Stretching and Activity

* Copy and answer the following questions in a word processing document. * Be sure to save the assignment document to your Personal Fitness folder. * Be sure to save your work as 2_04. rtf. Assignment Questions Part I: Beginning the Activity 1. Choose an activity such as walking, running, aerobics, soccer, basketball, or rollerblading. What exercise activity will you participate in? Running 2. Why is the warm-up phase of your training program important? It will stretch each major muscle group which will be worked during the activity you are preparing for. 3.Why is the cool-down phase of your training program important? Stretch all major muscles; focus on those that will have a large demand placed on them. 4. Identify areas of your body in which you have experienced muscle soreness due to vigorous activity. Legs and arms. Part II: Design a Warm-up for Your Personal Needs For each of the following, describe what you will do to prepare your body for the activity that you selected in Par t 1, #1. Aerobic exercise: Light jog, slow cycling, easy jump roping, side shuffles (running sideways without crossing your feet), skipping, and jogging backwards.Stretching (stretch all the major muscle groups used): ? Will involve static (still) stretches and/or dynamic (moving) stretches. * Static stretches involve stretching a muscle group as far as you can, without causing pain. Static stretches should be held thirty seconds for maximum effectiveness. * Dynamic stretches, another safe form of stretching, involves slow movements which stretch the muscle groups. Sport-specific exercise: Activities should mimic the movements you will do in the vigorous activity you are preparing for but are done at a lower level of intensity. Part III:Design a Cool-down for Your Personal Needs For each of the following, describe what you will do for your cool-down for the activity that you have selected. Aerobic activity: A slow jog around a field or court is one of the best ways to cool down. Str etching: Static stretch for 10 minutes after the light jogging, cycling, or walk. Recovery: Use the R. I. C. E. D. procedure to treat any sprains, bruises, or strains. Part IV: Practice What You Designed 1. Practice the warm-up you have designed. 2. Consider how the warm-up/cool-down made you feel. Did it help prepare you for the workout?What changes would you consider making for the next workout? Be prepared to discuss this information with your instructor in your Discussion-Based Assessment. It helped me prepare. I would change nothing. What I already I changed was great enough because of how well it made me feel. Part V: Skills and Performance 1. Think about an activity you participate in and explain how each of the skill-related components of balance, reaction time, agility, coordination, power, and speed can enhance your performance levels in that activity. If all the components are combined then you will get stronger, faster, and healthier.

Student Motivation

Student motivation is an important aspect of education, students across all subjects in secondary education lack motivation. Students are intrinsically motivated to learn at an early age but as they get older they lose their intrinsic motivation. Teachers use extrinsic rewards in the classroom not to motivate but to regulate student behavior. Motivation is a dominant part of a students' educational experience from preschool onward but it has received limited attention amongst an education reform agenda engrossed mainly on accountability, standards, and tests, teacher excellence, and school administration. As students move through the school system from preschool to high school they become more disengaged this eventually leads to more high school dropouts. It is very important that we know how motivation is perceived by students as well as teachers. This will give some indication as to the types of professional development that will provide teachers with strategies to help improve student motivation and engagement. This will be necessary if we want our students to be successful and become a function part of our society. Keywords: academic achievement, intrinsic reward, extrinsic reward, strategies, professional development and student autonomy Today many of our students are slipping through the cracks because of their lack of motivation, these students come to school every day sit in our classrooms and walk out of them not learning or attempting to learn. They are not motivated or engaged in our classes even though we utilize strategies to challenge, motivate and engage. Students' motivation can influence what and how they learn. In turn, as students learn and perceive that they are becoming more skillful they are motivated to continue to learn. (Schunk, 2016). This is not the case for most of our students in the classrooms, it is up to the teacher to engage and be cognizant of how they learn. As children advance from preschool to elementary they demonstrate a great amount enthusiasm for learning, they are engaged and are eager for knowledge. Students during this timeframe are intrinsically motivated. However, students' interest in learning and the desire to perform fades as the years go by, their intrinsic motivation decreases. The lack of motivation is the main reason why many students drop out of high school, they feel unmotivated and unchallenged. The lack of motivation in education is a valid and persistent problem that needs to be addressed. Recent studies look at the perception of motivation by students' and teachers' which from the students prospective indicates that their motivation stems from their interactions with their teachers and their social environment. This is a concept seen in Vygotsky's theory of learning which dealt with the impact of the social environment and its influence on cognition. Vygotsky considered the social environment critical for learning and thought that social interactions transformed learning experienced. (Schunk 2016) Trending among these studies are student's interactions with teachers and peers, the classroom environment, building relationships with teachers, teacher feedback and student autonomy over their learning. The research question examined in this paper is: What are students' and teacher's perceptions of motivation and engagement in grades 9-12? In exploring the perceptions of students and teachers this paper will address the effect of the social environment on student motivation and engagement in the classroom.Learning Theory AssociationThe social cognitive learning theory is based on the concept that students learn by observing and modeling the behaviors of others. Students observe models, explain and demonstrate skills then practice them. (Schunk, 2016) It also discussed the importance teaching students' strategies that will help them to learn how to control their behavior and direct their own learning. Self-efficacy refers to the perception of one's capabilities to produce actions; outcome expectations involve beliefs about anticipated outcome of the actions. (Schunk, 2016) Students' self-efficacy will shape their motivation for learning and goal attainment. The social cognitive theory is also based on the concept that people learn from their environment. The environment's influence on behavior occurs when students look at a slide without much conscious deliberation (environment =behavior). Students' behavior often alters the instructional environment, if the teacher asks questions and students give the wrong answers, the teacher may reteach the same points rather than continue the lesson (behavior = environment). (Schunk, 2016) Motivation engages students in activities that facilitate learning. (Schunk, 2016) Students may become more motivated by watching similar others succeed than by those who they believe are superior in confidence. (Schunk, 2016) Research indicates that most of the students attributed their engagement and motivation to their teachers. They expressed that their teachers motivated them, building a social relationship with their teachers led to them being motivated. (Seigle, Rubenstein & Mitchell, 2014) The establishment of a positive social relationship fostered students' engagement and motivation. Students also pointed to the fact that they related to those teachers who were passionate about their work, knowledgeable in their field and the method of delivery was interesting and interactive. (Seigle, Rubenstein ; Mitchell, 2014) Another negative impact on student motivation is teacher burnout. The emotional exhaustion of teachers contributed to a reduction of student motivation because it leads to low autonomy-supportive teaching, the conclusion was teacher burnout weakened student motivation because teachers influence students through instructional styles, and the emotions they show. Students' perception of how their teachers feel about teaching can affect their motivation to learn. (Shen, McCaughtry, Martin, Garn, Kulik, & Fahlman, 2015) Although motivation is boosted when students observe teacher giving praises and high grades others for hard work and good performances, motivation is sustained over time when students believe their own efforts are leading to better performances. (Schunk, 2016). A recent study indicated that students will exhibit encouraging social and academic motivation when their perception that their teachers and peers make available to them clear expectations, help and advice. The contribution of peers and teachers have a positive effect on student motivation. Providing classroom support, help, advice and instruction and the creation of a safe environment and emotional support all contribute to student academic and social motivation. (Wentzel, Battle, Russell, & Looney, 2010) Utilizing an electronic gradebook, and a point system student were the autonomy over their learning and behavior. This gave students the choice of how to perform this gives them the autonomy of making choices hopefully good choices that will benefit them in the end. Giving the students autonomy over their grades motivated them to want to be better students which led to student engagement. (Koth, 2016) Student autonomy over their grades would motivate them intrinsically, when students are intrinsically motivated, they engage in an activity for reasons intrinsic to the activity. The reward comes from working on the task: the task is both the means and the end. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016) In a perfect world all students would be intrinsically motivated but we don't live in a perfect world so we as educators must foster intrinsic motivation since research shows that as students advance in age this type of motivation deteriorates. To intrinsically engage students, we need to encourage students to take an active role in their learning. We also need build rapport with students, teachers can get to know their students on a more personal level this will encourage engagement. When planning for your students be clear in your expectations of them, what they should expect where content is concerned and when items will be due in advance so they know ahead of time. (Buskist, Busler & Kirby, 2018) Some teachers use extrinsic rewards to encourage academic achievement and appropriate behaviors, teachers gave tangible rewards to help motivate students to behave in a positive manner. However, it was most often used to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Research indicate that teachers' perception of student motivation research that teachers do not always know what motivates students in as much as they many claimed that students' lack of motivation was due to that fact that they did not find the subject relevant. Teachers are not using strategies that will motivate students. There is also the implication that teachers need to seek professional development to help them acquire strategies to help motivate student. Which many are not willing to do. (D'Elisa, 2015) Definitions of Key TermsAcademic achievement: this represents routine results that show the degree to which a person has mastered explicit goals that were the concentration of actions in instructional atmospheres, specifically in school, college, and university. For the purpose of this paper the end academic achievement will be graduating high school.Intrinsic reward: is an intangible award of acknowledgement, a sense of accomplishment, or a cognizant satisfaction. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016)Extrinsic reward: is an award that is tangible or physically given to you for achieving something. This is most often used by teachers to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Strategies: A plan of action in the case of education to motivate students, a variety of ways used in the classroom to motivate and engage.Professional development: In education, the term professional development may be used in reference to a variety of focused training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness. Student autonomy: is when students take control and accountability for their learning, in terms of what they learn and how they learn it. The initial point being the idea that students are capable of self-direction and can progress to have independent, proactive approach to their academic accomplishments.Gaps in the ResearchThe gaps in the research points to that fact that most of the research done were done in urban cities rather than a mixture of urban and rural areas.There are also some limitations in what can be done in the schools because of the need for all parties to work collaboratively to use the research finding to improve motivation and engagement. Another gap in the research was that many of the studies done on student motivation were not done in the United States they were done in Asia, Canada and Australia. Students' lack of motivation leads to disengagement and dropout from school and educational pursuits, an inescapable issue, that is widespread among all our schools. Filling in the gap requires identifying and using effective motivational strategies, tested and proven in schools for students, by teachers and administrators. For the most part teachers who can identify the reason behind students' lack of motivation will try to use strategies the feel with help those students. For example, if teachers believe that students are unmotivated because they don't see the content as personally relevant, they tend to include examples of its relevance. Similarly, if teachers believe that school-based skills are disconnected from students' career goals and future aspirations, they tend to work at showing students how skills can fit for them. However, when teachers are confronted with diverse and contrastive needs, such a direct correspondence of strategies is more difficult and a sense of helplessness is common (Hardrà © & Sullivan, 2009).Biblical WorldviewApplying a Biblical worldview to different aspects of education allows for another way to look at education as well as educators.The worldview that is most closely related to the social cognitive learning theory is that of Naturalism. In this worldview we acquire knowledge through innate and autonomous human reason, including methods of science, we can know the universe the cosmos, including this world is understood to be in its normal state. (Sire, 2009) Naturalism denies that there is a God the creator and like the social cognitive theory a child is born with innate faculties which merely have to develop naturally. These faculties work on their own within the framework of the languages and cultures to which they are exposed. According to the social cognitive theory student learn through observation, student observes, models, explain and demonstrate skills then practice them (Schunk, 2016). In a Christian worldview God directs us to teach without holding back, in Romans 12:6-7 â€Å"We have different gifts, according to the grace given to each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is teaching, then teach;† God has given us gifts, which we need to use to its fullest. If god gave you the gift of teaching then you should teach to the best of your ability, to meet the needs of all your students. Conclusion Students' lack of motivation is a huge problem across the United States, if we are to combat this problem we as educators need to know what is the main reason behind this lack of motivation. We need to focus on current research, collaborate with policymakers as well as school administrators if we want to help inspire motivation and engagement. If this means we must give up precious time to learn new strategies to promote student autonomy and self-directed learning it will be well worth it. To be able to see students staying in school graduating high school and moving on to higher education would be an astonishing vision. Students are most likely to display positive aspects of social and academic motivation when they perceive their teacher and peers are providing them with clear expectations for social and academic outcome. As educators we must continuously commit to equipping ourselves with the tools that will help our students to become motivated and engaged. Student Motivation Student motivation is an important aspect of education, students across all subjects in secondary education lack motivation. Students are intrinsically motivated to learn at an early age but as they get older they lose their intrinsic motivation. Teachers use extrinsic rewards in the classroom not to motivate but to regulate student behavior. Motivation is a dominant part of a students' educational experience from preschool onward but it has received limited attention amongst an education reform agenda engrossed mainly on accountability, standards, and tests, teacher excellence, and school administration. As students move through the school system from preschool to high school they become more disengaged this eventually leads to more high school dropouts. It is very important that we know how motivation is perceived by students as well as teachers. This will give some indication as to the types of professional development that will provide teachers with strategies to help improve student motivation and engagement. This will be necessary if we want our students to be successful and become a function part of our society. Keywords: academic achievement, intrinsic reward, extrinsic reward, strategies, professional development and student autonomy Today many of our students are slipping through the cracks because of their lack of motivation, these students come to school every day sit in our classrooms and walk out of them not learning or attempting to learn. They are not motivated or engaged in our classes even though we utilize strategies to challenge, motivate and engage. Students' motivation can influence what and how they learn. In turn, as students learn and perceive that they are becoming more skillful they are motivated to continue to learn. (Schunk, 2016). This is not the case for most of our students in the classrooms, it is up to the teacher to engage and be cognizant of how they learn. As children advance from preschool to elementary they demonstrate a great amount enthusiasm for learning, they are engaged and are eager for knowledge. Students during this timeframe are intrinsically motivated. However, students' interest in learning and the desire to perform fades as the years go by, their intrinsic motivation decreases. The lack of motivation is the main reason why many students drop out of high school, they feel unmotivated and unchallenged. The lack of motivation in education is a valid and persistent problem that needs to be addressed. Recent studies look at the perception of motivation by students' and teachers' which from the students prospective indicates that their motivation stems from their interactions with their teachers and their social environment. This is a concept seen in Vygotsky's theory of learning which dealt with the impact of the social environment and its influence on cognition. Vygotsky considered the social environment critical for learning and thought that social interactions transformed learning experienced. (Schunk 2016) Trending among these studies are student's interactions with teachers and peers, the classroom environment, building relationships with teachers, teacher feedback and student autonomy over their learning. The research question examined in this paper is: What are students' and teacher's perceptions of motivation and engagement in grades 9-12? In exploring the perceptions of students and teachers this paper will address the effect of the social environment on student motivation and engagement in the classroom.Learning Theory AssociationThe social cognitive learning theory is based on the concept that students learn by observing and modeling the behaviors of others. Students observe models, explain and demonstrate skills then practice them. (Schunk, 2016) It also discussed the importance teaching students' strategies that will help them to learn how to control their behavior and direct their own learning. Self-efficacy refers to the perception of one's capabilities to produce actions; outcome expectations involve beliefs about anticipated outcome of the actions. (Schunk, 2016) Students' self-efficacy will shape their motivation for learning and goal attainment. The social cognitive theory is also based on the concept that people learn from their environment. The environment's influence on behavior occurs when students look at a slide without much conscious deliberation (environment =behavior). Students' behavior often alters the instructional environment, if the teacher asks questions and students give the wrong answers, the teacher may reteach the same points rather than continue the lesson (behavior = environment). (Schunk, 2016) Motivation engages students in activities that facilitate learning. (Schunk, 2016) Students may become more motivated by watching similar others succeed than by those who they believe are superior in confidence. (Schunk, 2016) Research indicates that most of the students attributed their engagement and motivation to their teachers. They expressed that their teachers motivated them, building a social relationship with their teachers led to them being motivated. (Seigle, Rubenstein & Mitchell, 2014) The establishment of a positive social relationship fostered students' engagement and motivation. Students also pointed to the fact that they related to those teachers who were passionate about their work, knowledgeable in their field and the method of delivery was interesting and interactive. (Seigle, Rubenstein ; Mitchell, 2014) Another negative impact on student motivation is teacher burnout. The emotional exhaustion of teachers contributed to a reduction of student motivation because it leads to low autonomy-supportive teaching, the conclusion was teacher burnout weakened student motivation because teachers influence students through instructional styles, and the emotions they show. Students' perception of how their teachers feel about teaching can affect their motivation to learn. (Shen, McCaughtry, Martin, Garn, Kulik, & Fahlman, 2015) Although motivation is boosted when students observe teacher giving praises and high grades others for hard work and good performances, motivation is sustained over time when students believe their own efforts are leading to better performances. (Schunk, 2016). A recent study indicated that students will exhibit encouraging social and academic motivation when their perception that their teachers and peers make available to them clear expectations, help and advice. The contribution of peers and teachers have a positive effect on student motivation. Providing classroom support, help, advice and instruction and the creation of a safe environment and emotional support all contribute to student academic and social motivation. (Wentzel, Battle, Russell, & Looney, 2010) Utilizing an electronic gradebook, and a point system student were the autonomy over their learning and behavior. This gave students the choice of how to perform this gives them the autonomy of making choices hopefully good choices that will benefit them in the end. Giving the students autonomy over their grades motivated them to want to be better students which led to student engagement. (Koth, 2016) Student autonomy over their grades would motivate them intrinsically, when students are intrinsically motivated, they engage in an activity for reasons intrinsic to the activity. The reward comes from working on the task: the task is both the means and the end. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016) In a perfect world all students would be intrinsically motivated but we don't live in a perfect world so we as educators must foster intrinsic motivation since research shows that as students advance in age this type of motivation deteriorates. To intrinsically engage students, we need to encourage students to take an active role in their learning. We also need build rapport with students, teachers can get to know their students on a more personal level this will encourage engagement. When planning for your students be clear in your expectations of them, what they should expect where content is concerned and when items will be due in advance so they know ahead of time. (Buskist, Busler & Kirby, 2018) Some teachers use extrinsic rewards to encourage academic achievement and appropriate behaviors, teachers gave tangible rewards to help motivate students to behave in a positive manner. However, it was most often used to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Research indicate that teachers' perception of student motivation research that teachers do not always know what motivates students in as much as they many claimed that students' lack of motivation was due to that fact that they did not find the subject relevant. Teachers are not using strategies that will motivate students. There is also the implication that teachers need to seek professional development to help them acquire strategies to help motivate student. Which many are not willing to do. (D'Elisa, 2015) Definitions of Key TermsAcademic achievement: this represents routine results that show the degree to which a person has mastered explicit goals that were the concentration of actions in instructional atmospheres, specifically in school, college, and university. For the purpose of this paper the end academic achievement will be graduating high school.Intrinsic reward: is an intangible award of acknowledgement, a sense of accomplishment, or a cognizant satisfaction. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016)Extrinsic reward: is an award that is tangible or physically given to you for achieving something. This is most often used by teachers to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Strategies: A plan of action in the case of education to motivate students, a variety of ways used in the classroom to motivate and engage.Professional development: In education, the term professional development may be used in reference to a variety of focused training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness. Student autonomy: is when students take control and accountability for their learning, in terms of what they learn and how they learn it. The initial point being the idea that students are capable of self-direction and can progress to have independent, proactive approach to their academic accomplishments.Gaps in the ResearchThe gaps in the research points to that fact that most of the research done were done in urban cities rather than a mixture of urban and rural areas.There are also some limitations in what can be done in the schools because of the need for all parties to work collaboratively to use the research finding to improve motivation and engagement. Another gap in the research was that many of the studies done on student motivation were not done in the United States they were done in Asia, Canada and Australia. Students' lack of motivation leads to disengagement and dropout from school and educational pursuits, an inescapable issue, that is widespread among all our schools. Filling in the gap requires identifying and using effective motivational strategies, tested and proven in schools for students, by teachers and administrators. For the most part teachers who can identify the reason behind students' lack of motivation will try to use strategies the feel with help those students. For example, if teachers believe that students are unmotivated because they don't see the content as personally relevant, they tend to include examples of its relevance. Similarly, if teachers believe that school-based skills are disconnected from students' career goals and future aspirations, they tend to work at showing students how skills can fit for them. However, when teachers are confronted with diverse and contrastive needs, such a direct correspondence of strategies is more difficult and a sense of helplessness is common (Hardrà © & Sullivan, 2009).Biblical WorldviewApplying a Biblical worldview to different aspects of education allows for another way to look at education as well as educators.The worldview that is most closely related to the social cognitive learning theory is that of Naturalism. In this worldview we acquire knowledge through innate and autonomous human reason, including methods of science, we can know the universe the cosmos, including this world is understood to be in its normal state. (Sire, 2009) Naturalism denies that there is a God the creator and like the social cognitive theory a child is born with innate faculties which merely have to develop naturally. These faculties work on their own within the framework of the languages and cultures to which they are exposed. According to the social cognitive theory student learn through observation, student observes, models, explain and demonstrate skills then practice them (Schunk, 2016). In a Christian worldview God directs us to teach without holding back, in Romans 12:6-7 â€Å"We have different gifts, according to the grace given to each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is teaching, then teach;† God has given us gifts, which we need to use to its fullest. If god gave you the gift of teaching then you should teach to the best of your ability, to meet the needs of all your students. Conclusion Students' lack of motivation is a huge problem across the United States, if we are to combat this problem we as educators need to know what is the main reason behind this lack of motivation. We need to focus on current research, collaborate with policymakers as well as school administrators if we want to help inspire motivation and engagement. If this means we must give up precious time to learn new strategies to promote student autonomy and self-directed learning it will be well worth it. To be able to see students staying in school graduating high school and moving on to higher education would be an astonishing vision. Students are most likely to display positive aspects of social and academic motivation when they perceive their teacher and peers are providing them with clear expectations for social and academic outcome. As educators we must continuously commit to equipping ourselves with the tools that will help our students to become motivated and engaged.

Pregnancy: the Effects of Alcohol and Substance Abuse Essay

Abstract This paper examined the effects of alcohol and substance abuse on fetal development in expecting mothers. The critical periods of fetal development during pregnancy are reviewed and discussed in order to determine the effects alcohol and substance can cause during certain stages. In order to gain a more efficient understanding of the effects different substances can have on fetal development the following substances were studied: (1) alcohol, (2) cocaine, (3) opioids, (4) nicotine (smoking), and (5) cannabis sativa (marijuana). Each substance (previously listed) examined was provided with supporting evidenced of past research. Developmental (i.e. physical and mental) impairments were found to be common amongst the general population of newborn infants and children exposed to alcohol and drug substances in utero. Use of alcohol and drug substances during pregnancy not only put expecting mothers own health at risk, but their fetuses as well. Providing expecting mothers with proper treatment for alcohol and substance use has proven to be an effective method in reducing the risk of impairing their fetus’s development (i.e. physical, and mental) during pregnancy and later into childhood. It is essential to provide general awareness to the public about the affects that alcohol and substance abuse can have on fetal development and help pregnant women seek proper care. Pregnancy: The Effects of Alcohol and Substance Abuse on Fetal Development Today alcohol and substance abuse is continuing to increase across the general population, particularly among expecting mothers (Cohen &Inaba, 2007). Many infants being born today suffer from severe physical, mental, and behavioral deformities and impairments due to alcohol and substance exposure in utero (Cohen & Inaba, 2007). Research has been continuously conducted in order to examine the effects different substances can have on a developing fetuses growth (i.e. physical, mental, and behavioral) in utero and after birth. The majority of their findings indicate a strong correlation between the time, type and amount of substances mothers use during their pregnancy and the effects it has on their fetuses (Cohen & Inaba, 2007). The purpose of this paper is to address these issues through several different concepts: (a) first, what are the critical levels of development in utero?, (b) an in depth review on substances associated with fetal impairments (i.e. alcohol, cocaine, opioids, nicotine, and cannabis sativa (marijuana)), supported by scientific evidence and possible treatment, and (d) identifying substance abuse in expecting mothers and reducing harm to the fetus. Critical Periods of Fetal Development The first critical period of fetal development is known as the germ cell period. This begins when a sperm and egg unite and their genetic information is fused together (Office of Children’s Health Protection, 2003). During this period exposure to any form of toxicant substances (i.e. alcohol and drug substances) can potentially harm the germ cells development. This can have a direct impact on not only the mother’s fertility, but also her future child’s health (Office of Children’s Health Protection, 2003). After the germ cells have developed past what is known as a single-cell zygote, they are now identified as a fetus (meaning they are capable of living outside of the mothers womb) and have reached the embryonic and fetal period of development (Office of Children’s Health Protection, 2003). The fetus grows increasingly fast during this period, because it is consider more vulnerable to environmental and substance exposures than during other stages o f development (Office of Children’s Health Protection, 2003). This is due to the fact that major organs are beginning to form, grow and develop, which will continue throughout the remainder of the pregnancy and infancy (Office of Children’s Health Protection, 2003). Disruption of development (i.e. environmental toxins and substances) during this period can cause major defects in the structure of developing organs (i.e. brain cellular structure, lungs, heart, kidney, and etc.), and other important structures (i.e. bones and muscles). This may result in the death of the fetus or cause severe physical malformations (i.e. congenital abnormalities) or mental impairments (i.e. disorders) (Office of Children’s Health Protection, 2003). As the stages of prenatal development progress, exposure to environmental toxins and substances can result in the fetus developing an array of defects and deficiencies that can continue after birth and up through adulthood (i.e. physical, mental, and behavioral) (Office of Children’s Health Protection, 2003). It is clear that expecting mothers need to be conscious of what they expose their fetuses to in utero so they develop properly. It is imperative that expecting mothers avoid the use of any alcohol or other drug substances during their pregnancy. Each period of development for a fetus is critical and exposure to alcohol and substances can significantly reduce their chance of being born and living a healthy life (Office of Children’s Health Protection, 2003). The Effects of Different Substances on Fetal Development Expecting mothers need to be cautious of what they expose their growing fetus to throughout the entire pregnancy. Disruption of proper fetal development can cause severe deformities in the fetus physically, mentally, and behaviorally (Cohen & Inaba, 2007). Expecting mothers ingest alcohol and drug substances leave their fetus susceptible to severe developmental impairments (Cohen & Inaba, 2007). The following areas will be covered in this section: (1) fetal exposure to alcohol, (2) fetal exposure to cocaine, (3) fetal exposure to opioids, (4) fetal exposure to nicotine, and (5) fetal exposure to cannabis sativa (marijuana). Fetal Exposure to Alcohol When expecting mothers consume alcohol they are immediately putting their fetus’s health at risk. Essentially they are leaving their fetus susceptible to not only structural deformities, but also a variety of fetal alcohol spectrum disorders (FASD) (Feldman, pg.76, 2011). Out of all of the FASDs, fetal alcohol syndrome (FAS) is the most common. Statistics indicate that over â€Å"0.33-2.9 cases per 1,000 births have FAS† (Cohen & Inaba, 2007). FAS typically results in the fetus developing the following problems: (1) severe abnormalities in physical, neurological and behavioral functioning and development, (2) severely reduced weight and cranium size, (3) deformities of the face and other body parts (otherwise known as dysmorphia), and (4) are at higher risk for Sudden Infant Death Syndrome (SIDS) (Feldman, pg.76, 2011). In essence exposure to alcohol can significantly affect a fetus internal and external body structure, can cause neurological and behavioral abnormalitie s, and even physical deformities. Research Kenneth Jones (1986) supports this assumption through his studies on FAS. Jones (1986) findings suggest that FAS effects the development of the fetus’s brain and facial/bodily structures during utero and after birth. Typically children will be diagnosed with moderate to severe mental retardation due to structural deformities in their the brain (i.e. microcephaly, short palpebral fissures, and etc.) or they will be identified as having severe facial dysmorphia (i.e. long smooth philtrum, thin vermilion of the upper lip, joint anomalies, altered palmar crease pattern, and etc.) (Jones, 1986). Jones (1986) concluded that over 40% of infants who are born are born to alcoholic mothers, whom are then diagnosed with FAS. However, it is possible for doctors to reduce the chances of children developing FAS and other FASDs through preventive forms of treatment. The majority of times children are more susceptible to developing FASD due to the doctors inability to clearly identify the expecting mothers level of drinking (Bakhireva & Savage, 2011). If physicians are given the capability to identify expecting mothers regular drinking patterns they can provide her with alternative methods to drinking and reduce the risk of her child develop an FASD (Bakhireva & Savage, 2011). Bakhireva & Savage (2011) found that in identifying expecting mothers drinking levels, physicians would be able to detect the fetus’s risk for developing FASD and other neurobehavioral disorders later in life and prevent it. Bakhireva & Savage (2011) findings suggest that there are biomarkers that are more sensitive to alcohol metabolism, which are capable of detecting the alcohol in tissue types for longer periods of time since the mother last drank. This will then assist physicians in diagnosing fetal alcohol exposure and possible damage to the fetus, which will then help them discern what preventive measures need to be taken. Developing new methods of detection and prevention of FASD is one of the most effective ways to help children avoid severe d evelopmental impairments. Expecting mothers also need to be informed of the damages that alcohol exposure can cause and seek the necessary care. Fetal Exposure to Cocaine Today over 558,000 expecting mothers abuse cocaine (Cohen & Inaba, 2007). The National Survey on Drug Use and Health (NSDUH)(2005) cited by Cohen & Inaba (2007) determined that there was a â€Å"4% rate of cocaine use among women in their first trimester, 3% among those in their second trimester, and 2% among those in their third trimester†. Because of this expecting mothers need to become aware of how cocaine can affect their developing fetus. Typically the stimulants in cocaine affect the fetus’s heart, which leads to blood vessel to constriction. This causes unhealthy elevations of blood pressure in both the mother and fetus (Cohen & Inaba, 2011). For the fetus there life is put at great risk. This is because the mother’s body will stop the flow of any blood, nutrients, or oxygen from reaching the fetus and can cause retarted fetal development or even a stroke within the fetus’s brain (Cohen & Inaba, 2007). This type of constriction can also increase th e chances of the mother having a spontaneous abortion (due to the separation of the placenta from the uterine wall) or a premature delivery (in some cases (typically the third trimester) cocaine can induce labor) (Cohen & Inaba, 2007). Even when an infant makes it through delivery the majority of them suffer from severe withdrawal symptoms. Signs of withdrawal typically consist of: (1) extreme agitation and irritability, (2) hyperactive movement and high respiratory rates, (3) seizures and tremors, and (4) uncontrollable sweating and crying (Cohen & Inaba, 2007). Although physical deformities are common amongst the majority of substances infants are exposed do during utero, cocaine has been found to cause the most damage neurologically. Typically children exposed to cocaine show an increase in â€Å"neurobehavioral disorganization, irritability, and poor language development† (Cohen & Inaba, 2007). In fact researchers Brown, Bakeman, Coles, Sexson, & Demi (1998) studied the effects of cocaine and alcohol exposure during utero on mother’s newborn infant’s and how it affected their birth weight, length, ponderal index, and irritability levels. Researchers found that exposed infants showed an increase in fetal growth deficits, infant orientation, and irritability and a decrease in respiratory rate and proper motor development (only affected by cocaine exposure) (Brown, Bakeman, Coles, Sexson, & Demi, 1998). Cocaine exposure clearly has a severe effect on fetal development. Therefore it is essential that preventive techniques be discussed and reviewed for expecting mothers who are using. Just like alcohol use, there are methods to testing expecting mothers for cocaine use. The most commonly used methods are urine toxicology and serum toxicology, which helps detect â€Å"metabolite benzoylecgonine† (substance found in cocaine) from 72 hours to two weeks after the mother has used (Bhuvaneswar, 2008). In the majority of states today it is mandatory for expecting mothers to be routinely screened for drug use during prenatal doctor visits. In some states a positive test before delivery results in the arrest and incarceration of the expecting mother (Bhuvaneswar, 2008). Most health care providers, however, have argued that women should be given proper drug counseling, confidential screening, and referral for treatment and case management rather than criminal penalties (Bhuvaneswar, 2008). That way expecting mothers can receive the necessary treatment to help make sure the fetus is not harmed anymore than it already has. Essentially when it comes to cocaine use, expecting mothers, and what preventive measures to take, proper screening and treatment are most effective in making sure a fetus develops properly and is born healthy. Fetal Exposure to Opioids Opioids are the most common substance used by expecting mothers. Heroin and methadone are the two most abused. It is assumed that each year there are over 7000 opiate-exposed babies being born (Bhuvaneswar, 2008). Typically expecting mothers will continue to use opioids throughout their pregnancy. When expecting mothers use opioids it usually takes less than one hour for the substance to reach the placental barrier. After only 6 hours it is common for not only the mother to experience withdrawal symptoms, but her fetus as well (Bhuvaneswar, 2008). As the mother goes through withdrawal the substance epinephrine may increase in the amniotic sacks fluid, which could cause severe damage to the growing fetus (Bhuvaneswar, 2008). Continued use of opioids throughout a pregnancy usually results in the following: (1) fetal growth retardation, (2) premature abruption of the placenta (which leads to premature delivery, spontaneous abortion, miscarriage, or stillbirth), (3) neurobehavioral abnor malities (i.e. abnormal sleep patterns, behavioral problems, poor motor skills, learning disorders, mental retardation, and others), and (4) greater risk for Sudden Infant Death Syndrome (SIDS) (Cohen & Inaba, 2007). In some cases opioid use can cause the infant to experience Neonatal Abstinence Syndrome (NAS) (severe withdrawal after delivery). It can last from 48-72 hours to days, weeks, or even months. It all depends on how much the mother exposed her infant to during utero (Cohen & Inaba, 2007). Symptoms of NAS are much more intense than an infant who may be withdrawing from nicotine or marijuana. When an infant is experiencing NAS they will exhibit the following characterisitcs: (1) extreme hyperactivity, agitation and irritability, (2) high-pitched crying, sweating and tremors, (3) intense muscle spasms, (4) restlessness, (5) increased respiration, (6) vomiting, and diarrhea, and (7) severe seizures, which may lead to death (Cohen & Inaba, 2007). If an infant successfully makes is through withdrawal they are capable of being cleaned of any opioid substance that they were exposed to during utero. Just as there are preventive measures for expecting mothers using alcohol or cocaine, there are preventive measures for mothers who use opiates. Today there are several clinical options for management of opiate use during pregnancy: (1) methadone maintenance, (2) the use of buprenorphine and naltrexone, and (3) opioid detoxification (usually done during the mothers second trimester) (Bhuvaneswar, 2008). Although not all risks to the fetus are eliminated with these types of treatment, the use of methadone, buprenorphine and naltrexone does help reduce the amount of spontaneous abortions and transmission of infections that opiate use usually causes (Bhuvaneswar, 2008). The main purpose of these methods is to essentially stop the mother from using altogether and reduce the chances of NAS when the child is born. If the expecting mother is able to detox and stop opiate use the chances of her child being born healthy is greater. Fetal Exposure to Nicotine There are over 2,000 different compounds that can be identified in one cigarette. Regardless of the many unhealthy substances contained in one cigarette, more than 17% of expecting mothers still smoke throughout their pregnancy (Cohen & Inaba, 2007). Cigarettes contain both nicotine and carbon dioxide. Which are two known compounds capable of crossing over the placental barrier during pregnancy and reducing the fetuses supply of oxygen (Cohen & Inaba, 2007). However, restriction of oxygen to the fetus is only one concern. The expecting mother is also increasing her chances of having a premature delivery, miscarriage, or even a stillbirth. Nevertheless, premature births are the most common occurrences among expecting mothers who smoke (Cohen & Inaba, 2007). Infants who are born prematurely are abnormally small â€Å"on average they weigh, 7 ounces less, are 1.4 centimeters shorter, and have a smaller head circumference compared with babies of nonsmoking and non-drug-abusing mothersâ €  (Cohen & Inaba, 2007). Although less common than exposure to other drug substances, smoking can cause a variety of defects. The most typical are as follows: (1) congenital abnormalities (heart malformation, cleft lip/palate), (2) brain damage and nerve damage, (3) depressed immune system, (4) poor cognitive abilities (i.e. learning disabilities), and (5) increase chance of Sudden Infant Death Syndrome (SIDS) (Cohen & Inaba, 2007). Typically though cognitive abilities are most likely to be impaired. In fact researcher Karen Law (2003) studied the effects nicotine exposure can have on a fetuses neurobehavioral development after birth. Law (2003) found that the infants who were exposed to nicotine during utero were more excitable and hypertonic and showed higher stress levels and abstinence signs when born. Shea & Steiners (2008) research on the effects of prenatal exposure to nicotine found the same results as Law (2003). Shea and Steiners (2008) findings indicated that the nicotine from cigarettes directly affects the fetus’s placental vasculature. This can lead to cognitive and learning deficits in childhood and adolescents, increased risk of hypoxia induced brain damage, and an increased chance of perinatal mortality or even sudden infant death syndrome (SIDS) (Shea & Steiner, 2008). Law (2003) and Shea and Steiner (2008) suggest that pregnant women need to avoid smoking during pregnancy in order to prevent serious impairments in neurodevelopment of their fetus. To the majority of expecting mothers exposing their fetuses to nicotine seems much less irresponsible than if they were to expose them to a substance like cocaine or heroine. However, research shows that smoking can and will affect expecting mothers children. May be not to the same extent as cocaine or heroine, but to a point where your child will still be incapable of proper development. Fetal Exposure to Cannabis Sativa (marijuana) It is said that over 17% of expecting mothers smoke marijuana (Cohen & Inaba, 2007). Some mothers condone their use of marijuana throughout their pregnancy, because it is said to help reduce pain when labor occurs. Many people would suggest that the majority of studies today imply that the use of marijuana during pregnancy causes only minimal side effects to the overall health of a fetus. Therefore, it is acceptable for mothers to use when pregnant. This is not true. Jutras-Aswad, DiNieri, Harkany, & Hurd, (2009) studied the use of marijuana during pregnancy and the affects it can have on the fetus during utero and after birth. Researchers did this by examining the endocannabinoid (eCB) system and the effects it has on children’s behavior and mental health. Research indicated that eCB has a direct effect on the fetuses’ central nervous systems (CNS) patterning by influencing migration, survival, and differentiation of committed neurons. Researchers discovered that eCB affects the neuronal systems that control mood, cognition, reward, and goal directed behavior. This then effects the fetus’s brain development, which leaves them vulnerable to severe behavioral problems and neuropsychiatric disorders more so than others after birth. After reviewing this research it obvious that marijuana can have a direct impact on the fetuses brain development (Jutras-Aswad, DiNieri, Harkany, & Hurd, 2009). Although the affects may not be apparent during a mother’s pregnancy, they are clearly identified later in infancy and childhood. In fact previous research conducted by Richardson, Day, and Goldschmidt (1995) studied the effects of marijuana use during pregnancy. Children who had been exposed to marijuana during utero were assessed repeatedly during the neonatal period until the age of six. Results indicated that prenatal marijuana exposure became apparent around ages four through six. There was an increase in childre n’s behavioral problems (i.e. affected their goal directed behavior, planning, organized search, and impulse control) and a decrease in their performance on visual perceptual tasks, language comprehension, sustained attention, and memory (Cohen & Inaba, 2007). These findings support the theory that marijuana use during pregnancy can have an effect on children’s neurological development (Cohen & Inaba, 2007). So like many other drugs, it is strongly recommended that expecting mothers avoid the use of marijuana. Identifying & Providing Treatment for Substance Abuse in Expecting Mothers After reviewing the effects of alcohol and other drug substances on fetal development it is evident that expecting mothers need to abstain from substance use throughout their pregnancies. Rassool & Villar-Luis (2006) further support this assumption through their review on the effects that substance abuse can have on fetal development. Researchers identified several drug substances (i.e. alcohol, cocaine, opioids, nicotine, and cannabis) and found direct causes each substance has on expecting mother’s fetuses after birth. Researchers discovered the following primary concerns for each substance: (1) alcohol use can lead to fetal alcohol syndrome an d possible miscarriage of the fetus, (2) cocaine, opioids, and nicotine can cause perinatal complications and unwanted abortions, and (3) cannabis sativa (marijuana) can cause perinatal complications (miscarriage), intrauterine growth restrictions, abruption placentae, pre-term deliveries, and neurobehavioral abnormalities. After reviewing each substance and potential damage it can cause the Rassool & Villar-Luis (2006) suggest that different measures of prevention should be taken by expecting mothers to reduce the risk of harming their fetus. There are forms of prevention and treatment to help expecting mothers reduce the risk of harming their fetus’s development. The most efficient way to help expecting mothers find treatment is through using the necessary screening techniques in which physicians can identify alcohol or substance abuse (Cohen & Inaba, 2007). By doing so physicians can provide proper intervention, treatment, and preventive services to substance abusing mothers (Cohen & Inaba, 2007). Typically expecting mothers who use drugs during pregnancy are classified as â€Å"AODs† (i.e. â€Å"pregnant women who use alcohol and other drugs†). The most commonly used instrument to identify AODs was developed by Dr. Ira Chasnoff (Cohen & Inaba, 2007). It is known as the 4Ps Plus Instrument, which consists of four basic questions that essentially help identify AODs (Cohen & Inaba,2007). The questions are listed below: 1.) Did either of your parents ever have a problem with alcohol or drugs? 2.) Does your partner have problem with alcohol or drugs? 3.) Have you ever drunk beer, wine, or liquor? 4.) In the month before you knew you were pregnant, how many cigarettes did you smoke? In the month before you knew you were pregnant, how much beer, wine, or liquor did you drink? Once women with AOD are identified they can properly be treated in order to protect the mother and the growing fetus. Treatment may not seem effective once the expecting mother has already exposed her fetus to alcohol or other substances, but that is not true. Although the fetus is still at risk for some developmental damage it is still possible to stop any more from occurring if the mother stops using. Researchers Mayet, Morgan, MaCormack, & Strang (2008) have support for this assumption through their assessment of mothers who exposed their children to substances during utero and then proceeded to attended perinatal addiction treatment throughout the remainder of their pregnancy. Researchers administered a cross-sectional audit of health-care records in order to compare the outcomes of women in 2002â€⠀œ2005 with data from 1989–1991 and the local (i.e. non-substance abusing women) maternity population in 2004–2005. Research found that less newborns required treatment for neonatal abstinence syndrome (NAS) in 2002–2005 compared to 1989–1991. However, there were higher rates of miscarriages, low birth weights, and premature infants, compared to the local maternity population between 2004–2004. Findings suggest that perinatal addictions treatment can be extremely beneficial to mothers abusing substances. It lowers the risk of the mother harming her fetus by reducing the amount of drug substances she exposes her fetus to. It also suggests that addiction treatments are becoming more evolved and are better servicing people compared to 1989-1991. In helping women become abstinent from substance use during their pregnancy it will help both them and their child live a healthier life during and after birth. Conclusion In conclusion, it is clear that alcohol and substance use is an increasing problem for the population of expecting mothers. As discussed in the paper the majority of expecting mothers are exposing their fetuses to the followings substances: (1) alcohol, (2) cocaine, (3) opioids, (4) cigarettes (nicotine), and (5) cannabis sativa (marijuana). Expecting mothers are unaware that they are putting their growing fetus at risk for severe developmental deformities and impairments (i.e. physical, mental, and behavioral) due to such exposure in utero and after birth. Not only that, but mothers are increasing their chances of premature deliveries, miscarriages, spontaneous abortions, and stillbirths. Even if their child makes it through delivery the majority of them experience severe Neonatal Abstinence Syndrome (NAS), Sudden Infant Death Syndrome (SIDS), or are born with disorders like fetal alcohol syndrome (FAS) (Cohen & Inaba, 2007). However, there are preventive measures that can be taken to avoid substance-abusing mothers risking their fetus’s developmental health. If physicians are able to identify expecting mothers substance use they will be able to give them proper a treatment and care. This will help reduce the chances of the mother impairing her fetus’s development any further (Cohen & Inaba, 2007). Mothers will also be able to get â€Å"clean† and raise their child in a healthy environment. Although it may seem impossible, there are ways to help expecting mothers properly nourish their child back to health even when it comes to substance abuse. References Bakhireva, L. N., & Savage, D. D. (2011). Focus on: Biomarkers of fetal alcohol exposure and fetal alcohol effects. Alcohol Research & Health, 34(1), 56-63. Bhuvaneswar, Chaya (2008). Cocaine & opioid use during pregnancy: Prevalence & Management. Prime Care Companion J. Clinical Psychiatry. 10(1): 59–65. Brown, J. V., Bakeman, R., Coles, C. D., Sexson, W. R., & Demi, A. S. (1998). Maternal drug use during pregnancy: Are preterm and full-term infants affected differently?. Developmental Psychology, 34(3), 540-554. doi:10.1037/0012-1649.34.3.540 Cohen, W.E., & Inaba, D.S. (2007). Uppers, downers, all arounders (6th ed.). Medford, OR: CNS publications, Inc. Feldman, R. S. (2011). Development across the life span (6th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. ISBN:0558937071. Jones, K.L. (1986). Fetal alcohol syndrome. Department of Pediatrics; 8:122-126. Jutras-Aswad, D., DiNieri, J. A., Harkany, T., & Hurd, Y. L. (2009). Neurobiological consequences of maternal canna bis on human fetal development and its neuropsychiatric outcome. European Archives Of Psychiatry And Clinical Neuroscience, 259(7), 395-412. doi:10.1007/s00406-009-0027-z Law, K.L. (2003). Smoking during pregnancy and newborn neurobehavior. Pediatrics Vol. 111: 1318-1323. Mayet, S., Groshkova, T., Morgan, L., MacCormack, T., & Strang, J. (2008). Drugs and pregnancy—Outcomes of women engaged with a specialist perinatal outreach addictions service. Drug And Alcohol Review, 27(5), 497-503. doi:10.1080/09595230802245261 Rassool, G., & Villar-Luà ­s, M. M. (2006). Reproductive risks of alcohol and illicit drugs: An overview. Journal Of Addictions Nursing, 17(4), 211-213. doi:10.1080/10884600600995242 Shea, A. K., & Steiner, M. (2008). Cigarette smoking during pregnancy. Nicotine & Tobacco Research, 10(2), 267-278. doi:10.1080/14622200701825908 The Office of Children’s Health Protection (2003).Critical periods in development. ICF Consulting, Inc.

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How Customer Service is provoded in business Essay Example for Free

How Customer Service is provoded in business Essay Costumer service is the ability of an organisation to recognise and consistently meet the costumers needs. Costumer service generally involves service teamwork and service partnerships so they can meet customer expectations and produce costumer satisfaction. Costumers contact an organisation when they need something, the main reasons are: * To complain * To request/ order a service/product * To obtain information * To ask for advice * To enquire about an order * To change an order or request * To report a problem to return and exchange goods * To ask for assistance or help The organisation I have chosen to study for this is the National Maritime Museum which consists of the Royal Observatory Greenwich, Queens House and National Maritime Museum. Together these constitute one museum working to illustrate for everyone the importance of the sea, ships, time and the stars and their relationship with people. A customer is anyone who has the right to ask or expect a service as part of a job role; this means there are two types of customers internal and external. Internal customers are all the colleagues who need assistance to fulfil their obligations to their own customers; these include the supervisors, staff, staff teams and managers. External customers are those who contact or visit the organisation because of what it provides or supplys as it is something they need. There are a wide range of external customers but only a few can apply to each business, some businesses have a wider range of external costumers compared to other businesses, such as a supermarket will have a wider range of external customers as it will sell a wide range of goods whereas a youth club or nursery will have a smaller rage of external customers as its only aimed at a certain age group. The National Maritime Museum has a wide range of customers and provides everyone access to its historical buildings and unique collectors; as a result the customers have a wide range of needs so they provide products and services to fit their needs. On any average day the museum staffs have to deal with * People wishing to research their family history in our archives * Ship model-makers wanting advice on details of a ship * Film companies wanting to use our buildings as a location for an advert or television drama * Domestic tourists wanting a fun day out * Foreign tourists wanting to experience British history * School and college groups wanting to investigate the Museum to help with their studies. The Museum has 7 main categories of customers which have their own special needs and interests and they are the following 1. Individuals Casual Visitors Special Interest Visitors Individual Researchers 2. Families Parents along with Young Children 3. Groups Mixed age groups Special Interest and Education 4. People from different cultures with different languages Foreign and Domestic Tourists People from Diverse Ethnic and Religious Communities 5. People with special needs Blind and Visually Impaired Deaf and Hearing Impaired Learning Difficulties Physical, Emotional or Mental Health Needs 6. Virtual users who access the Museum via our website People who access the museum via the website 7. Internal customers Members of Staff who Support the Work of Others The main three types of customers the National Maritime Museum focuses on are families, disabled visitors and groups. Families are an important target audience for the museum as it is a free family-friendly place to visit; it focuses of the key needs and expectations of family audiences which are: its free the price of tickets can be a barrier for many families, especially with the costs of travel and lunches its fun and educational with lots to see and touch, like the All Hands interactive childrens gallery theres lots to do such as special activity workshops, storytelling and treasure trails its easy to get to only 20 minutes from central London, with good transport links The Museum also has family-friendly events which bring the Museum galleries to life including practical activities for 2-to-6-year-olds (weekly); trails revealing the secrets of their vast collection of objects; action-packed art and science workshops, and actors performances for all ages. Their family-friendly facilities include areas for changing and feeding babies, clean and accessible toilets, cafe and picnic areas and online activities in the E-Library and on the website. The Museum aims to increase the number of families who visit the National Maritime Museum by expanding programs of events, activities and special exhibitions for families, especially during weekends and holidays. All this makes the Museum more appealing to families. Along with individuals the Museum has also built up experience in providing for different type of groups who each have a different set of needs. Foreign language students The Museum provides souvenir guides and essential visitor information on their website in different languages. This service targets both foreign tourists and domestic visitors with English as a second language. They also have non-Eurocentric displays and events which inform customers of the history of people and cultures from all over the world. Large Groups For large groups coach parking is easily attainable, there are special discounts given to access the charging exhibitions, pre booked tickets make it easier for large groups to book easily and guided tours and talks are especially available for larger groups. Special Interest Groups At the museum there are enquiry and research facilities accessible via the library, there are archives and online sources at hand and also special curator talks and tours for all the groups that have a special interest. Corporate and Private Hire Groups There is event planning and support available for Corporate and Private Hire groups including venue hire and catering for those who want to use the museum for private hires and corporate reasons. Educational Groups The museum provides curriculum recourses and educational talks along with support with visit planning and booking. They also have a lunchroom and cloakroom especially suited for school/ educational groups. Lastly the National Maritime Museum also focuses on developing access for all their visitors and users which includes those who are disabled. It continuously tries to exceed and improve the museums facilities to meet the basic requirements of those who are physically disabled, deaf and blind. They believe good, inclusive customer service is about understanding everybodys special needs. For visitors with disabilities, the Museum has a range of access facilities as part of its customer service. o Installing new lifts and ramps o The Road Train service o Providing detailed information for disabled visitors o Providing alternative ways to access the Museum o Maintaining a policy of welcoming assistance dog They have added lifts to improve physical access around the Museum site. Members of staff are always at hand to help. The new lifts and ramps that have been installed provide flat or wheelchair access to all levels and galleries. Visitors may also borrow manual wheelchairs from admission areas. Special bookings for those who are disabled are also available by calling the bookings unit who will make any special arrangements. There is also information available online such as the availability of disabled car-parking, mobility buses and the access facilities on all their sites. It is also important that the customer information also describes areas that are not accessible such as parts of the historic buildings of the Royal Observatory. This avoids frustration and disappointment on the day. Touch Sessions for Visually Impaired Visitors are also available. They have a number of alternative methods to accessing the Museum and its collections. For blind and visually-impaired visitors they provide: o Braille Guides o Raised drawing o Magnifying glasses o Large-print guides o Tactile maps o touch packs They also run a program of pre-booked touch talks and tours by Museum staff and guest speakers. The National Maritime Museum also has a sign-interpreted talk for deaf and hearing-impaired visitors. They have installed perimeter loops in the galleries, admission areas, information desks and key audio installations. They also run a program of pre-booked British Sign Language sign-interpreted talks and events. Customer service is important to the National Maritime Museum because without customers there would not be a business. Excellent customer service results in: * higher visitor numbers and greater customer diversity Visits to the sites are increasing each year provides a public service for groups of people who dont traditionally visit or use cultural or heritage organizations like museums Has an outreach community newsletter which has news and events for communities under-represented among the visitors * increased sales The Museum generates increased income through shops, cafes and charging for special exhibitions It also supplies hiring venues for corporate events and weddings and sales from the Picture Library. * increasing public image The Museum has to compete with other organizations for peoples leisure, by providing excellent customer service it increases public image they do this using their website and leaflets * survival in terms of competition Good customer service can give the Museum an edge over other tourist attractions or leisure facilities, as they compete for customers leisure time and money. * satisfied customers and greater job satisfaction for staff As well as asking for feedback from customers and monitoring visit numbers the Museum pays a market research company to conduct surveys, the customers are asked to rate their experiences and satisfaction levels, this helps knowing the customers needs and satisfying them. The staff also takes pride in being part of an organization which delivers high levels of customer service Job satisfaction is increased by positive feedback from the customers * repeat business and customer loyalty Museum donation box Analysis of feedback and visitor surveys indicates that 94% of visitors would recommend the Museum to their friends. Excellent customer service results in strong customer loyalty and increased visitor numbers especially repeat visits. The National Maritime Museum believes that to enjoy and learn from a museums collections, visitors must first feel welcome, secure and comfortable in their environment. Crucial factors include friendly staff to greet and help, clear signage, queuing systems, gallery plans and well-maintained washrooms and cloakrooms. Improvements to these areas can significantly increase word of mouth recommendations, repeat visits and time and money spent by visitors as competition for the publics time and attention is intense.

The Nature of Demand for Shipping Essay Example for Free

The Nature of Demand for Shipping Essay The shipping industry is engaged in the production of water borne transport of goods and people. This industry can be defined as a group of individual industries or sectors operating within different markets and reacting to different economic conditions. The primary economic function of shipping services is, like all transport, to bridge the gap which exists between producer and consumer. Shipping is an expanding, global business which carries most of the worlds traded goods; it is relatively free of capacity constraints, and less harmful to the environment than other transport modes. The future offers substantial opportunities for the shipping industry, bringing with them the potential for significant inward investment and wider economic benefits for the world. For example if we look in to the economic contribution of shipping in UK we can see Efficient shipping is vital to our economic well-being: 95% of our external trade by weight (77% by value) and 7% of domestic freight tonnage (but around 25% in terms of tonne kilometres), moves by water. So when we will judge the nature of demand for shipping we have to look into the traditional demand supply rules of economic theory. Human wants are the core of all economic activities. This is the core of economic analysis that how people choose what needs they are going to satisfy through the use of which resources. In economics, demand means effective demand or demand that is backed by ability to pay. The demand for shipping is effective demand because it has actually been satisfied by the world fleet. Generally demands for transport results from demand for goods. Without the demand for goods there would be no demand for transport. Here transport itself is not the primary demand, its the secondary one. Where it (the demand for transport) derives from the need of goods to be transported. Thats why the demand of the mode of transport, here shipping, is a derived demand. So shipping demand is determined by the final consumers for the Product. Here the level of sea borne trade determines the number of shipping and cargo space required. For Example, after 02nd world war ,the rapid world wide industrialization, resulted in concentrated centres of production and consumption, which led to rapid growth of world trade and particularly shipping. 3 So Shipping is directly related to world trade. And world trade is directly related to world output or production. Here industrial economic development is the central factor in the volume of sea borne trade, but the volume can also be influenced by technological development and political factors. And this demand for shipping is mainly derived from two sources, the demand for the commodities for industrial utilisation and demand for those commodities for final consumption. As said before that shipping demand is an effective demand because the demand for the quantity of an economic good which can be transported by ships at each and every possible price during a given time period. And also because the shipping of commodities creates utility because it creates user value in a number of ways like 4 1. The Utility of Place and Location : Shipping makes it the availability of goods in a certain place where they are wanted. For example Australian apple or Costarican banana is available in the UK super market. 2. The Utility of Time : Shipping makes the availability of goods when they are required heating oil during the winter. 3. The Utility of Form :Shipping services contribute to make the change in the material or physical form of a good in such a way to increase its ability to satisfy wants. For example ,middle east crude oil converted to gas or petroleum in refineries adjacent to consumer markets. 4. Intangibles: Like other services, shipping service is also intangible in that it does not result in the physical production of a commodity. The growth rates of 1999 had been strongly distorted by the Asian crisis. In 2000 a sound recovery took place. Both world trade growth of 8. 0 per cent and the world output growth of 3. 0 per cent represent favourable values, but did not entirely approach to the higher levels in 1994, 1995 and 1997. For the years 2000 and 2001, OECD and other international organisations expect a growth rate of real world output of 4.3 per cent and 3. 8 per cent, respectively, with clearly higher rates for world trade, namely about 10 per cent and more than 8 per cent, respectively. This will boost especially world container shipping towards even higher growth rates5 Table 01: World Output, World trade and shipping trend 1993 to 2010. (IMF/World Bank ISL-Estimates) Source: ISL Shipping Statistics and Market Review 2000 Table 02: World merchant fleet Annual tonnage changes as of January 1st, 1987-2001 (dwt-% change) Source: ISL Shipping Statistics and Market Review 2000

Health Assessment Across The Lifespan Health And Social Care Essay

Health Assessment Across The Lifespan Health And Social Care Essay In nursing, there are techniques used to perform a physical examination of the various body systems of clients across the lifespan. The ultimate goal is to examine the social, cultural, political and economic factors which have effects on the assessment of health across the lifespan. Assessment is the systematic or the unsystematic gathering of relevant information, making analysis and judgment based on the available information (World Health Organization, 1999 p.90). For purposes of this project, three different clients will be chosen across the lifespan. Consequently an infant, a young adult, and an elderly client will be assessed. 2. Assessment Of An Infant An infant belongs to an age group in the population that has greater health care needs. However, does not imply that a community with a large population of infants will necessarily allocate resources to take care of this group (Wise, 2009, p. 127). The community may opt to invest the available resources to maintain the health of adults who have the ability to work and take care of the dependent group. The following are factors that have impacts on the assessment of the health of an infant. a) Social factors Social factors have an impact on the assessment of the health of an infant. Social factors include social networks. An infant is brought up in a family which is the basic unit of society. There are elements that can be considered when describing social cohesion which affects the way an infant develops in terms of health (Phelps, 2003, p. 234). The family has friendship networks that provide emotional support which is fundamental to the well being of the infant. The family and the community at large provide the right environment for an infant to grow in health (World Health Organization, 1999, p. 89). The provision of basic necessities is realized within the social setting. Love and care from the family enhances the well being of an infant. Social factors have positive and negative effects on the health of an infant. The provision of basic necessities such as food, shelter, clothing and access to medical services impacts positively on the health of an infant. An infant who grows up in a social environment where the family strives to give the infant basic needs ultimately has good health (Galabuzi, 2002, p. 68). However, where such social factors are absent, the infants health will be impacted negatively. In such a case, the infant may develop illnesses due to lack of parental care. Again the child may suffer neglect if the family does not care. There are many cases of infant neglect which results in poor health in an infants life (Mooney, 2000, p. 156). b) Cultural factors Cultural factors have an impact on the health assessment of an infant. Culture refers to the integrated patterns of behavior of human beings. Culture includes the language, customs, values, beliefs, thoughts, actions, communications and institutions of social, racial, ethnic and religious groups (Galabuzi, 2002, p. 73). In sum, health care becomes a cultural construct that arises from the communitys beliefs concerning the nature of the human body diseases (Gray, Clarke, Wolstenholme, Wordsworth, 2010, p 116). Cultural factors are central when it comes to the delivery of healthcare services in this case administering treatment and offering preventive interventions. Cultural beliefs influence how a family takes care of the health of an infant who is not aware of the culture. For example, breastfeeding beliefs by mothers significantly affect the health of an infant. Medically, an infant is supposed to be breastfed for the first six months of life. However, it is notable that due to som e cultural beliefs this may not be the case. Again, it is family especially the mother who determine whether an infant is ill and when to seek medical help (Phelps, 2003, p. 200). Cultural factors have positive and negative effects on the health of an infant. There is a need for the family to understand, value and incorporate cultural factors that will enhance the well being of an infant. In so doing, the infant will grow up with unimpeachable health. On the other hand, cultural factors can have negative effects on the health of an infant. There are cases where the family cultural orientation interferes with the health of an infant. For instance, cultural beliefs that discourage breastfeeding affect an infants immune system (Wise, 2009, p. 120). The infants immune system weakens and thereby the ability of the infant to fight diseases. It is vital to embrace cultural factors that respond appropriately the health of an infant. c) Political Factors The political environment in which an infant develops has effects on its health assessment. The political landscape determines how a family and society at large will look after an infant. The politics of the day affect the health policies put in place to ensure that an infant gets the right healthcare services to steer its development (Shaw, Darling, Gordon Smith, 1999, p.89). Also, factors such as political strife where there is war and leadership wrangles mean that there is no time to formulate laws and mechanisms that will benefit the health of the infant (Berk, 1993, P. 90). In addition, a political factor such as war disrupts the family unit where the infant may be separated from the family. In such a scenario, the infant will not get the necessary provision and health care needed for growth and development. On the positive side, when there are suitable political factors such as peace and instability, the family is able to nurture an infant and take care of the health developme nt. c) Economic Factors The well being of an infant is enhanced by economic factors. An infant is dependent on the family unit for provision (Wilkinson, Marmot, 1998, p.198). The provision comes from income that the parents get when they work. The levels of employment and unemployment are fundamental where the health of an infant is concerned. The level of income has a direct influence on the health of an infant. It affects the ability of the family in choosing a healthy lifestyle for the infant. In addition, it gives them the power to access healthcare services for the infant. The availability of resources in an economy to satisfy the needs of a family therefore is essential (World Health Organization, 1999, p.100). Disparities exist between infants whose parents are economically stable and those that are not. Where the family is poor, the infant cannot get adequate healthcare which results in the deterioration of the overall health. However, with adequate income, it is possible to access the best healthc are services for the infant. 3. Assessment Of A Young Adult A young adult refers to a person who is between the ages of twenty to forty years of age. In general, a young adult has good health. The physical performance and biological function have their peak at this particular age. Young adults are normally the dependants in society because the other lifespan depends on them. The following factors are assessed to have impacts of the health of young adults. a) Social Factors Young adults health is impacted by several social factors. A young adult who has strong family and community have better health than one who is isolated. Social cohesion is a factor that affects the health of a young adult (Galabuzi, 2002, p. 68). The fact that such an individual exists in a society means that they will connect with other people who ensure that they are well in terms of health. A family that cares will not hesitate to ensure that the young adult is in good health (Phelps, 2003, p. 215). Another social factor that impacts on the health of the young adult is education. Health education cannot be overemphasized in the life of a young adult. Being an active member of society with so much on their shoulders, there is a need to take care of their health. When a young adult is educated in healthcare matters, such an individual cannot neglect their health. Again, the young adult is a position to get the best health services (Mooney, 2000, p. 150). Other social factors that impact on the health of the young adult are behavioral. Social behaviors such as smoking and drinking of excess alcohol is rampant in this life span (Drummond, 2005, p 210). These habits have negative implications on the health of the young adult. These include the development of chronic diseases. b) Cultural Factors Culture as stated above is a description of the patterns of behaviors and beliefs of a people. A young adults culture impacts on how he or she will respond to any perceived disease symptoms and illnesses (Wilkinson, Marmot, 1998, p.200). Health practices in the life of a young adult have changed tremendously over the years. For example, different cultures have diverse eating habits. There are cultural beliefs that prohibit the eating of certain kinds of foods because they believe such food may affect their health. In some cultures the young adult is not supposed to eat certain animal foods because of the taboos that the society perceives to be right (Shaw, Darling, Gordon Smith, 1999, p.74). In the end, the young adult in this case ends up missing essential nutrients that are suitable for maintaining good health. Furthermore, there are certain cultures that do not believe in the modern ways of maintaining health. For example, a culture that does not believe in medication diminishes the chances of better health when diseases strike (Drummond, 2005, p 208). However, there are cultural belief systems that support the well being of its young adults and ensure that only the cultural constructs that influence the well being of the young adult are utilized (Gray, Clarke, Wolstenholme, Wordsworth, 2010, p 120). The culture of a society is an underestimated determinant of the young adults health and well-being. c) Political Factors The politics of the social environment impact on health. The political class normally has an agenda for the development of the population. In this regard, the government will enact laws and policies regarding the health care system (Phelps, 2003, p. 167). The healthcare system of a country determines the well being of the citizens in terms of health. Therefore, it is crucial that the necessary mechanisms are put in place to achieve this goal. A young adult in a political setting where there is an attempt to avail health services will attain better health standards. Peace and stability in the political system ensures the young adult can access health services at their convenience (Berkman Glass, 2000, p. 153). d) Economic Factors The attainment of healthcare by a young adult is dependent on economic factors. Economic factors range from employment to availability of resources. The level of income determines the quality of healthcare a young adult is bound to get in the health industry (Pattie, Gilleard, 1979, p 83). Where the young adult has a decent job, the job may come with a healthcare package that helps them whenever there health issues arise. The provision of health insurance by the employment company is thus paramount. Also, the accessibility of healthcare becomes easy with a stable economy (World Health Organization, 1999, p 78). Unemployment on the other hand leads to inaccessibility of health services because a young adult who is unemployed cannot afford them. Another economic factor that impacts on the young adults health is location. The economic status of a locality determines the kind health services that will be available (Drummond, 2005, p 205). For example, a young adult who lives in a locali ty where the economy is low is likely to get poor health services because such services are the only ones available. 4. Assessment Of The Elderly Client As the infant client discussed above, the elderly client has numerous health care needs. This client belongs to a group of people who are ageing. Therefore, a lot attention is paid to innovative means of helping the elderly client retain physical, mental abilities and independence. This in return maximizes the elderly clients contribution to the society and economy (Shaw, Darling, Gordon Smith, 1999, p.57). There is a need to understand the social, cultural, political and economic factors that impact on the health of an elderly client. a) Social Factors There are social factors that impact on the health of the elderly client. In fact, there exist demographic as well as social changes which impact on the health of the elderly client. One of the social factors is change in the family set up. An elderly person requires a strong social network (Wise, 2009, p. 121). This implies that the family unit should take care of the elderly by showing them affection and love. This may not be the case because other social factors come into play disrupting the social connectivity. For example, migration of family members is a social factor that impacts on the health of the elderly client. When children in a family grow up, they normally migrate and settle in other places (Wilkinson, Marmot, 1998, p.192). This leaves the elderly client with minimal social support which negatively impact on their health. Where the elderly client is economically unstable, he or she cannot provide the basics of life such as food. The absence of love and care for the elderly person leads to a compromise on his or her health. With the absence of social ties that provide basic needs to the elderly person the status of his health becomes poor. Social alienation or seclusion negatively affects the health of the elderly client (Phelps, 2003, p. 212). This normally happens where the social set up does not interact with the elderly client. This way, the elderly client feels withdrawn and can develop illnesses. b) Cultural Factors Cultural factors can impact on the assessment of the health of the elderly client. Culture as has been defined in the above discussion means the integration of patterns human being behavior. Incorporated in culture are customs, beliefs, values, language, thoughts, actions, and communications of various groups. In essence health care is constructed by the culture of a people (Shaw, Darling, Gordon Smith, 1999, p.62). Cultural factors influence the delivery of healthcare services. Cultural beliefs determine how the health of the elderly person is administered. In this paper, the elderly person is aware of the cultural orientation of the society concerning healthcare. Some of the cultural beliefs are good and in particular those that boost the health of the client such as eating certain kinds of medicinal traditional foods (Barer, Marmor 1994, p. 80). It is notable that the elderly client may have preconceived notions where healthcare is concerned. The elderly client has a belief in the traditional system of healing and is not ready to accept the western mode of treatment when he or she is not in good health. This greatly impacts on the health of the client especially where the traditional medicine fails (Mooney, 2000, p.105). There are other cultural factors such as taboos where there restrictions on the intake of certain types of foods. Some of the food types that are restricted are important in strengthening and maintaining the health of the elderly client. The quality of life of the elderly client has effects on the health status. The elderly client should live in good housing conditions with social amenities such as water and hospitals (Gray, Clarke, Wolstenholme, Wordsworth, 2010, p 116). c) Political Factors Every society cannot be devoid of politics. Political factors in a society have both positive and negative impact on the health of the elderly client. They enhance social stability whereby the family set up is secure and can take care of the client. This in turn facilitates the peaceful coexistence within a family and the subsequent care improves the health of the elderly (Pattie, Gilleard, 1979, p 45). Political stability ensures the setting up of health facilities as one of the policies implemented by the government (Shaw, Darling, Gordon Smith, 1999, p.59). In addition, there is enough time to deal with health matters unlike in times of political turmoil when the state concentrates more on peace building other than the health of the citizens. d) Economic Factors To assess the economic factors that impact on the health of the elderly client, is important to look at employment. The elderly client may be employed or unemployed. The age of the client affects their performance at work. Work on the other hand affects the health of the client. Economic factors may force the elderly client to be employed even when their age dictates otherwise (Wilkinson, Marmot, 1998, p.205). The nature of work given to the elderly person should be put into consideration. Too much work leads to a decline in health. There are age-related changes which impair performance and may in the long run harm the health of the client. Some of the changes that occur in the elderly client are a decline in cardiovascular, muscular and respiratory functions (Phelps, 2003, p. 198). Vision and hearing can also be impaired. Economic stability of the elderly client ensures that he or she is in a position to access the basic necessities of life. It also helps them to afford appropriate healthcare. 5. Summary In summary, the examination of the social, cultural, political and economic factors which have impacts on the assessment of health across the life span show important results. Across the lifespan, from infant, to the young adult and finally the elderly client the factors the impacts are evident. There are similarities as well as differences on how each of the factors impact on the three subjects of the lifespan. It is notable that some factors have direct impacts while others affect the subject differently. For instance, all the factors indirectly impact on the health of the infant. It is the family that takes care of the infant. The infants health therefore is dependent on the actions of the parents or the social setting. Therefore the social, cultural, political and economic factors that impact on the health of the infant in the assessment directly affect the family and the infant indirectly. The young adult has a greater responsibility in dealing with the impacts of the above factors. This is because the infant and the elderly client are dependent on the young adult. The young adult has the burden of taking care of their health as well as that of the infant and the elderly client against the negative effects of the factors discussed above.