The Collection Of Data By Having People Answer A Series Of...

Survey/pg. 130: the collection of data by having people answer a series of questions. In the video documentary on the world’s most dangerous gang, a survey was basically being taken the whole time. Lisa Laang, the interviewer, was collecting data about this gang during the entire short film. Not only did she ask them a series of questions, but literally rolled with them for a few weeks and discovered new things to ask questions about. For example, the woman sat in the car with them watching their behavior and asked them questions as they went along. The one man was saying they had been sent on a mission to kill the man on the roof because he was in the gangs â€Å"territory†. When she asked why, the men said because thats what they were told to do. After asking a series of questions, she was able to collect a lot of information and data from the situation. Lisa did not only speak with these two gang members in the car who killed a man. To make her survey broad and accurate, she had to get information from a lot of different people that were part of the c rew. Going to peoples homes and streets, she gathered a lot of information about what the gang was all about and how it ran. Her final entry and one of the best surveys she had was when she went into a prison overflowing with Mara Salvatrucha (MS-13) members. After asking a series of questions such as does one person run the whole gang and who it might be and how the system works, Lisa left with a lot of information but not downShow MoreRelatedLikert Scales Are Used For Public Healthcare Evaluation791 Words   |  4 Pagesissue of major concern in the community. Likert scale surveys are used to measure the attitude of a person toward a particular subject matter (McLeod, 2008). The main objective in using the Likert scale is to measure attitudes by asking people to respond to a series of statements about a topic (McLeod, 2008).The survey is used to determine to what degree a person agrees or disagrees with the topic. Respondents are allowed to choose one option that best suits their opinion. The responses are intendedRead MoreResearch Methodology For The Research Design Essay1447 Words   |  6 Pagesto be carried out. It focuses on methods/techniques to be used in conducting the research, the logic behind the methods employed, and justifications for each of the approaches/techniques. It focuses on the different ways of gathering information and data. A review of the literature reviewed in chapter two has helped to determine the types of methodology that are suitable for this study. 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The first group would be given the samples and then asked a series of questions which include: †¢ Do you like the taste of the pot pie? †¢ Does the pot pie taste like it was made fresh or frozen? †¢ Would you buy pot pies from the hot deli? Why or why not? †¢ What would you be willing to pay for the pot pie? In the secondRead MoreA Study On Dog Anxiety Essay1300 Words   |  6 PagesResearch Methods- refers to specific ways or techniques of conducting research on A topic. Example: two people do a study on dog anxiety. One uses existing data. The other uses data from research they have conducted through interviews of dog owners. Social Darwinism- The theory that people and groups can be thought to be under the same laws of natural selection as all plants and animals. Example: Believing that one race is superior to another. 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One paradigm, positivism, aims to conduct research in a scientific manner, valuing statistics, replicability and wide generalisations and utilises quantitative methodology to answer questions relating to quantity e.g. ‘how

Curriculum-based Pedagogy Free Essays

string(258) " was the best and that the teaching strategies and unit lessons covered all the things that students are expected to learn\? Moreover, the curriculum was designed by curriculum experts who were knowledgeable about student learning and effective instruction\." Every educator across levels has their own understanding and views about curriculum and pedagogy and these may be based from personal and theoretical knowledge and from their own experiences both as a student and educator. An educator in the conduct of his or her profession in actual practice would be guided by his or her perspective on what curriculum is and should be. Curriculum studies and development had become abstract and highly theoretical and curriculum inquiry is a difficult and perplexing area of study which many educators are not comfortable with. We will write a custom essay sample on Curriculum-based Pedagogy or any similar topic only for you Order Now However, the beauty of curriculum inquiry is that it enables educators to come to terms with their own beliefs and interpretation of curriculum. The exercise can be quite painful and revealing to educators as it makes them realize their biases and preconceived notion on what education should be and how lacking or adequate their approaches and philosophies are. It is in this context that I begin the process of self-reflection on my own beliefs and perspective on curriculum-based pedagogy and the theories and personalities that have influenced me as an educator. I do not intend to justify my beliefs or educational philosophies but rather I attempt to expound on what I think are effective practices and curriculum theories that I have embraced in my profession as an educator. I know that theories are not infallible and some may generate more questions and criticisms than answers but I do believe that it is still a good practice to anchor one’s beliefs in a certain theory or perspective as it provides a guide and substance to what I do as educator. In this paper, I try to make sense of my own realities and how it has affected my work and my personal life. There are two kinds of educators, those who follow curriculums strictly and those who adopt curriculums to their own realities and learning environment (Eisner, 1998). I would like to think that I belong to the latter. I had always thought of curriculum as a guide, as a framework and as an evaluative tool in how I conduct my teaching. I do not adhere to a specific curriculum nor do I force curriculum to a learning environment if it is not suited. I have nothing against those who use curriculum religiously because I have seen it to be effective in some schools however, in a diverse learning environment, one has to adopt and adjust the curriculum to meet the needs of all learners. I still see this approach as curriculum-based because I follow the instructional models that the curriculum provides; the changes I make are still based on the given curricula and basically teach the same thing and arrive at the same learning goals but in a slightly more appropriate way for my set of learners. I may not always interpret and apply the lessons and approaches provided for by the curriculum accurately, but I always see to it that every lesson is a learning experience for my students. There are different reasons for adhering to a curriculum approach, one can be an implementer, a developer or a maker and the choice would be dictated by one’s personal experience and perspective. I view education as a complete process that mirrors life and teaches students the skills and knowledge that they need to live this life. On the other hand, I also acknowledge the great impact of learner characteristics to the effectiveness of education, thus, curriculum-based pedagogy should not be viewed as a narrow and constricting approach to instruction but as a democratic and deliberate artistry that will lead to a more practical and appropriate learning process (Feden Vogel, 2003). I know of some educators who had adhered to the curriculum they had been trained to use and apply for the longest time, they were experts in that certain curriculum and have produced learning and knowledge for their students to absorb and assimilate, but they had refused to learn anything else. I don’t blame them, comfort and familiarity is a much safer terrain than change and innovation. At a certain point in my profession, I had also gravitated towards curriculum fidelity wherein I did everything by the book and relied on what curriculum experts deemed as true and correct and most effective. However, when one immerses oneself in the filed and puts the curriculum to practice, it is a different story. There were instances when I was left hanging and felt inadequate about my teaching even when I did everything that was asked by the curriculum, I thought I was not being a good teacher, I took me some time to realize that the curriculum I was using was not meeting the needs of my students. The curriculum was not at fault, nor was my teaching the problem, the problem was that I restricted my creativity and artistry in interpreting the guides given by the curriculum; I was not confident in my own abilities but relied on what was prescribed and suggested. The obsession with following curriculum guides, lessons and content led me to become a curriculum transmitter. I was focusing on what was in the book, in the unit lessons and had very few attempts at augmenting the lessons through additional research or innovative strategies. The lessons I was teaching was only based on the prescribed textbook and I followed it unit by unit even though I noticed that some units were not relevant or applicable and that some units were not in the right order of presentation. I thought I was being a good teacher by following closely what was demanded of me based on the curriculum. My principal and supervisor approved of my teaching and the system that I followed, it was in those times when curriculum was the be all and end all of pedagogy. Why would it not be, when it was assumed that the prescribed curriculum was the best and that the teaching strategies and unit lessons covered all the things that students are expected to learn? Moreover, the curriculum was designed by curriculum experts who were knowledgeable about student learning and effective instruction. You read "Curriculum-based Pedagogy" in category "Papers" As I gained experience as a teacher, I begun to notice things, that sometimes the content covered in the curriculum was not developmentally appropriate because students were not absorbing it, that sometimes the lessons were too long for something that was easy and sometimes it was too short for a difficult concept. It was at this point that I became more aware of my students needs and how the prescribed curriculum was not really bringing out the desired learning from the students. I started slowly, at first I felt guilty about skipping some units but then I found out that the amount of learning students gained was not affected by the skipped units. I also tried little by little to introduce new information from other books or materials and made use of different strategies in presenting the lessons and student became more interested, in the past I was labeled as a boring teacher, but when I made the changes, I became a little popular and students started greeting me in the hallways. But I did get in trouble for those changes, my principal was alarmed at why my previously quiet classes were becoming noisy, and why were my lesson plans not in accordance with the content in the book. I was told to revert to my old teaching strategies and to continue using the prescribed textbook only. And as I was an obedient teacher then, I did as I was told, however the seed was planted. I was wondering whether other schools followed the curriculum closely and whether there was some other way of teaching the same content. This is when I decided to find answers to my questions and I pursued higher education to augment my knowledge and understanding of educational practices and curriculum. I guess I have gone back to school full of idealism and the hope of finding the answers to my questions. When I went back to school I was eager to prove my supervisors wrong and that I was correct. It was only when I had started reading the course materials and the papers given to us in class did I realize that curriculum-based pedagogy is more than an approach, more than a theoretical concept. At first I had difficulty reconciling the fact that there are a number of curriculums that different schools adhered to and that effectiveness is often measured in terms of student outcomes and achievement of learning goals. At best the course was an eye opener, but sadly after two courses I decided to go back to teaching full time. I thought that I could better apply my curriculum perspective in real classrooms and students than simply learning it in class. I decided to become a curriculum developer in the sense that I would try to adjust and modify the curriculum I was working with. I guess I was too adamant for my own good, because I found myself half-baked, wondering whether the strategies I was using was correct or not and not knowing how to derive feedback from my colleagues or my students on the quality of my teaching. I found myself using one strategy after another that often left my students confused instead of gaining understanding. I begun to read about curriculum theorists and I was enlightened by their conceptions of what curriculum should be and how it is applied in actual teaching. However, some were too theoretical for me, it was too abstract and complex that naturally I gravitated towards the theories that were more practical, more realistic and more applicable to my present reality as a teacher. But I knew that whatever practical understanding I have of those curriculum theories, I was sorely lacking in the theoretical aspect and could not distinguish one from the other. Thus, I knew I had to go back to school, this time with a more open mind and a desire to learn. In the next part of the paper, I will outline the different perspectives of the curriculum theorists and educational figures that have impacted my own professional life as an educator and how they contributed to my own conception of deliberate artistry. John Dewey and the Social Curriculum John Dewey is one of the pioneers of curriculum development and in his pedagogic creed he outlined the nature of education and what its subject content should be (Dewey,1897). I read Dewey’s creed as part of our course readings and I readily found his perspective to appeal to my own sense of educational focus. Dewey argued that children develop through social interaction and the social environment that the child is situated in. Thus, to him education should reflect the social life of the child, he pointed out that schooling should be a life itself and not as a preparation for future life (Dewey,1897). I think what Dewey was arguing was for educators to make their lessons and instructions mirror reality and actual life relationships and processes instead of some abstractions. It is very easy for us to teach mathematical concepts and relationships in algebra and trigonometry without placing those relationships in actual experiences or realities. In this case, the teacher should be able to make the connections between algebraic relationships to objects and concepts that are real to the student. Who would have ever thought that mathematical concepts could be used to predict the number of baseball homeruns? Math becomes more real to the student when it is explained in terms of baseball, a sport that most students play or know about and are very real to them. Dewey also said that there are two aspects of education, psychological and social, wherein the intellect and development of the child’s psychological processes serves as the starting point for which education and learning should be based (Dewey,1897). Dewey recognized that the child in the course of his or her development has the capacity to make sense of his or her social interactions and will learn from it. The sociological aspect of education is to place into context the psychological attributes of the child and to ascribe meaning to his or her capacities in relation to his or her social reality. It is important for both the psychological and sociological aspect of education to be aligned as it would benefit the child and lead to optimum learning. For example, providing psychological stimulation without social meaning will result to superficial learning while focusing on the sociological without considering the psychological would result to developmentally inappropriate content and instruction. In this respect, Dewey advocated that education for it to be effective; it should be cognizant of both the intellect and development of the child and the social environment of the child. It makes perfect sense to me that Dewey strived to communicate such practice because we now know that learning and instruction must be synchronized and aligned for effective learning to occur, but he was ahead of his time. At present, the curriculum standards of most states dictate that at a certain grade level and age, a child must be able to master and learn a set of skills and information that are appropriate for their age. However, what is problematic about these so called standards is that it does not take into account the variation of human development; some children develop faster while others appear to lag behind. On the other hand, children who do not perform at par with the given standards are labeled slow learners or have learning disability which strip them from their self-confidence and diminishes their self-worth. In an age where we know more about cognitive development than ever before, we fail at incorporating that knowledge to the social institution that is responsible for educating our children and our future. Dewey was correct when he said that education should be focus on the total development of the child or student in relation to his or her social activities. But this is easier said than done, when accountability issues and achievement scores dominate the educational system, it is very difficult to honor Dewey’s recommendations. Dewey postulated a curriculum that would allow for the social development of the child, for schools to become social institutions and for educational content to become the social life of the child (Dewey,1897). In this way, the child becomes more in touch with his or her nature and the social context in which he or she engages in a daily basis and which constitutes his or her life. This would imply that lessons taught should be through the experiences of the child. For example, a kindergarten teacher who wishes to introduce her students to counting and numbers would be more effective if she uses blocks, balls or candies that children are familiar with and have come across it through their social interaction. On the other hand, it would not make sense to teach a historical event to students without connecting it to their present realities. For example, if I teach children about some ancient civilization and not connect it to the present realities in our society and culture, then I would have failed to impart to them information that had mattered and that would have shaped their own learning. In terms of curriculum content, Dewey had said that every lesson, concept and skill should be taught in the view of the social activities of the child. He had identified a number of subject matters that should be taught to children and this includes the arts, literature, language, culture and science as it encompasses the essence of human life. However, he cautioned on the mere teaching of science as an objective subject as it limits the experience of students in terms of how social lie is shaped by scientific developments. Dewey also stressed the importance of literature and language studies as the expression and cultivation of life experiences (Dewey,1897). It is important to study literature as it provides children with an unrestrictive medium of self expression as well as an understanding of the social realities of the past and the present. Language should not be taught only as a series of sounds, phonetics words or even grammar but as a form of communicating and the medium wherein knowledge is transmitted, ideas are shared and emotions are expressed. The problem with being too curriculum oriented is that we tend to rely on what is prescribed and live out our own creativity. Language instruction should first focus on the expression of experiences, the learning of grammar rules, tenses and subject-verb-agreement would then follow because the student has found that language is an effective agent of expressing ideas and experiences. In the classroom, this would mean that importance should be placed on developing students’ language skills such as speaking and then motivating them to become more effective communicators through the learning of correct grammar and pronunciation. How to cite Curriculum-based Pedagogy, Papers

Maternal Health and Paediatric Nursing †MyAssignmenthelp.com

Question: Discuss about the Maternal Health and Paediatric Nursing. Answer: Obesity, which is a significant issue related to health of women. It is a recurrent problem among women of during the age of reproduction. Overweight and Obesity involve an excessive and abnormal fat storage that negatively impacts the body and reproduction cycle (Mahmood Arulkumaran, 2013).According to the World Health Organization (WHO), if the body mass index (BMI) equals to or is greater than twenty five kg per meter square, it is premeditated as overweight, whereas if the BMI equals to or is greater than thirty kg per meter square, it is considered obese . Obesity among women is a rising distress across many countries (Chang, Llanes, Gold, Fetters, 2013). Obesity generates several health problems including fertility in women. This report emphasizes on the influence of obesity on the reproduction ability of women, significantly in the process of Oocyte (Forno, Young, Simhan, Celedn, 2014). Data from several infertility clinics and experiments on animals that demonstrates the i mpacts of obesity are existent. Oocyte development is significantly relied upon the cumulus cells, metabolic support and bi directional communication and the affects of obesity have significant roles on pregnancy. Development and metabolism of oocytes are damaged because of the obesity and affect negatively for future development (Choi, Fukuoka, Lee, 2013). Obesity also causes rise in insulin level or glucose and lesser amount of reproductive hormones which are impediment to pregnancy. Secondary research method was followed to create the report. The systematic search procedure was adopted during the making of the report (Forno, Young, Simhan, Celedn, 2014). All the relevant materials related to obesity and its disadvantages were the keywords for the searching scholarly articles on Google scholar. Obesity in Pregnancy, negative factors for reproduction, PCOS were those keywords while searching for respective journals. Limitation rule enforced to the search method was the existence of the key words in the title of the journals as well as in the abstract (Shub, Huning , Campbell , McCarthy, 2013). A comprehensive number of journals were generated based on the titles and abstracts from these explorations. Obesity brings out many problems such as social, psychological, demographic, and health problems. It is related to increased health risks such as diabetes mellitus, hypertension, coronary heart disease, and osteoarthritis and is linked to various malignancies, parti cularly endometrium, breast, and colon cancers. Obesity also plays a significant role in reproductive disorders, particularly in women. It is associated with anovulation, menstrual disorders, infertility, difficulties in assisted reproduction, miscarriage, and adverse pregnancy outcomes.In obese women, gonadotropin secretion is affected because of the increased peripheral aromatization of androgens to estrogens. The insulin resistance and hyperinsulinemia in obese women leads to hyperandrogenemia (Choi, Fukuoka, Lee, 2013). The sex hormone-binding globulin (SHBG), growth hormone (GH), and insulin-like growth factor binding proteins (IGFBP) are decreased and leptin levels are increased. Thus, the neuro-regulation of the hypothalamic-pituitary-gonadal (HPG) axis deteriorates (Morgan et al., 2014).These alterations may explain impaired ovulatory function and so reproductive health. Because of lower implantation and pregnancy rates, higher miscarriage rates, and increased maternal and fetal complications during pregnancy, obese women have a lower chance to give birth to a healthy newborn. In this review, the effects of obesity on fertility and effective management of infertility in obese and overweight women is summarized. A BMI greater than 30 is associated with abnormalities in estrogen metabolism. Fat acts as a steroid reservoir and a precursor for the synthesis of androgens to oestrone and oestradiol and hence to oestriol by enhancement of the 16-hydroxylase pathway.Oestrone, while not a potent steroid, upon sustained exposure, has a significant estrogenic activity particularly on the endometrium known as lining of the womb (Foster and Hirst , 2014). It has been examined the influence of body weight on oestradiol (E2) metabolism. They demonstrated that weight influences the direction of E2 metabolism (Jones et al. , 2016). Also, body weight may play a significant role in anovulation, since obesity is associated with hormonal aberrations, decreased sex hormone binding globulin (SHBG), elevated serum E2, and elevated levels of androgens (Chang, Llanes, Gold, Fetters, 2013). The PCOS is one of the most common endocrine disturbances in women. It accounts for 90% of women with anovulation who attend infertility clinics. It is a heterogeneous disorder, the definition of which has been refined through the years. The syndromes cardinal features are; characteristic ovarian morphology on ultrasound, menstrual irregularity, hyperestrogenism, decreased SHBG, hyperandrogenism, and IR. The latter two disturbances have significant reproductive and metabolic consequences (Haghiac et al, 2014). Abdominal/truncal (increased waist-to-hip ratio) obesity is another important feature of PCOS, which worsens the clinical, endocrine and metabolic features of the syndrome. This type of obesity is associated with more pronounced hyperandrogenism and IR. These two factors lead to chronic anovulation, through mechanisms primarily involving the insulin-mediated overstimulation of ovarian steroidogenesis and decrease in SHBG concentration. The prevalence of obesity in PCOS has been estimated to be around 40% (Mission, Marshall, and Caughey, 2015). However, marked variation has been noted in this frequency, which also varies according to ethnicity and geographic location. The pathogenesis of obesity in PCOS is unclear however. Obesity could be the consequence of genetic factors, or alternatively due to life style factors such as diet and a sedentary existence. More specifically, the role of diet in the genesis of obesity and lipid abnormalities in women with PCOS has not been established. In the general population and in certain ethnic groups, it is well-known that high fat/carbohydrate diet markedly influences the prevalence of obesity and metabolic abnormalities (Heslehurst et al., 2015). Obese women with PCOS are more likely to have menstrual irregularities and anovulation than lean women with PCOS. Furthermore, IR in women with PCOS appears more common than in the general population. Insulin resistance and, thus, secondary hyperinsulinemia may contribute to the hyperandrogenism, anovulation, dyslipidemia, and glucose intolerance in women with PCOS (Mills, Schmied and Dahlen, 2013). The gonadotrophic effects of insulin on ovarian steroid hormone synthesis were shown in vivo and in vitro.The exaggerated insulin action on the ovarian tissue may present the pathogenic mechanism leading to the disturbances of the endocrine profile and menstrual cycles and hence to infertility in some obese women. Several authors have provided that the risk of anovulatory infertility increased in women with increasing BMI values. Weight in pregnancy is composed of both weight gains during pregnancy and pre-pregnancy weight. Pre-pregnancy obesity was associated with poor pregnancy outcome. Maternal obesity in pregnancy carries significant risks for both mother and fetus such as; an increased rate of miscarriage, gestational diabetes, macrocosmia, pre-eclampsia, cesarean section and still birth (Poston, 2017). There is an increase in congenital malformation, especially neural tube defects. It has also been suggested that central compared with peripheral fat is more closely related to birth weight, gestational carbohydrate intolerance, and hypertension (Gaillard, 2015). Further, it has been explained that maternal pre-pregnant BMI predicts infants birth weight, and childhood obesity. This would eventually, establishes a risk profile for the development of subsequent metabolic disease in children.Communication obstacles and difficulties often go unexplored in health care sector and can have substantial impact on the health and safety of patients. Limited literacy skills are one of the vigorous indicators of poor health results for patients. Studies have exhibited that when patients have minor fluency in reading, they tend to understand limited about their diseases and health related problems. Patients with limited literacy rates are poor at handling their care and patients are less likely to care about preventive measures and cautions for their health (Atkinson, French, Mnage, Olander, 2017). The point to which an individual has the ability to acquire, progress, and find out basic health services and data required to make proper health related decisions. Limited health literacy problem is a secret prevalent problem. It can affect health outcomes, status, health care use and related costs also. The integrated health care system depends on the understanding of the patients regarding spoken information and complex written data (Yogev Sheiner, 2013). Patients are presumed to steer through a c omplicated medical system and after that administer more and more of their often complex care at home. If they do not comprehend health information properly then they cannot resort to required actions for their health or make proper health decisions (Kim, Young, Grattan, Jasoni, 2014). There are several symptoms that patients may possess restricted health literacy such as faultily or improper filled out forms, often missed appointments, indigent compliance, incompetence to recognize the purpose, name, or timetable of a medication and not querying any questions. A patients feedback to materials in written format can hike worry about literacy skills. A patient with low to moderate literacy rates might seek to hid problems through excuses. The patient can also state that he or she will carry the materials home to read or to show it to others.If patients display these symptoms, midwives or nurses should be alert that they may require better help in comprehending information related to their health. For better understanding and clarity, written materials should be generated in a patient-friendly manner. It implies using simple words, small sentences in pointed format, and ample of spaces between sentences. Medical jargon must be averted and simple diagrams must be used when it is needed. Emphasis must be based on what the patient must follow, unrelated information should be omitted. Physicians must motivate clear communication with patients. All patients including limited health literacy can get advantages from lucid communication practices. When sharing information verbally, healthcare professionals and staff should converse in key points, averting redundant information. It is required to talk calmly and avert medical jargon. Using analogies for common things, a patient might better understand joint problems if joints are compared with hinges. Reading handouts with the patient, highlighting and circling important parts and motivating the patient to ask questions are also helpful tools. The midwife encourages the core of the healthy relationship with women because it is the essence of midwifery practice (Thangaratinam et al. , 2012). Midwife can establish such relationship communicating efficiently and maintaining partnership during the work. She works with women to assess and plan facilities, care while giving learning options that simplify decision-making of the women (Yu et.al, 2013). The graduate midwife has the skills, attitudes and knowledge to work as a midwife internationally according to the scope and responsibilities of the midwife. It is accredited by other departments such as biological, social, physical and biological, behavioral sciences, healthcare and legal also (Magann, Doherty, Sandlin, Chauhan, Morrison, 2013). The graduate midwifes are also skilled to offer safe and functional care covering the spaces between community clinics and hospital including the home along with the local hospitals, or in any kind of maternity service (Jersey et. al ,2012 ). She is adept to accurately and effectively appraise the demand of women and their babies and to structure the plan, apply and assess care pertaining to midwifery (McParlin, Bell, Robson, Muirhead, Arajo-Soares , 2017). This process involves the antenatal period and the postnatal period along with labor and birth (Mission, Marshall Caughey, 2015). Midwife guides and sometimes practice in, constancy of care models. The graduate midwife is skillful, versatile and able to act in response to a variety of situations inclusive of emergencies. When babies and women both have complicated needs and feel necessity for referral, the accredited midwife will assist midwifery care in association with other professionals in healthcare segment (Biro et al., 2013). The graduate midwife safeguards, promotes and helps breastfeeding while relating each womans choice in breast feeding. She is capable to begin, supply and supervise proper substances of pharmacological in an effective and safe manner w ithin legislation. Conclusion Regular health examinations in periodic intervals and other consultation for gynaecologic care before to pregnancy provide perfect opportunities to understand the challenges of weight loss before getting pregnant. Women should be motivated to select conception with a body mass index generally less than 25 kg per meter square. BMI should be calculated from pre-pregnancy height and weight. Women who are having BMI greater than 30 kg per meter square are assessed as obese. This data can be useful in advising women about threats connected with obesity and pregnancy. Obese women must be guided about weight loss, nutrition and food choices before the pregnancy. Obese women can be subject to medical complications such as gestational hypertension, gestational diabetes, cardiac disease, obstructive sleep apnea and pulmonary disease. Regular exercises pre and post pregnancy may aid to decrease these risks. Women are also needed to do some activities during pregnancy too. Obese women should be given counseling that their fetus is at a high risk of abnormalities related to congenital and proper review must be done. Anatomic assessment is a wise choice for the obese pregnant patient at twenty to twenty two weeks. References: Atkinson, L., French, D. P., Mnage, D., Olander, E. K. (2017). Midwives' experiences of referring obese women to either a community or home-based antenatal weight management service: Implications for service providers and midwifery practice.Midwifery,49, 102-109. Biro, M. A., Cant, R., Hall, H., Bailey, C., Sinni, S., East, C. (2013). How effectively do midwives manage the care of obese pregnant women? A cross-sectional survey of Australian midwives.Women and Birth,26(2), 119-124. Chang, T., Llanes, M., Gold, K. J., Fetters, M. D. (2013). Perspectives about and approaches to weight gain in pregnancy: a qualitative study of physicians and nurse midwives. BMC pregnancy and childbirth, 13(1), 47. Dodd, J. M., Briley, A. L. (2017). Managing obesity in pregnancyAn obstetric and midwifery perspective. Midwifery. Forno, E., Young, O. M., Kumar, R., Simhan, H., Celedn, J. C. (2014). Maternal obesity in pregnancy, gestational weight gain, and risk of childhood asthma. Pediatrics, peds-2014. Foster, C. E., Hirst, J. (2014). Midwives' attitudes towards giving weight-related advice to obese pregnant women. British Journal of Midwifery, 22(4), 254-262. Gaillard, R. (2015). Maternal obesity during pregnancy and cardiovascular development and disease in the offspring. European journal of epidemiology, 30(11), 1141-1152. Haghiac, M., Basu, S., Presley, L., Serre, D., Catalano, P. M., Hauguel-de Mouzon, S. (2014). Patterns of adiponectin expression in term pregnancy: impact of obesity.The Journal of Clinical Endocrinology Metabolism,99(9), 3427-3434. Heslehurst, N., Russell, S., Brandon, H., Johnston, C., Summerbell, C., Rankin, J. (2015). Women's perspectives are required to inform the development of maternal obesity services: a qualitative study of obese pregnant women's experiences.Health Expectations,18(5), 969-981. Hill, B., McPhie, S., Moran, L. J., Harrison, P., Huang, T. T. K., Teede, H., Skouteris, H. (2017). Lifestyle intervention to prevent obesity during pregnancy: Implications and recommendations for research and implementation. Midwifery, 49, 13-18. Jones, A. D., Zhao, G., Jiang, Y. P., Zhou, M., Xu, G., Kaciroti, N., ... Lozoff, B. (2016). Maternal obesity during pregnancy is negatively associated with maternal and neonatal iron status. European journal of clinical nutrition, 70(8), 918. Kim, D. W., Young, S. L., Grattan, D. R., Jasoni, C. L. (2014). Obesity during pregnancy disrupts placental morphology, cell proliferation, and inflammation in a sex-specific manner across gestation in the mouse. Biology of reproduction, 90(6), 130-1. Lim, C. C., Mahmood, T. (2015). Obesity in pregnancy. Best Practice Research Clinical Obstetrics Gynaecology, 29(3), 309-319. Magann, E. F., Doherty, D. A., Sandlin, A. T., Chauhan, S. P., Morrison, J. C. (2013). The effects of an increasing gradient of maternal obesity on pregnancy outcomes. Australian and New Zealand Journal of Obstetrics and Gynaecology, 53(3), 250-257. McParlin, C., Bell, R., Robson, S. C., Muirhead, C. R., Arajo-Soares, V. (2017). What helps or hinders midwives to implement physical activity guidelines for obese pregnant women? A questionnaire survey using the Theoretical Domains Framework. Midwifery, 49, 110-116. Mills, A., Schmied, V. A., Dahlen, H. G. (2013). Get alongside us, women's experiences of being overweight and pregnant in Sydney, Australia.Maternal child nutrition,9(3), 309-321. Mission, J. F., Marshall, N. E., Caughey, A. B. (2015). Pregnancy risks associated with obesity. Obstetrics and gynecology clinics of North America, 42(2), 335-353. Morgan, K. L., Rahman, M. A., Macey, S., Atkinson, M. D., Hill, R. A., Khanom, A., ... Brophy, S. T. (2014). Obesity in pregnancy: a retrospective prevalence-based study on health service utilisation and costs on the NHS.BMJ open,4(2), e003983. Poston, L. (2017). Obesity in pregnancy; Where are we, where should we go?. Midwifery. Shub, A., Huning, E. Y., Campbell, K. J., McCarthy, E. A. (2013). Pregnant womens knowledge of weight, weight gain, complications of obesity and weight management strategies in pregnancy. BMC research notes, 6(1), 278. Sui, Z., Dodd, J. M. (2013). Exercise in obese pregnant women: positive impacts and current perceptions. International journal of women's health, 5, 389. Thangaratinam, S., Rogozi?ska, E., Jolly, K., Glinkowski, S., Roseboom, T., Tomlinson, J. W., ... Khan, K. S. (2012). Effects of interventions in pregnancy on maternal weight and obstetric outcomes: meta-analysis of randomised evidence.Bmj,344, e2088. Willcox, J. C., Campbell, K. J., van der Pligt, P., Hoban, E., Pidd, D., Wilkinson, S. (2012). Excess gestational weight gain: an exploration of midwives views and practice.BMC Pregnancy and Childbirth,12(1), 102. Yogev, Y., Sheiner, E. (Eds.). (2013). Obesity pregnancy. Future Medicine Limited (Unitec House, 2 Albert Place, London N3 1QB, UK). Yu, Z., Han, S., Zhu, J., Sun, X., Ji, C., Guo, X. (2013). Pre-pregnancy body mass index in relation to infant birth weight and offspring overweight/obesity: a systematic review and meta-analysis. PloS one, 8(4), e61627. Jersey, S. J., Nicholson, J., Callaway, L. K., Daniels, L. A. (2012). A prospective study of pregnancy weight gain in Australian women.Australian and New Zealand Journal of Obstetrics and Gynaecology,52(6), 545-551. Choi, J., Fukuoka, Y., Lee, J. H. (2013). The effects of physical activity and physical activity plus diet interventions on body weight in overweight or obese women who are pregnant or in postpartum: a systematic review and meta-analysis of randomized controlled trials. Preventive medicine, 56(6), 351-364. 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17th century english test Flashcard

17th century english test

Migration essays

Migration essays Every year hundreds of birds, mammals, and insects par take in a roundtrip journey to find a warmer climate, a better reproductive environment, and more food. Three species in particular that make this migration every year are the golden cheeked warbler, the whooping crane, and the monarch butterfly. Also, scientists believe they have figured out why these animals never wander off course or get lost. Scientists have carefully tracked several species to try to fully understand their migration behavior. The golden cheeked warbler is a bird that migrates twice a year. From mid March to late July these birds can be found in central Texas. They call the Ashe Juniper trees home, and these trees are also their breeding sites. When July finally comes around the baby warblers have grown enough to make the migration and it commences. All of the warblers head south to find more food. From late July to mid March the warblers are somewhere in Mexico and South America. According to the National Wildlife Federation their winter home is not specifically denoted (4). However, wherever they call home in our winter they find ample food to make it back to Texas again in March. Another bird that makes a migration trip is the whooping crane. However, these birds have four parts to their journey. From late April until mid September the cranes spend their mating season with one life long mate in Canada. The pair of cranes will return to the same spot every year to raise their offspring, and in September the family heads south to Texas. During this trip between mid - September and mid November the cranes fly during the day and stop at night to rest and eat. The first groups of cranes to get to Texas are the cranes that either did not mate, or whos young died on the way to Texas. Then the families will finally arrive. The third part of the migration is from mid November to l ...

Review of Academic Journal Articles on Management Essay

Review of Academic Journal Articles on Management - Essay Example Review of the first article Human resource management is thought of as a recent development which is directed at reshaping the relationships of employees. It can be considered as a tool that has replaced the conventional traditions in the field of management like industrial relations and personnel management. Human resource management is an evolving field that tackles complexities in the organizations. Human resource management is characterized as hard or soft because of its association with the business performance and strategy that has caused a thematic divide between the practices grounded in conventional methods such as personnel management and the modern management of human resource. Ivo (2006) wrote an article to explore the best perspectives about the field of human resource management. In the first section of the article, the author has made an attempt to generate a holistic understanding of the field of human resource management on the basis of various perspectives in manage ment. The author has fundamentally identified three systems of management to achieve this, namely closed or scientific management, semi open system or human relations, and the contingency system or the open system. In the second section, the author has tried to interpret human resource management in the form of a framework by thinking of it as a style. This interpretation makes it easy to perceive the hard and soft type of human resource management stylized as the utilitarian instrumentalism and developmental humanism respectively. The second section basically discusses human resource management in terms of a new discipline of management, a restatement of personnel management, a strategic function or a management discipline that is resource based. In the third section, the author has assessed the effect of human resource management upon the strategy, performance and outcome with the help of the Michigan, Harvard, Choice and Guest models. The author highlights the merits of the Choic e model for effective management of human resource. The fourth section considers senior manager in the role of a choice maker. To achieve this, the author has made use of the Japanese model of human resource management. The fifth section constitutes the conclusion in which the author has recapitulated the use of human resource management in the contemporary market as advocated by the literature. For the purpose of understanding the perceptions of human resource management, the researcher has primarily conducted a comprehensive literature review in which, he has studied and compared the findings of past researches. Finally, the author has summarized the research findings. The field of human resource management is very wide and researchers need to explore various aspects of it in order to generate a sound understanding for use by human resource professionals. Although the effects of human resource management on employment and value creation have been sufficiently studied, there is lit tle knowledge about the characteristics and developmental strategies of human resource management. The findings of research conducted by Ivo (2006) are very useful for the IHRM practice in the real world. The author has particularly placed huge emphasis on the comparison between human resource management and the conventional management practices that have been in place for decades like personnel management. Obtaining correct understanding of human resource

Managing employee performance Essay Example | Topics and Well Written Essays - 2500 words

Managing employee performance - Essay Example The paper critically analyses three strategies including policy framework, monitoring and coordinating attendance, and reward system in order to curtail absenteeism. Contrary to common belief, compromising working conditions, low job satisfaction, and ill-treatment are identified to be the main reasons of absenteeism. If left unaddressed, absenteeism leads to loss of money, productivity, stress amongst co-workers and organization as a whole. The paper analyses the way a detailed, updated, and consistent policy framework prevent absenteeism before it develops. However, written policy is the first step which must be preceded with proper communication and consistent policy implementation. Policy framework is further enhanced by monitoring and coordinating attendance. Attendance tracking is identified to be more effective when linked with payroll and HRIS. Keeping and maintaining records is sufficient to keep the employees alert and absenteeism under controlled. Third strategy of reward and incentive is proactive in nature. Offering attractive reward for regular employees and incentive for potential employees who can be regular attendee seems a practical solution. However, some experts are apprehensive of its negative consequences, such as, unproductive attendance. The research and analysis of these strategies and reasons of absenteeism leads to a balanced approach. The paper suggests adopting the combination of different strategies designed in accordance to the specific needs of an organization’s absenteeism problem. 2. Causes of Absenteeism Generally perceived reasons for absenteeism include: sickness, workloads, low compensation, and family issues. However, research shows a different side of the picture. While studying employee opinion about absenteeism issue, several anonymous studies identified that neither low pay, high workloads, less compensation, and poor benefits, nor actual sickness are the causes of absenteeism. In fact, absenteeism is identified to be a symptom of bad working conditions, low job satisfaction, and ill-treatment of supervisors. An effective method to determine the reasons of employees’ absence is to inquire the supervisor for the reasons of absenteeism and the ways to curtail it. Suggestions for possible solutions will be provided by only those supervisors who have actually put some efforts in dealing with the issue (cited in Levine, 1999). It is critical to understand that reasons for absenteeism vary in different organizations. In order to implement any strategy to curtail absenteeism, employers’ must identify the underlying reasons which are leading to absenteeism in their organization. 3. Consequences of Absenteeism Absenteeism at workplace is a troublesome and costly issue, the most perturbing is the fact that approximately 50 percent of absenteeism stems from unacceptable reasons (Gwaltney, 1994, p.24).Major consequences of absenteeism are lost productivity, unreasonable overtime pay, and paid sick leave (Tyler, 1997, p.57).In addition, absenteeism at workplace leads to: lower productivity, compromising work quality, loss of team work, and increased payroll cost in the form of overtime (Miller et al. cited in   Lockhart,2001,p.8). Absenteeism frequently cause last-minute struggle for supervisor to look for replacements (Markowich et