Health Needs Assessment Essay - 3290 Words

Public health has the interests of the public at its core. According to the Department of Health (DoH) (2012) Public health is concerned with prevention and therefore encourages people to ‘stay healthy’ and ‘avoid getting ill’. Health visitors work at the heart of the family to have a positive impact on the future of the child by preventing diseases and identifying any health or social problems early (Carter, 2011) A Heath Visitor offers a service available to all families that primarily delivers ‘the core offer’ (DoH, 2011). This incorporates ‘the healthy child programme’ (DoH, 2009) promoting public health by ensuring each child under 5 receives the necessary health and development checks, essential immunisations and a contactable†¦show more content†¦To protect the confidentiality other district names have been deleted. Appendix 1 compares the concerned district with England in multiple areas of health issues. According to these statistics the locality, on average, in most health areas, is a healthier population than the rest of the country. Health concerns that are, on average a larger concern than the nation have been underlined and are, for example, a higher number of road injuries and deaths, a higher number of hip fractures in ages 65 and over and higher numbers of increasing and higher risk drinking. These may be explained by such that the life expectancy in both male andShow MoreRelatedThe Assessment Of A Health Needs Assessment1612 Words   |  7 PagesA health needs assessment is the methodical technique used to assure that the health service is utilizing its assets to better the health of the population in the most logical way. 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How Effective Dog Training Deals With Aggression - 1453 Words

How Effective Dog Training Deals With Aggression By Janet Woodrow | Submitted On September 28, 2011 Recommend Article Article Comments Print Article Share this article on Facebook Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share this article on StumbleUpon Share this article on Delicious Share this article on Digg Share this article on Reddit Share this article on Pinterest Behavior modification trainings are necessary not only for individuals but also for canine species. The more aggressive a dog is, the more important a behavior training will be. An aggressive dog needs to be tamed and calmed down to avoid troubles and problems. For your dog to be a responsible member of the canine†¦show more content†¦The dog owner plays a crucial role on the type of dog your pet will grow up to be. The behavior, attitude and approach of the dog owner will influence what behaviors the dog will be able to emulate. If the dog owner uses physical violence in the training, the dog will also replicate the same aggressive personality. Other negative behaviors of dog owner that may also be modeled by the pet include harassment, constant reprimands and ignoring. Dog owners are also discouraged against keeping the dog inside a dog or imprisoning the pet because such behaviors will just trigger and stimulate hostility, rebellion and negative disposition in your pet. Punishment should also be kept at a reasonable pace and intensity. Excessive punishment will just be harmful to your pet and to you as a dog owner as well. Make sure you also feed your pet well because they usually become hostile when they are hungry. Aside from the personality and behavior of the dog owner, with effective dog training its essential to remember that the environment also influences the behavior that the dog will learn. If your pet is surrounded by dogs that usually bark and snarl, there is a high probability that your dog will also learn such hostile and aggressive behaviors. If the dogs surrounding your pet always show physical attacks, that negative behavior will certainly be imitated by your pet. So you have to be careful with the environment you expose your

How values are mediated through policy, social experiences Free Essays

This assignment will discourse issues around citizenship instruction and how the values are mediated through policy, societal experiences and reflected in educational practice. Other arguments which will be included in the essay are as follows: definitions of CE, history behind citizenship instruction, why this was this introduced in schools, teacher position on citizenship instruction and the intent of this topic. Another position will be what kids will larn from analyzing citizenship instruction in schools and how the instructor can efficaciously learn citizenship in schools. We will write a custom essay sample on How values are mediated through policy, social experiences or any similar topic only for you Order Now There are figure of definitions of Citizenship Education which include: the Crick Report ( 1998, p.9 ) ‘citizenship has meant engagement in public personal businesss by those who had the rights of citizens: to take portion in public argument and, straight or indirectly, in determining the Torahs and determinations of a province ‘ . Another definition of citizenship is: Collins ( 2008 p.1 ) ‘citizenship instruction is about assisting immature people to understand their rights and duties, to understand how society works, and to play an active function in society ‘ . A different definition of citizenship instruction Skelton, Francis and Smulyan ( 2006 p.286-287 ) ‘tends to intend that school pupils are taught about representative democracy and parliamentary political relations ‘ . From these definitions it can be seen that the chief countries that are involved in citizenship instruction are political relations and the individual ‘s function in s ociety. On the other manus citizenship takes on more political point of position and it is more argument based. Citizenship instruction is besides to make with larning to take part, continue the jurisprudence, put others before your ego, to run into your duties. Prosecute in political action, act morally and esteem all in a pluralist society. However, in 1964 the Association for Teaching the Social Sciences ( ATSS ) was founded at the Institute of Education, University of London, which was to advance societal scientific discipline learning in schools. The topics included in this were sociology, economic sciences and political scientific discipline. During this clip Bernard Crick was interested in discoursing ways of acquiring political relations in secondary schools and the benefits of this for the students. Cairns, Gardner and Lawton ( 2004 p.11 ) have looked at this farther ‘At some phase all immature people. . . should derive some consciousness of what political relations is about ‘ . Crick subsequently became active in a course of study undertaking financed by the Hansard Society called the Programme for Political Literacy that produced a study: ‘Political Education and Political Literacy ‘ ( Hansard, 1978 ) ‘ . Due to a alteration in authorities at that clip prevented this study from bei ng published otherwise UK could hold seen citizenship instruction in the course of study. Cairns, Gardner and Lawton ( 2004 p.11 ) province: ‘unfortunately, the alteration of authorities in 1979 prevented any immediate action: most Conservatives were so leery of political instruction – ‘citizenship instruction ‘ might hold been more acceptable ‘ . Significantly in the 1990 ‘s there was a concern over deficiency of involvement towards political relations by the young person, so the authorities had to step in and make something to work out this job. As a consequence the authorities introduced citizenship instruction to give kids more consciousness of political activities, as some statistical information, showed grounds why first clip electors, do non vote during elections. The Crick study ( 1998, p.15 ) stated: ‘A MORI study for the News of the World in March 1997 on first-time electors found that 28 per cent said they would non vote or were improbable to, 55 per cent said that they were non interested or could non be bothered, 17 per cent said that it would non do any difference, and 10 per cent said they did non swear any politicians ‘ . I agree with this statement because some people today do non vote during elections. So if the kids are taught the importance of political relations and voting during elections, they may acquire a better apprehension through citizenship. Chiefly the Crick Report which was introduced in 1998 to sketch the principle and indispensable purposes of instruction for citizenship. The Crick Report ( 1998, p.13 ) states that it is a â€Å" critical and distinguishable statutory portion of the course of study, an entitlement for all students in its ain right†¦ Citizenship instruction can be enhanced by and do important parts to – every bit good as draw upon – other topics and facets of the course of study. † In the Crick Report ( 1998 ) there is merely a brief reference of RE and how it can be used to research moral and societal concerns. Alternatively there has been some unfavorable judgment on the Crick Report this has been examined by Faulks ( 2006, p.60 ) who suggests that ‘The chief failings of the Crick Report can be understood in footings of its abstract construct of citizenship. The Crick Report fails, in peculiar, to give due consideration to the institutional and societal constructions that form the context of citizenship and which, if ignored, must needfully restrict the effectual bringing of an inclusive citizenship instruction ‘ . I agree with this statement because schools find it hard to learn this lesson efficaciously due to miss counsel. But on the other manus there is counsel for instructors on learning citizenship instruction such as the national course of study. However during a conference there were suggestions of other importance of citizenship harmonizing to Rooney ( 2007 ) it can assist halt household dislocations, do communities stronger besides underpin societal coherence. This is critical because there will be less force on the streets, there will be more regard for other civilizations besides more people will be happier. This can be linked to Freire thought on duologue which he suggests involves regard and working with one another. He believes this is of import because it will develop community and construct societal capital. Since August 2002 in primary schools, citizenship instruction, is non statutory but it is still taught. However for secondary schools citizenship instruction is statutory for Key Stages 3 and 4. Citizenship is a separate topic to PSHE ( Personal, Social, Health A ; Education ) but this is a little portion of citizenship. It besides has its ain capable content of survey, farther more citizenship can be chosen as a GCSE short class. In September 2009 citizenship became a full GCSE and A degree. Assessment in citizenship should concentrate on the advancement of kids ‘s development of accomplishments and cognition and apprehension of the topic. QCA besides known as Qualifications and Curriculum Authority ( 2001, p.16 ) states ‘Assessment in citizenship should be active and participatory, turn toing advancement in pupils ‘development of accomplishments and action every bit good as cognition and understanding ‘ . In fact from analyzing citizenship kids will larn ab out rights, duties, authorities, democracy, diverse nature of society. Furthermore the intent of citizenship instruction in schools is critical because, the kids can larn about political relations, rights the kids are entitled to such as the right to instruction and how to be a good citizen in society. The Crick Report ( 1998, p.40 ) examined the benefits of citizenship instruction ‘in schools and colleges is to do secure and to increase the cognition, accomplishments and values relevant to the nature and patterns of participative democracy ‘ . Another benefit of citizenship is to heighten consciousness of rights and responsibilities besides the duties needed for kids to be active citizens. This will give value to the kid, schools and society of engagement in the local and wider community. There are three chief strands of survey in citizenship suggested by Crick in his Crick Report are as follows: foremost Social and moral duty – which is to make with kids larning form the really first, self-confidence and socially and morally respons ible for their behavior both in and beyond the schoolroom, both towards those in authorization and towards each other ( this is an indispensable pre-condition for citizenship ) . Secondly community engagement -which involves kids larning about and going helpfully involved in the life and concerns of their communities, including larning through community engagement and service to the community. Third it will learn kids on political literacy – this is when the kid is larning approximately and how to do themselves effectual in public life through cognition, accomplishments and values. Other thoughts on citizenship Kiwan ( 2008 p.41 ) states ‘citizenship instruction should turn to the apprehension of morality cutting across the public / private sphere differentiation ‘ . Citizenship instruction is of import in schools because it helps kids value engagement and in promoting students to go more involved in a scope of issues. So instructors must non merely state pupils t o vote but acquire the kids to debate on issues. Most significantly citizenship instruction in the national course of study gives pupils the cognition, understanding and accomplishments to enable them to take part in society as active citizens of a democracy. This is besides enables kids to be informed, critical and responsible and to be cognizant of their responsibilities and rights. Citizenship instruction provides a model which promotes the societal, moral and cultural development of students enabling them to go more self-assured and responsible in and beyond the schoolroom. Citizenship instruction encourages pupils to go helpfully involved in the life of their schools, vicinities, communities and the wider universe. Citizenship instruction promotes kids ‘s political and economic literacy through larning about the economic system and the democratic establishments. Citizenship helps pupils to derive a temperament for brooding treatment. There are several ways of learning Citizenship depending on the school: it can be taught as a cross curricular activity, suspended timetable yearss, coach or tutorial times, distinct lessons or a combination of all. Examples of activities the instructor can make with kids during citizenship lessons include: arguments on current issues such as moral and societal issues, or a choice of newspaper articles can be examined. Sing ‘people who can assist us ‘ , an activity where the kids can pull a image of them egos and insight composing around people who help them. Another illustration of an activity is the trade game, this is where kids represent different members of the community for illustration mill worker and foremans and so forth so you will be given a budget and you will necessitate to happen ways of apportioning the money. Another illustration can be a treatment on the political election this can be done by the instructor explicating how local and national elections tak e topographic point, explain the democracy in this state so the kids choose three or more persons to stand for the chief political parties so these kids can make a address for the category which will develop the kids ‘s ego assurance. Furthermore the instruction of citizenship is bettering, and there are now better chances for preparation, but in about 25 % of schools inspected in 2005/06 the proviso was found to be unequal. This per centum has reduced to 10 % when inspected. Many schools had non yet implemented full programme of citizenship across cardinal phases 3 and 4, and that misconceptions remain about what should be included in citizenship instruction ( Ofsted 2005-2006 ) . Other facets to see are the resources are available for learning citizenship instruction, schools have been given the resources but they do non ever use them really good. As Ofsted ( 2006, p.37 ) provinces: ‘citizenship has good resources in copiousness, but frequently they are non used ‘ . Ofsted found that Primary schools were judged as really strong with 21 out of 23 schools acquiring good or outstanding. Even though citizenship is non statutory in primary schools they still teach it good. This subdivision will discourse the statements for citizenship instruction including: the fact that the kids can derive cognition of how to be good citizens in society. The other plus side of the argument can be increased consciousness of the local community ; greater tolerance ; and a part to kids ‘s ability to do determinations. Whereas the statements against citizenship instruction are that: it will be excess work for the school and staff to program for the topic. Besides some instructors do non hold adequate cognition in this country to present to kids. So they will necessitate to be trained to develop their accomplishments on citizenship. There will be arguments on execution of citizenship instruction, how you are traveling to learn citizenship because, the course of study is overloaded and other topics may be dropped to do clip for this lesson. The chief argument environing this will be who is traveling to learn the topic in schools. Ofsted ( 2010 p.18-19 ) suggests that the failings in citizenship instruction include ‘weakness in instructor capable cognition ; hapless planning, misconstruing about the topographic point of citizenship in the course of study ‘ . Another failing found in the study is: ‘weak capable cognition ; usage of inappropriate learning methods ‘ . Another factor that affects citizenship instruction was the ‘lack of apprehension and assurance to learn citizenship ‘ . But will citizenship instruction stay in the course of study because there is a batch of guess around this docket. Harmonizing to Richardson ( 2010 ) ‘The Association for Citizenship Teaching says it understands the topic will be made non-statutory in the coming curriculum reorganization ‘ . Besides in the white paper ‘the importance of learning ‘ there is no reference of citizenship instruction in this papers but they do discourse PSHE it this papers. So from this the hereafter of citizenship instruction looks black unless people run to salvage this from go oning. In my sentiment I think that citizenship should and should non be portion of the course of study because it is the lone topic that educates kids about political relations. On the other manus this topic should non be in the course of study because kids find this topic drilling and they merely muss around in these lessons. If this happens it will do UK the least political literate. This subdivision will discourse the positions of those learning spiritual instruction are: that adding another lesson such as citizenship in the course of study, will give less clip for spiritual instruction to be taught to pupils. Broadbent and Brown ( 2002 p.174 ) ‘concerns expressed by instructors of spiritual instruction that the inclusion of distinct lessons of PSHE and citizenship instruction might badly infringe upon curriculum clip hitherto allotted to RE ‘ . In contrast to this argument Citizenship instruction will non impact the position of spiritual instruction in the course of study. Blunkett states ‘religious instruction ‘s place in the course of study will stay unchanged ( Watson 2004, p.260 ) . The other side of the argument could be acquiring rid of spiritual instruction. Watson. ( 2004, p.260 ) recommends the replacing of spiritual instruction with citizenship instruction in province schools. However the positions of those learning citizenship in schools are that it is of import for kids to understand and esteem themselves and others. Trusting others and holding high ego assurance when in treatment and debating with one another is of import. However some are disquieted it could turn into a civic lesson. Some instructors wanted citizenship to replace spiritual instruction because we can learn these values in citizenship of being of good citizen in society. My experience of citizenship in schools was non really good because we did non larn about this topic but we did analyze PSHE which was during tutorials. Throughout this period we carried out activities such as worksheets on drugs and sex instruction. We did non larn approximately political facets or how to be good citizens in this lesson and we did non hold arguments on issues. I have besides enclosed a school timetable on how citizenship instruction is included in the course of study. From looking at the timetable they teach citizenship as an person topic, which is taught every hebdomad for one hr. When I asked some students what they thought of citizenship about all the students I asked said that it is deadening and the lone thing the category did was misbehave and muss about in this lesson. Rutter ( 2002, p.76 ) suggests that ‘pupil motive towards citizenship instruction is hapless ‘ . They besides told me that the instructor did non care that kids were misconducting i n category. The ground for this could be that the instructor whom was learning this talk was non a specializer instructor in this field but I found that she was a scientific discipline instructor asked to learn this lesson. Harmonizing to Rutter most schools citizenship instruction Idaho taught by non specializer whom have no experience in learning societal scientific disciplines. In decision citizenship will learn the political side of the position point and about society. Since Watson ( 2004, p.267 ) argues that ‘citizenship instruction while educating for citizenship in its ain right by developing apprehension of our society and peculiar parts spiritual argument can do to the development of the active citizen ‘ . Citizenship instruction has a figure of failings as discussed in this assignment antecedently. But the chief 1s are that there are few specializer instructors which lead the school to inquire non specializer instructors to learn this lesson and these instructors lack cognition in this country. How to cite How values are mediated through policy, social experiences, Essay examples

Community and Sustainability Issues-Free-Samples-Myassignmenthelp

Question: What are some examples of Sustainability Issues you have come across personally or in your Community? Which sustainability scenario have you chosen for your essay, and what is it about this scenario that interests you, and why? Answer: As most of my neighbors are environment conscious, they try to follow environment friendly life style. However, the locality is a populated area, so there will always be some people who will act differently. While some are trying to keep the community as clean as possible, some are littering streets. The biggest sustainable issue of my community is related to waste disposal. Many inhabitants are bothered about recycling. They throw recyclable plastics into the garbage. It is not just the neighbors, the travelers and the motorists also throw wasted food on the streets. I see many abandoned private vehicles at places, which are in bad condition and causing environmental harm. For this essay I have chosen the sustainable scenario of sustainable electricity. Non renewable energy source are mostly used to produce electric energy, which is causing Global Warming. The heat increasing and pollution caused by Global Warming should be one of our primary concerns in order to protect the environment. Instead if we focus more on using renewable energy sources, the carbon dioxide emission will be decreased. A lot of environment friendly people in the world are already using renewable energies like water or solar energy. Even wasted food can be sued to produce biogas which can produce electricity. However, these alternative energy sources are environment friendly but not necessarily sustainable. We have to ensure the economical, social and environmental sustainability of these energy sources to secure the future of sustainable electricity.