Baby Can Sing and Other Stories, all of the stories tell the tales of going off away from the usual or the norm.   Lets assume for the sake of argument that Judith Slater wasnt available to explain why she did what she did with the book and stories involved. The writer is unreachable for questions or comments for the majority of the time, so much that the i dea of contacting the actual writer is often non thought of. Without knowing anything, the first story The Baby Can Sing is a phenomenal introduction to the collection. Based on reality, the story talks just about some imaginary baby that can dance and sing. It doesnt have a beginning, middle, and end, making it different from a traditional story. It has no climax or hammy point. It is the stream of consciousness that the narrator rides along away from whatever the reality is.   The break up came to a conclusion that the narrator was actually pregnant but something happened to the baby. At one point since she says, When I was pregnant... and that is the only comment in the past tense. Everything else is in the mystical present or the would be future, both being skeptical and wishing. The class speculated that whatever happened to this womans baby (i.e. abortion, miscarriage, etc.) was not good, as if losing a baby in any way were a blessed event. In that case, t he narrator could be fetching her mental state away from the harsh reality and to a dreamlike place of the impossible.