Working For Children With Disabilities Social Work Essay

Working For Children With Disabilities Social Work Essay There has been a dramatic increase in the survival rate of children born with complex healthcare needs (Carpenter 2003). There are major concerns as a result (Blackburn, Spencer and Read 2010). According to the definition of the Disability Discrimination Act (DDA) 7.3% (CI 6.9, 7.7) of children in the UK are stated as having a disability. Disability patterns differ between sexes, with a higher rate overall in boys than girls and possibly more difficulty with learning and remembering ability, communication, concentration and physical coordination in boys. Children with disabilities find themselves in dissimilar situations to those of non-disabled people. This situation for disabled children exists in particular circumstances such as in minority ethnic groups, black/mixed marriages and single-parent families. These children demand support from different professionals and agencies. It is vital for them to have effective multi-agency working. Currently, there is little evidence about the effect of multiagency working with disabled children and their families. (Sloper 1999) highlighted in her paper the unmet needs for families who have children with disabilities: counselling and support to have information and guidance about services; the condition of the child and how to deal with and help the child; equipment supply; financial support with housing and transportation, and having breaks from care like respite care as practical support. This paper will summarize the outcome of an evaluation of both multidisciplinary and multiagency working with disabled children and their families. Background to Multiagency Working and Multidisciplinary Working Multiagency working is eц¢Ãƒâ€˜Ã¢â‚¬ ¢entially about bringing together practitioner with a range of ц¢killц¢ to work acroц¢Ãƒâ€˜Ã¢â‚¬ ¢ their traditional ц¢ervice boundarieц¢. Thiц¢ iц¢ currently regarded aц¢ crucial to the effective proviц¢ion of childrenц¢ ц¢erviceц¢. Aц¢ local authoritieц¢ re-organiц¢e to provide education, ц¢ocial care, and ц¢ometimeц¢ health proviц¢ion,( Cronin 2005) within a ц¢ingle childrenц¢ ц¢erviceц¢ department or childrenц¢ truц¢t, three modelц¢ for multiagency working are emerging: Multiagency panels or networkц¢ the team around the child practitionerц¢ remain employed by their home agencieц¢ but meet on a regular baц¢iц¢ to diц¢cuц¢Ãƒâ€˜Ã¢â‚¬ ¢ children and young people with additional needц¢ who would benefit from multi-agency input. Multiagency teams made up of practitionerц¢ ц¢econded or recruited into the team, making it a more formal arrangement than a multi-agency panel. The team workц¢ with univerц¢al ц¢erviceц¢ to ц¢upport familieц¢ and ц¢choolц¢ aц¢ well aц¢ individual children and young people. Integrated ц¢erviceц¢ which bring together a range of proviц¢ion, uц¢ually under one roof, ц¢uch as in school or in an early years setting. Staff work in a co-ordinated way to addreц¢Ãƒâ€˜Ã¢â‚¬ ¢ the needц¢ of children, young people and familieц¢ providing ц¢erviceц¢ ц¢uch aц¢ all-year-round, incluц¢ive education; care and perц¢onal development opportunitieц¢ for children and young people; and ц¢pecialiц¢t ц¢upport for children and families. The idea of profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ionalц¢ and agencieц¢ working together iц¢ not new. There are many proviц¢ionц¢ in the Children Act of 1989 which require different authoritieц¢ to co-operate and to conц¢ult with one another while multi-agency ц¢upport iц¢ a feature of the ц¢pecial educational needц¢ framework, ц¢et up following the Education Act of 1981, (Nelson 2002)particularly in relation to ц¢tatutory aц¢Ãƒâ€˜Ã¢â‚¬ ¢eц¢Ãƒâ€˜Ã¢â‚¬ ¢ment and ц¢tatementing. à Ã¢â‚¬ ¦ince the Labour government came into power in 1997 a number of initiativeц¢ ц¢uch aц¢ à Ã¢â‚¬ ¦ure à Ã¢â‚¬ ¦tart and Connexionц¢ have been put in place to promote effective joined up multi-agency working to ц¢upport vulnerable children. However, the recommendationц¢ which followed the Laming inquiry into the death of Victoria Climbià © prompted a renewed determination to get ц¢erviceц¢ working together and in 2004 a new Children Act established a duty on agencieц¢ to co-operate with each other to protect and improve the liveц¢ of children. Thiц¢ haц¢ reц¢ulted in ц¢ome of the following developmentц¢: The introduction of major changeц¢ to the childrenц¢ workforce: a comprehenц¢ive curriculum for training all practitionerц¢ who work with children iц¢ currently being developed by government. While thiц¢ iц¢ not going to make all profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ionalц¢ knowledgeable about diц¢abilitieц¢ ц¢uch aц¢ autiц¢m, they ц¢hould have the baц¢ic ц¢killц¢ to recogniц¢e a poц¢Ãƒâ€˜Ã¢â‚¬ ¢ible developmental delay, be able to ц¢upport parentц¢ emotionally and, (McCarton 2006)crucially, to know when to ц¢ignpoц¢t parentц¢ on for more expert advice. Working with children iц¢ a key component of the core curriculum which recogniц¢eц¢, for example, that ц¢ome children do not communicate verbally and that practitione rц¢ need to adapt their communication to the needц¢ and abilitieц¢ of the child or young perц¢on. New wayц¢ of ц¢haring information are being developed to avoid duplication, children ц¢lipping through the net and exceц¢Ãƒâ€˜Ã¢â‚¬ ¢ive bureaucracy. The government haц¢ developed ContactPoint, a databaц¢e holding information on every child in England from birth to 18 yearц¢ of age, poц¢Ãƒâ€˜Ã¢â‚¬ ¢ibly longer for children who are diц¢abled or looked after. With greater electronic recording of perц¢onal information reц¢ulting in wider acceц¢Ãƒâ€˜Ã¢â‚¬ ¢ in ц¢ome caц¢eц¢, iц¢Ãƒâ€˜Ã¢â‚¬ ¢ueц¢ of confidentiality are of concern to diц¢abled people. Croц¢Ãƒâ€˜Ã¢â‚¬ ¢-profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ional legal guidance ц¢etц¢ out how information ц¢haring ц¢hould happen and coverц¢ confidentiality in ц¢ome depth. The Common Aц¢Ãƒâ€˜Ã¢â‚¬ ¢eц¢Ãƒâ€˜Ã¢â‚¬ ¢ment Framework (CAF) which aimц¢ to provide a more ц¢tandardiц¢ed and preventive approach to identifying need and making proviц¢ion and which operateц¢ acroц¢Ãƒâ€˜Ã¢â‚¬ ¢ profeц¢Ãƒâ€˜Ã¢â‚¬ ¢ional boundarieц¢ has been developed. à Ã¢â‚¬ ¦ome children may be identified aц¢ having a poц¢Ãƒâ€˜Ã¢â‚¬ ¢ible disability, such aц¢ cerebral Palsy, via this route (Eicher 2003). Every local authority (except the beц¢t performing four ц¢tar authoritieц¢) haц¢ to have a Children and Young Peopleц¢ Plan (CYPP) focuц¢ed on better local integration of childrenц¢ ц¢erviceц¢ in locationц¢ ц¢uch aц¢ extended ц¢choolц¢ and childrenц¢ centreц¢. Familieц¢ with children o n the autiц¢m ц¢pectrum ц¢hould find it eaц¢ier to acceц¢Ãƒâ€˜Ã¢â‚¬ ¢ ц¢erviceц¢ aц¢ a reц¢ult and ц¢hould be conц¢ulted about ц¢erviceц¢ they would like to ц¢ee improved and developed. The CYPP coverц¢ all local authority ц¢erviceц¢ affecting children and young people including early yearц¢ and extended ц¢choolц¢ and out-of-ц¢chool child care, education, youth ц¢erviceц¢, childrenц¢ ц¢ocial ц¢erviceц¢. It alц¢o includeц¢ ц¢erviceц¢ provided by relevant youth juц¢tice agencieц¢ and health ц¢erviceц¢ for children and young people, including child and adoleц¢cent mental health. Models of multiagency working Three different models of joint working have been identified by Watson et al. 2002: multidisciplinary, interdisciplinary, and transdisciplinary working. These categories are based on several experts working together effectively in a particular service context, linked with family requirements in a holistic approach (table 1). Multidisciplinary working means single agencies made up of individual professionals (Watson et al. 2002). For instance, a health visitor, a physical therapist, an occupational therapist, a speech and language therapist, and a hospital consultant may work together within a health agency. Professionals work separately to assess the child, and as a consequence they produce separate documents so they do not share their goals and aims, which makes it very difficult to assess the child as a whole. Their care is focused on the childs health care needs only without involving other needs such as educational, emotional and social needs. There is a low equivalent partnership approach with the family and low communication with other agencies; usually family members take on this role. The second model, interdisciplinary working, with different agencies and their professionals working together by assessing the child and his/her family needs separately and then meeting together to set goals according to their findings. This model is focused on the childs needs more than the familys needs. The third model is the more holistic approach and preferred by families, transdisciplinary working, where different agencies work together by sharing goals, knowledge, tasks and responsibilities. This model is focused on a primary provider, the key worker, who is responsible for delivery of an integrated programme for the child, and family care. Moreover, for the most important part is that families are treated equally. Both (Sloper 2004, and Carney 2009) agreed that the transdisciplinary working model in the area of multiagency key working is the only way of integrated working which has favourable outcomes for disabled children and their families. However, there is not so much evidence that could show what type of model is implemented in practice. Sloper et al. 2004 also cited in her paper Cameron (2000) and Atkinson (2002) regarding other models; most models focused on relationships between professionals and how multiagency working was organised. This may contribute to better communication but does not necessarily result in the family receiving a coordinated service. (Table 1 ,Watson et al. 2002) Method Electronic resources (MedLine, Cochrane Library, PsychInfo, PubMed, google Scholar) were used and the focus was on existing reviews, in particular qualitative studies and good quality reviews. Key words The research terms were multidisciplinary working and disabled children, multiagency working and disabled children, and multiagency and multidisciplinary and disabled children. PROPOSED METHOD OF CRITICAL APPRAISAL I have chosen two qualitative studies (Watson, Abbott and Townsley 2007) which help to explore the impact of multiagency/multidisciplinary working on disabled children and their families. CRITICAL APPRAISAL To critically examine the evidence provided by these papers, which are qualitative studies, it is appropriate to use the critical appraisal checklist provided by the critical appraisal programme, from the Public Health Resource Unit, Institute of Health Science, Oxford which was accessed from http://www.phru.nhs.uk . The 10 questions are adapted from Oxman AD, Cook DJ, Guyatt GH, Users guide to medical literature. VI. How to use an overview. JAMA 1994; 272 (17): 1367-1371. The reason for choosing this is because the two studies are qualitative studies. 1st study Authors Watson, D., D. Abbott R. Townsley Title Listen to me, too! Lessons from involving children with complex healthcare needs in research about multi-agency services. Publisher Child: Care, Health Development, (2007) 33, 90-5. 2nd study Authors Carter, B., J. Cummings L. Cooper Title An exploration of best practice in multi-agency working and the experiences of families of children with complex health needs. What works well and what needs to be done to improve practice for the future? Publisher Journal of Clinical Nursing, 16, 527-39. 2007) 10 questions of qualitative research CASP tool (Watson et al. 2007) (Carter et al.2007) Was there a clear statement of the aims of the research? Yes, there was a clear statement of the aims to discover the positive impact of multiagency working on families with children who have complex health care needs. to examine the involvement of complex health care needs children in multiagency services. Yes, there was a clear statement of the aims to create a connection between children, families and people who work with complex needs children. To discover best multiagency working practice with families and people who work with complex needs children, to find out what is good practice. Generate opportunities, associations and guidance plans which will improve multiagency working practice in the future. Is a qualitative methodology appropriate? Yes, there was appropriate methodology: disabled children who are dependent on medical technology and their carer or families. Yes, there was appropriate methodology: 20 Families were targeted (mothers fathers children with complex needs). People working with complex needs children from different agencies. Was the research design appropriate to address the aims of the research? Time spent with 18 children young people aged between 2 -15 yrs, 7 girls and 11 boys (from 6 multiagency services in the UK). Interviews with 115 professionals in the 6 multiagency services about their experience in multiagency services. 25 families visited with parents/carers interviewed about their experience with multiagency services. Appreciative interviews with participants lasted between (40 minutes 3 hours): Individual Face to face Audio- taped Narrative interviews Small group workshops (dreaming design). All participants were invited. Workshops of consent (design and destiny). All participants were invited to attend 5 consensus workshops across 2 counties. Final synthesis. Was the recruitment strategy appropriate to the aims of the research? The authors targeted: 6 services chosen from 26 which presented the highest components of multiagency working. 18 children young people aged between 2 -15 yrs, 7 girls and 11 boys with a range of cognitive abilities, from severe to no learning difficulties. The majority had cognitive impairment. 3 children without obvious learning difficulties. The explanation of chosen participants is explained above#. 18 parents/carers agreed to take part. 2 young people were recruited, one male and one female to help the authors with their meetings and email communication. The authors: Targeted 20 families: 10 families from Burnley / East Lancashire, and 10 from the South Lakes area, to reflect two different health economies within the area served by Cumbria and Lancashire Workforce Development Confederation (WDC), UK. Recruited people working with complex needs children from different agencies as much as possible. Used purposive sampling (families), and sampling of snowballing (professionals). All the targeted population completed the interviews. Also agencies and disciplines were targeted. Were the data collected in a way that addressed the research issue? Time spent / interviews / disposable camera for the purpose of taking photos of all the important people. Informal, adapted, enjoyable and relaxed sessions to meet the needs of each child, lasting for an hour. Small gifts + a 10 pound voucher for taking part. Developed topic guide which covered: Things I like, things I dislike, who lives at home with me, school, friends, adults who helped me, short breaks, difficult things to do, and happiness moments. Drawing on big paper (the child interviewer sometimes). Showing a sheet of simple faces showing different expressions, to choose which one is closest to the child or young person. Asking about seeing professionals, also about having a designated worker, referring to key worker by name depending on the childs cognitive ability. Attride-Stirlings approach to data collection is to codewhat is said in the interviews.( this was used instead of Appreciative Inquiry) Each interview was coded line by line, and codes were assigned to words, phrases and any interesting views relevant to the research aims noted. The researchers used this information to create the 56 statements on a flip charts. they then showed back to the people theyd interviewed.   These people then chose statements which were relevant and meaningful to them, in relation to the research. Small group workshops (dreaming design) All participants were invited. Workshops of consent (design and destiny) All participants were invited to attend 5 agreement workshops across 2 counties. Has the relationship between researcher and participants been adequately considered? Yes it has. A lot of care is taken to create a more equal relationship between the researcher and the complex care needs children and their families. Design method is flexible, non intrusive and responsive to childrens communication styles. The construction of this relationship and the methodology have ethical implications which are discussed below. Yes it has. Flexible and dynamic approach by involving and shared between the participant and researcher. Have ethical issues been taken into consideration? Yes, ethical issues have been taken into consideration. There were plenty of details about how researchers contacted the participants by obtaining consent from young people and some ethical dilemmas were presented. The project was approved by two ethics committees: The Faculty of Health ethics committee. Morecambe Bay Local Research ethics committee (LREC). All the LRECs were covered by Locality Agreements in Cumbria and Lancashire. For the duration of the study, all research team had Honorary Contracts with Morecambe Bay Primary Care Trust (PCT). Comprehensive information was received by the participants and they had opportunities to discuss their involvement. At no time was there any pressure to participate. 24 hours were given as a minimum to make participation decision in the project to participants. Was the data analysis sufficiently rigorous? Yes it was. There was no comprehensive discussion about the method used for data analysis. The authors created data sets using four broad categories and they provided descriptive tables on childrens age, education, use of health technology and communication style. Yes it was. (figure 1) showed how rigorous the data analysis was:, thematic analysis using Attride-Stirlings approach of basic themes grouped into organizing themes and then global themes. Is there a clear statement of findings? Yes, there was a clear statement of findings, there was a discussion of the evidence, but no discussion about the credibility of their findings. Findings were discussed in relation to the childrens communication in multi agency services. Yes there was a clear statement of findings. Their findings were explicit. There was a discussion of the evidence. There was a credibility discussion about their findings. The authors discussed findings in relation to the original research question. 10-How valuable is the research? Yes, the study does make a contribution to understanding the consultation of children with complex care needs used in multiagency services. The authors didnt discuss new areas of research. There was a considerable contribution on involving disabled children in service delivery and research but there is still a gap about involving complex care needs children. The project was valuable because it provided families with a better understanding of how practice should be, and provided opportunities for a mutual relationship between professionals through the exchange of information. The research identified new areas where research is necessary in the future. There was a greater impact on practice by this study and it lead to a better quality of life for both children and their families. Limitations of (Watson et al. 2007) The major limitation in this study is that there was not comprehensive discussion about methods used for data analysis. Moreover, the authors created data sets using four broad categories: friendship and communication, relationships with professionals, school life, and the things that children like and dislike. With such a small sample size, 18 children and adolescents with complex health care needs, between 2-15 years old, it is very difficult to address the effect on the result of bias. Limitations of (Carter et al. 2007) There are some limitations in this qualitative research. The first one is in methods; the authors tried to carry out Appreciative Inquiry but then used Attride-Stirlings approach. Moreover, methods were combined into three stages as another shift in method. Each agency / discipline was not fully represented. There was an absence of involvement of general practitioners. There was a limitation in the appreciative interviews because of they were interviews at a particular point in time. Furthermore, one child was included in the study due to other children being too young to participate or having severe disabilities. Last but not least, the study failed to recruit ethnic minority group parents and children. Discussion The main focus of these two papers was to find out the impact of multidisciplinary or multiagency working on disabled children and their families. Regarding the two studies findings in relation to multiagency working (Watson et al.2007) authors reported that seeing many professionals did not cause any difficulties for the majority of children in the study. However, difficulties did appear when professionals attempted to talk to the child directly. Communication between the key worker and the child was reported as weak or limited. One child expressed their feeling of seeing many professional as a silly and boring thing to do, while another child showed a close relationship with their key worker by recognising their name. In general, this study did attempt the challenge of involving children with complex health care needs, but it is not a reliable study because it used a small sample number of children. As regards the findings of the second paper (Carter et al.2007), they chose two areas from the guidance plans, the 10 statements, as they felt that they reflected the two core areas of guidance which were: the most important As a consequence, authors stated the importance of making children and parents more satisfied and less isolated, and the crucial role of support and voluntary groups. Moreover, families and people from different agencies have to be cooperative when choosing the important role of coordinator for the long term, as this is where parents will seek help. Figure 1 Evidence from disabled children with their families in multiagency and multidisciplinary working Atkinson, Wilkin, Stott, Doherty and Kindel (2002) as cited by (Carney 2009) stated that multiagency working benefits organisations and individuals; it gives a broader perspective by providing enhanced understanding of the matters and improved connections with other agencies, and constructive experience on the whole, respectively. Moving towards better outcomes over the past decade, government has adopted integration of services for children and their families. Integration has taken various appearances such as, putting different types of proficiency together. There are some positive outcomes that have been identified in the review of multidisciplinary team working as a model of multiagency working in health care. (Borrill et al.) came to the conclusion that there was a reduction in hospitalization and cost in terms of primary health care teams; development in the provision of services; growth in health care access; treatment, follow-up and detection are improved, and patient and staff satisfaction and motivation are enhanced Few studies have focused on the impact of multiagency working and multidisciplinary approaches with disabled children and their families (Carter et al. 2007, Townsley, Abbott and Watson 2004, Watson et al. 2002, Watson et al. 2007). The majority of these studies carried out qualitative research methods to find out the key features of successful multiagency working practice and how to make children and parents more satisfied and not isolated, improved and enhanced their quality of life, and the crucial role of support and voluntary groups. Many studies have focused on the positive impact of key worker systems in multiagency services for disabled children and their families (Greco and Sloper 2003, Greco et al. 2005, Greco et al. 2006, Liabo et al. 2001, Sloper et al. 2006). These studies have included comparisons between families with and without key workers. This model stated positive outcomes for families having key workers like enhanced quality of life, less isolation and feelings of strain, better relationships with services, and quicker access to services and reduced levels of stress. (Greco et al. 2005) authors have stated many advantages of having a key worker service in multiagency working for parents and children, as they can relate their concerns to one person who can then ensure the familys needs are met and coordinate services. Having a key worker avoids duplication of telling the same story to professionals, and families received better information. Also, having a key worker enhanced the relationship betwee n the child and their family by providing them with a mediating role and through building relationships with disabled children. Key working is a service, involving two or more agencies, that provides disabled children and young people and their families with a system whereby services from different agencies are co-ordinated. It encompasses individual tailoring of services based on assessment of need, inter-agency collaboration at strategic and practice levels and a named key worker for the child and family (Care Coordination Network UK, 2004). Also there was a range of studies which have mainly focused on staff views (Tait and Dejnega 2001, Presler 1998, Abbott, Townsley and Watson 2005). These studies illustrate the positive impact on staff when they use multiagency working for disabled children. For instance, there was enhanced communication and improved relationships with complex health-care need children, development in their work lives and their professional skills, enhanced teamwork with collaborators and more satisfaction in their role. Two studies have discussed two services; (Young et al. 2008, Robson and Beattie 2004). The former talked about an Early Support programme to improve integrated services for disabled children and their families between 0 and 3 years old. The aim of this study was to improve and enhance outcomes for disabled children and their families, and to find out the relationship between integrated services and the impact of ES in terms of cost effectiveness and their benefits. The other study (Robson and Beattie 2004) is a coordination project by Diana Childrens Community Service and multiagency services using qualitative methods e.g. interviews, questioner , focus group to name but a few. The results were effective collaboration within and between the services for disabled children and their families by enhanced and improved family support and satisfaction; a sense of control and a feeling of empowerment; equivalent partnerships between families and professionals, with duplication and service gaps reduced. Sloper 2004 identified many negative outcomes of multiagency or multidisciplinary working on disabled children and their families when there are barriers to facilitating the integrating of services such as: when there are unclear roles and responsibilities; aims and roles are not shared among agencies; there is disagreement on aims; there is low quality of management including ongoing training, weak leadership and communication, and sharing of information; poor IT systems, and poor relationships with professionals. Conclusion Many studies have focused on the advantages of facilitating multiagency working generally as the most holistic approach for disabled children and their families and on multidisciplinary working specifically in terms of team working. However, there was a lack of studies which concentrated on the drawbacks of the two working models. This results in a need to address more focus on the negatives for future studies for both multidisciplinary and multiagency working with disabled children and their families. In my opinion, from my prospective experience in the disabled children association in Jeddah in Saudi Arabia, I have identified what type of model my organization followed: multidisciplinary working alone which recognises that all professionals are working separately. My recommendation is to implement the holistic approach or transdisciplinary working which focuses on integrating services and adopting the key worker system to gain positive outcomes for the services in DCA.

Milk †Nutrition Essay

Got Milk? â€Å"Milk is a white fluid secreted by the mammary glands of female mammals for the nourishment of their young, consisting of minute globules of fat suspended in a solution of casein, albumin, milk sugar, and inorganic salts† (milk). Humans have been consuming milk for thousands of years. As humans we usually consume milk beyond childhood getting it from our animal counterpart’s goats, sheep, and cattle, and using it as a food product. Nine out of ten of the milk consumed in the United States comes from cattle. There has been numerous debates on rather drinking milk is healthy for humans. Milk is present in numerous of humans all time favorite foods such as ice cream, yogurt, cheese, and butter, these products are known as dairy products. Milk comes in many different forms. For example: organic, conventional, homogenized, flavored, and non-dairy milk. Contrary to what many may think, there is no known difference between organic and raw milk. â€Å"Homogenization is a process that gives milk its rich, white color and smooth texture. Milk that has not been homogenized contains a layer of cream that rises to the top of a glass†. (Wokenfuss). Flavored milk is any milk with artificial flavoring including strawberry, chocolate, and vanilla flavored milks. Flavored milks contain more sugar and fat calories than unflavored milks, but it’s still contains the essential nutrients available in the milk. It was once said that â€Å"milk is one-stop shopping for nutrition†. Milk contains nearly all the nutrients that a growing child would need. It contains fats, carbohydrates, proteins, vitamins and minerals, all these nutrients are essential in not only growing children but human beings in general. Milk is known as being very rich in calcium. Numerous studies were conducted and it was shown that four out of five serving of foods rich in calcium such as milk, cheese, and other dairy products are needed to optimize peak bone mass during teenage years. â€Å"Calcium plays an important role in building stronger, denser bones early in life and keeping bones strong and healthy later in life. † It has been said that dairy foods rich in calcium could possibly increase the speed of weight loss and also reduce the amount of body fat. Milk also has a high quality in protein. Protein helps increase energy, and it also helps build and prepare muscle tissue. â€Å"Vitamins are organic substances essential for many life processes. Milk includes fat soluble vitamins A, D, E, and K†¦ Because milk is an important source of dietary vitamin A, fat reduced products which have lost vitamin A with the fat are required to supplement the product with vitamin A. † (Douglas). Many critics argue the fact that milk is more harmful to humans than helpful. Dairy products add to numerous health problems. Milk doesn’t possess iron of its own, so it’s possibly could harm a child’s ability to absorb iron. Iron makes up a large amount of proteins in the body. Having low amount of it could result in deficiency anemia. Large amounts of the American people are lactose intolerant, meaning they can’t consume large amounts of lactose which is highly present in milk. â€Å"Studies have suggested that some of the nutritional benefits of milk may be lost when a lactase-deficient [lactose intolerant] individual consumes milk. Not only does this person fail to receive the calories normally supplied by the undigested carbohydrates; resultant diarrhea may lead to loss of protein as well. † ( Oski). We all have heard the saying â€Å"Milk creates strong bones†. There have been numerous debates on whether the calcium in dairy products really does assist the bones. Statistics show that teenagers bone health is not contributed to the amount of consumed calcium, but the amount of physical activity they partaken in their earlier years. There also hasn’t been any evidence to support the claim that consuming dairy products on a daily basis can contribute to weight loss. Consuming milk also hasn’t proved to be to any assistance later in life. It has been proven that the consumption of milk does increase the risk of ovarian cancer. â€Å"Many researchers say dairy products are high in saturated fat and cholesterol and have been linked to numerous illnesses and diseases such as diabetes, prostate cancer, heart disease, various allergies and Crohn’s disease. † (Garcia). In conclusion, I believe that the consumption of milk is not an important factor in living a healthy and normal life. Large amounts of research and studies were conducted, and I’ve reviewed the pros and cons of milk and dairy products, and I conclude that there are more harmful after effects from drinking milk than beneficial for human beings.

Position Paper: Hunger

October 5, 2012/Position Paper English 10 Thesis Statement: The government should make the education more accessible to alleviate hunger. Outline: I. Hunger in the Philippines II. Cause of Hunger A. Poverty in the country B. Unemployment in the country C. Incapability in acquiring quality education III. Accessible education for all people as solution in alleviating hunger Menu for the Day: Education for All People One major problem in our world today is hunger. Let us use Philippines as an example. In the latest survey of Social Weather Stations (SWS), 23. 8 % of Filipinos or estimated as 4. million Filipinos experience hunger at least once in past three months. This latest hunger rate surpassed the highest record of 23. 7 % in December 2008. (Flores, pars. 1-3) This only shows that a lot of people experiences hunger in our country right now. What could be the probable causes of this? Let us discuss each probable cause one by one using statistics. One evident cause I see for this is poverty. In another survey conducted by SWS, 51 % or estimated 10. 3 million Filipino households considered themselves poor, lower by 4 points from 55 % or 11. 1 million families in March.Also stated in the survey, about 39 % or about 7. 9 million Filipino families rated themselves â€Å"food-poor†, lower by six points from 45% or 9. 1 million previously. (Flores, pars. 1-3) Even though we can see improvements in the rates, it is still not enough to say that we are alleviating it. Another cause I see is unemployment. In a survey by National Statistics Office (NSO), the unemployment rate dropped to 6. 9 % compared to last year’s 7. 1 %. The poll showed that Metro Manila registered the highest unemployment rate at 10. 4 percent. Among the jobless, 62. 3 percent are male and 37. are female. More than half—51. 7 percent—are between 15 to 27 years old. Among educational groups, 32. 8 percent—or almost a third—of the unemployed are high school gra duates, 13. 8 are college undergraduates and 21 percent are college graduates. (Caraballo, pars. 1-4) Another cause I see is number of people who can’t acquire quality education. The Filipinos start off with 80% of them going to the elementary schools. However, the percentage decreases directly to only 48% of them going to the high schools. It even decreases down to 20% of the Filipinos, who go to the colleges and the universities.Even though students go to the schools to study, the books they use have several errors with unreliable information, grammatical and spelling errors. (Kim and Reyes, pars. 2) These three causes are inter-connected to each other, meaning one causes the other. The incapability of most people to acquire quality education results to unemployment since these people doesn’t have enough skills to get their desired job. Also, good job opportunities have large demands that those who didn’t acquire quality education are the least opportunity in the employment.Because of people don’t have jobs, this make them incapable in producing enough income to support their families, which is poverty. Poverty then leads to hunger for they don’t have enough money to satisfy their need for food. If the causes of hunger are inter-connected with each other, then same are the solutions. The government should first make the education here in the Philippines more accessible. If every member of the society has enough skill to get their desired job, there will be less people who are unemployed.If every individual in the working force have jobs, they will be capable in providing the necessities of their families including food. Thus, alleviating the hunger in our country even in the world. Works Cited: Caraballo, Flores, Helen. â€Å"Self-rated Poverty Down – SWS. † The Philippine Star. The Philippine Star,2012. Web. 29 June 2012 Flores, Helen. â€Å"SWS: 4. 8 M Families Experience Hunger. † The Philippine Sta r. The PhilippineStar, 2012. Web. 9 May 2012

The Significance of the Letter in The Scarlet Letter - Free Essay Example

Sample details Pages: 3 Words: 1007 Downloads: 5 Date added: 2019/05/15 Category Literature Essay Level High school Tags: The Scarlet Letter Essay Did you like this example? The Scarlet Letter was written in 1850, by Nathaniel Hawthorne. The book takes place in a 17th century village in Boston, which is a Puritan town. The main character of the book, Hester Prynne, has a child out of wedlock because she believed her husband to be dead because he sent her to America but never arrived in Boston and it was thought that he was lost at sea. Don’t waste time! Our writers will create an original "The Significance of the Letter in The Scarlet Letter" essay for you Create order In reality, years after Hester arrives to Boston he arrives as well, but conceals his identity so no one will know he is there. Taking this into consideration, it is revealed that Hester has committed adultery, which is looked down upon in the Puritan community. As a punishment for her crime, Hester is forced to wear the letter A on all of her clothing and is shunned by everyone in her town. Hester begins to work towards earning the respect of the village people again by doing charitable deeds and living out her life quietly, without causing any problems. The longer this goes on, the more respect the village people have for her and eventually she is able to travel around the village without being scorned and shunned by everyone. Easy A follows the same premise as The Scarlet Letter; however, the movie is modern, so the actions and consequences will be quite different than the book. Olive Penderghast was a very quiet and lonely high schooler until one day everything turned upside down. One day, Olive was talking to her best friend in the bathroom and had lied to her about losing her virginity to a nonexistent college boy because she didnt want to fit in with the rest of the school. This backfired because a religious girl at her school heard her fake story and spread it as a rumor around the whole school. People at her school begin to slut-shame her and try to avoid her at all cost. Instead of letting the comments get to her, she decides to take matters into her own hands and changes the way she dresses and acts as well as sewing a red A onto all of her clothes. She then embraces that people believe she is a slut and pretends to sleep with guys and in return she gets gift cards, money, and other gifts. Eventua lly, Olive loses all of her friends and wants to tell the truth, but none of the boys that paid her for her virginity will come forward and tell the truth. She decides that she wants to come forward with the truth and does so by announcing everything she has done on her webcast. Now, the whole school knows all the stories they have been told are fiction and eventually she earns her friendships back and gets a date with a guy who really likes her. Obviously, there are some similarities between the book and the movie, but there are major differences between Hester Prynne and Olive Penderghast. One of the major differences between Olive and Hester is why they have the red A sewn onto their clothes. For Hester, the A represents the adultery that she committed and she has to wear it as a punishment for the crime she has committed, so everyone in the village can know what she has done. On the other hand, Olive chose to sew the red A onto all of her clothes, not as a punishment but because she wanted to attention of everyone at her school. Olive changed everything about her because she enjoyed the attention she had been getting since everyone thought she was sleeping around. She had never had attention like this before, so she wanted to do everything she could to continue it. Olive adds more fuel to the rumor by make a false statement that she was being paid to sleep with many different men all to gain more attention. This is differ ent than Hester because she does not want any more attention than the attention she already has. She instead tries to change the villages opinion of her and wants them to see her as a strong, independent mother instead of an adulterer. Another other major difference between Hester and Olive is that in the beginning of the movie, Olive is someone that does not get attention from anyone at her school and has a deep desire to become popular and like by her peers. In order to achieve this popularity, Olive decides to let the rumors grow because she wants to fit in, but eventually the rumors become too big and she is isolated by all of her classmates. Hesters situation is completely different. She was born a Puritan and as a Puritan she was born into a society that had strict rules and if one deviated from them then they would be punished. Hester becomes an outcast of the Puritan community and she slowly finds her way back through hard work. The way the two characters decide to resolve their problems is also vastly different. Olive realizes the negative effects that the rumors have had on her life and friendships and decides to finally tell the truth, which is that everything she has been saying about herself was a complete lie. Whereas, Hester admits to the crime she has committed and does hard work around her village to pay off those crimes. Although both the book and the movie have a happy ending with Olive getting her friendships back and Hester being able to be with the man of her dreams, the way they had to get to this point is different. These differences are a result of the different societies and time periods they live in. Hester could not just admit to her crime and then immediately be accepted back into society, but with hard work and determination she was able to. Olive; on the other hand, was simply able to admit to her wrongdoings and everything in her life went back to normal and no hard work was needed to put her in that position.