Child Development Article Review Essay

This article is about studying children’s sleep patterns to see if sleep disorders may be a direct correlation to behavior problems within children. Could sleep issues be the cause for such issues like ADHD and other behavior related illnesses including psychiatric disorders? According to John Bates, Richard Viken, Douglas Alexander, Jennifer Beyers, and Lesley Stockton, there are many behavior related disorders that could be related to how much sleep a child receives, along with the age and quality of sleep. Many parents who have children with behavior related issues are realizing that the quality of sleep may be directly related. There may be many factors that can be discussed and taken into consideration, including environmental factors, developmental factors, income of families, and genetic inheritance as well. There are many types of sleep disturbances that need to be looked at since many young children experience different forms of sleep disturbances such as, night waking, sleep walking, resistance to bed time routine, delay, and trouble falling asleep. Survey showed that 42% of 12 -35 month olds had problematic bedtime resistance, and 35% of all others have night waking issues. (Bates, E. Bates et all p.62) Sleeping disorders in the young child can have a negative impact on the brain, inadequate amounts of sleep can cause a child not to perform up to their potential, resulting with stress. Stress causes a number of issues within the child, such as overworking brain functions, misfiring of neurons, and stress hormones being over produced. Then the effects of daily day to day functions are disrupted within the child causing poor concentration and incapability’s in daily routines. Three main issues to think about when understanding child sleep disorders is that 1. Insomnia in the young child may forecast psychological disorders. 2. Sleep is not well understood in the young child but can be thought of as social and biological. 3. Relations to environment, genetic inheritance, developmental factors all need to be considered. 4. Sleep issues in the young child can have a negative impact on social, emotional, cognitive and physical development. 5. Age and quality amounts of sleep are factors that need to be considered when studying sleep disturbances in young children. This article touches on many different aspects on how sleep issues can develop into very serious conditions in children. Good healthy sleep patterns are key to a healthy child and if the child is experience irregularities in sleep then the parents or care giver should look into what maybe causing the disturbances. If that child experiences this continuously then that caregiver should really look more into the underlying issues with a medical professional. Sleep disturbances can be related to a multitude of developmental problems. Parents, teachers and caregivers should be aware of signs and symptoms of lack of sleep and try to monitor or regulate good sleep habits. Good sleep habits in a child can be so positive and so beneficial. It’s important for parents and caregivers to know they are not alone when trying to combat sleep issues in the young child, many children go through stages of mild sleep disturbances.

NCFE Level 2 Certificate for children and Young Peoples Workforce Essay

UNIT 1 1.1 Observe and record aspects of the development of a child or young person- All early years setting observe children everyday. There are many different ways of doing this. Knowing what to look for is important most settings will observe children’s development to see how they are doing in the following areas: PHYSICAL- Children’s physical development is about the way that they use their hands, move and balance and also manage skills such as kicking a ball. Most play involves physical development; you may be able to observe a child’s physical development as they are playing e.g. a child pushing a pushchair or a child playing football. COMMUNICATION AND LANGUAGE- Most children will talk as they play if they are using speech. Babies and toddlers might use body language or gestures to communicate with us. Children’s speech and language is important to their overall development. PERSONAL, SOCIAL AND EMOTIONAL- Quite a lot of information can be learnt about these aspects of development while children are playing. Observing children’s personal social and emotional development means looking at whether they have strong relationships and whether they enjoy being with others. Being with others is important for children. Even young babies show their happy while being with others and make eye contact. UNIT 1 1.2 Identify different observation methods and know why they are used- We observe children because we use the information we record to plan activities that are relevant for the child or change your setting in some way to reflect what you have learned about the children as a group to help them develop. There are different ways of observing a child for example: with yours eyes, your ears, or through planned activities. We also record the observation in different ways, i.e.- Focused observation- A focused observation is where you observe what a child is doing recording every detail, this helps record the development of the child and when linked with the EYFS we can identify what stage the child is at. Snapshot observation- A snapshot observation is where you witness a child’s development with your own eyes or hear it with your ears that was not adult led but child initiated. You will then record it and link it with the EYFS and then you could plan an activity that would help their development in that particular area. Daily diary- In my setting a daily diary record is kept of what a child has done through the day if the child was a baby it would include what time their feed was, what they ate and what time they slept and for how long. It would also include what the child has shown interest in that day and what activity the child was encouraged to be involved in. This is shared with the parent on a daily or weekly basis so the parents can see how the child is doing in the nursery. UNIT 1 1.3 Support assessments of the development needs of a child or young person- Once I have observed a child, I will then think about what I have learnt about the child’s development, interests or needs. This is done so that setting’s can plan activities and resources. I will think about what a child is doing in relation to the early year’s foundation stage. Confidentiality is very important, I must make sure that any information about the child cannot be seen by people that are not working with the child or do not have reason to see it. When I observe a child it is important that I stay as objective as possible, This means really focussing on what the child is doing at the time I am watching them and trying to forget what I may already know about them. [pic] 1.4 Suggest ways the identified development needs of a child or young person can be met in the work setting- There are many ways a work setting can be meet indentified development needs in children. They can reflect on the child’s interest and views, it is important to base our ideas around what we have seen the child doing and enjoying, activities to support a child’s development do not work if the child does not like them or are not interested. Providing a challenge will help the child to make progress, this means any ideas for activities must be exciting. Play is an important way of helping children to develop skills without realising it. They can also make sure that in the work setting all planning is flexible as a child may come in and not feel like playing or might have other ideas about what they would like to do, Also working with parents so they have consistency by doing the same at home as they do in nursery. UNIT 1 2.1 Carry out activities with a child or young person to support their holistic development- I have carried out an activity with three children ages 8 months-1year. I first planned the activity of what I would need and do, as you can see blow, while doing the activity I done observations on all three children but focused on my key child, this observation has also been included for you to see. After doing my activity I then sat down and looked at my plan and observation, I evaluated it and wrote down next step. Activity plan Type of activity: Holistic / Sensory. Activity: Exploring the treasure basket. Number of children: 3 focused on one child. Material needed: Treasure basket, Holistic objects. Activity: I will take three children; one would be my focused child. I will then sit them in a circle with the reassure basket and holistic objects in the middle. I will then encourage the children to explore and feel the different objects. I will also observe how they react and record it. 2.2 Record observations of the child or young person’s participation in the activities- Focused observation Child A has pulled a sponge out of the treasure basket, she starts to pull it with both hands, child A then holds the sponge in her right hand and starts to wave it about. Child A then reaches into the treasure basket with her left hand and starts to pull out the material, a staff member says â€Å"what’s this† and child A watches the staff and copies them with the material pulling it with both hands. Evaluation While doing my activity I done an observation on my focused child. Looking at my observation and what the child did during the activity I can see that child A likes to feel objects with her hands. Child A also learns by watching others and then copies them. My next steps for child A is to introduce sensory activities e.g. exploring mash potato as she could feel and taste at the same time. UNIT 1 3.1 & 3.2 Describe the different transitions children and young people may experience- Explain how to give adult support for each of these transitions- Children and young people may experience different transitions such as: 3.1 NEW SIBLINGS- When a child or young person’s parent’s have a new baby it could leave the older child feeling like they are not the baby anymore, they may feel jealous or even upset because they may not be getting as much attention as before, this could make the child start attention seeking, they may start acting up e.g. lying or not listening. 3.2 I can support a child if they are feeling this; I could try explaining to the child about the positive side to having a sibling, and would also empathise with the child explaining why they feel the way the feel. 3.1 TOILET TRAINING- This could make a child feel frustrated because he/she might not be able to tell you they need the toilet on time, or they may not recognise the signs. This will cause the child to have an accident and may then feel embarrassed. 3.2 I can support them by encouraging them to use their words to communicate to an adult. I could also use flash cards to learn the child what a toilet looks like and how to say toilet. I would praise the child when they go to the toilet e.g. verbally or using stickers, this will encourage the child to want to do it again to receive more praise. 3.1 MOVING AWAY- This could make the child frustrated because they are being torn away from either their favourite place or even their friends. When a child moves away they may feel lost or scared, lonely or even anxious this could possibly end in depression and make the child’s behaviour worse in nursery or school. 3.2 I would support a child or young person moving away by making the transition a happy experience, I would explain what is going to happen and when, then try and make them understand why it is happening. 3.1 STARTING A NEW SCHOOL- When a child moves school they may start to feel sad, upset or lost that they are leaving all their friends behind and may not see them everyday anymore, they might not understand why they are leaving. Moving school could make the child feel nervous because they do not know anyone and will have to make new friends, the child could feel anxious because they don’t know what to expect. This could make them feel shy and not want to go to school. 3.2 I can support the family in advance preparing them for the change. I can explain to the child what is going to happen so it’s not a big shock for them. I could suggest to the parent to take them to visit the new school setting so they know and recognise the surroundings they are going to. UNIT 1 4.1 Explain how a work setting can encourage children and young people’s positive behaviour- A work setting can encourage children and young people’s positive behaviour by: †¢ Following behaviour policy. †¢ Providing a simulating and challenging environment. †¢ Positive behaviour reinforced through praise and rewards. †¢ Having clear boundaries. †¢ Developing positive relationships. †¢ Meeting individual needs. †¢ Giving children choices. †¢ Having adult role model. †¢ Listening to children and valuing their opinions. †¢ Encouraging children to resolve conflict. †¢ Following plans for individual behaviour. 4.2 Demonstrate how children and young people are encouraged to engage in positive behaviour- As we are role models, we must always express positive body and verbal language and support rules. We should be confident and professional so that children will become self confident and express positive behaviour. Giving verbal praise and rewards such as stickers to a child’s positive behaviour will encourage them to continue this way. Rewards also go a long way in promoting positive behaviour in a child. We should always lead by example. We should use encouraging words, be approachable, understanding and show empathy in order to encourage positive behaviour. When there is a good relationship between the adult and child, and the child is behaving positively, the child receives lots of good attention. This encourages them to repeat the same behaviour. In the same way, if a child is behaving in a way where they will get negative attention, they normally want to change their behaviour so they can receive positive attention again. UNIT 1 4.3 Reflect on own role in promoting positive behaviour in children or young people- My setting has clear rules and boundaries that I will meet at all times. I will follow the behaviour policy within my setting, this will encourage positive behaviour. I would encourage the children to be kind with other people by maintaining a good environment. I will also meet the children’s needs and plan activities to meet those needs. I will set an example in myself and will always have and use positive behaviour, as I am a role model to them. I will reward the children that have showed positive behaviour through verbal or stickers to praise them. I would use encouraging words and make sure I provide a simulating environment. Also I will make them feel safe and secure when being left by parents. 5.1 Review effectiveness of own contribution to the assessment of the developmental needs of a child or young person- By observing a child, I can see how the child is progressing. When I’m observing a child I will be looking for development in the seven different areas covered in the EYFS which are: P.S.E.D- Personal, Social and Emotional development. C.L- Communication and Language. P.D- Physical Development. L- Literacy. M- Maths. E.A.D- Expressive Art and Design. U.W- Understanding the World. Once the observation is linked with one of these areas I can then write my next steps and plan activities around that area that will aid the child’s development further. 5.2 Review effectiveness of own role in supporting the child or young person’s development- When supporting the child’s development, I will have observed the child looking at all the areas of the EYFS. I would have then linked it. After I would have wrote my next steps. This was effective because I can see what stage and in what area within the EYFS the child is at. I then planned an activity that would be challenging. This helped me to know what recourses I needed for the activity and also helped the child further their development in a fun and happy way. UNIT 1 5.3 Identify changes that can be made to own practice in supporting child and young person development- The changes that can be made in my setting are communication skills, time keeping and working with parents. This will help support the child’s development because these will help the child become more confident and have structure and routine while in the nursery this is important as a child will be unhappy and will not be able to learn if they don’t have these. UNIT 2 1.1 Describe the common types of fractures- A fracture is simply a broken bone. When a bone is broken, the nerves, blood vessels and muscles around the brake will be damaged as well. Often a fracture may not break the full bone in young children as their bones are more flexible than adults. This sort of fracture is sometimes referred to as a greenstick fracture. Fractures can be one of two main types closed or open. Closed fractures- This is the most common type of fracture, this is where the skin around the fracture does not break. Open fracture- This is where there is an open wound at the site of the fracture. Sometimes the bone sticks out of the wound; this creates a big risk of infection. Dislocation- A dislocation is where the bone separates from a joint, this can occur easily in children. Never tug or pull on a child’s arm or hand, and never pick them up by their hands or arms. 1.2 & 1.3 Describe how to manage a fracture or dislocation- You will usually be able to tell quite easily if a child has a fracture or dislocation. In children that are older they are likely to tell you that their arm or leg hurts. Alternatively, look for- †¢ Swelling around the injured area. †¢ Unnatural position. †¢ Open wounds or breaks around the skin. †¢ Tenderness. †¢ Loss of power / Ability to move. My role is to make sure I maintain the injured part in the most comfortable position while waiting for the ambulance. UNIT 2 2.1 Describe how to recognise and manage head injuries- A head injury can result in Concussion, skull fracture or cerebral compression. I would be able to recognise a head injury by the following signs: †¢ Swelling. †¢ Bruising. †¢ Nausea. †¢ Vomiting- on more then one occasion. †¢ A bump. †¢ Severe drowsiness. †¢ Blurred vision. †¢ Fits. †¢ Bleeding from any part of the head. †¢ Change in the type of cry of a baby. †¢ Difficulty in walking or talking. †¢ Being pale and sweaty. †¢ Pupils of the eyes uneven in size. †¢ Aggression and irritability. †¢ Clear or blood-stained fluid from the ears or nose. †¢ Changes in behaviour. †¢ Swollen soft spots on a baby’s skull. Often after a child has had a bang to the head they might just have a bump and feel dazed and will not need to go to the hospital. It is still important I monitor the child closely for about six hours after the accident, and be alert for any changes for a few days. I will inform and give clear instructions to the parents about what to look for after a bang to the head and encourage them to seek medical help if they are worried. Bleeding can happen straight after the injury or a few days later, or blood can build up slowly. If any of the signs of a head injury occur I would call for an ambulance and the child’s parents immediately. While waiting for the ambulance I would control any external bleeding by applying pressure with a pad, lay the child down, if the child is unconscious act as if there is also an injury to the neck, I will also make note of the symptoms e.g. vomiting, pupil size, how long the child has been or was unconscious for. Etc. 2.2 Demonstrate how to manage a suspected spinal injury- Spinal injuries are unusual in young children But can happen if a child falls from a height. It is very important you do not move or attempt to move the child as any slight movement can cause serious damage, including paralysis. I will steady and support the neck and head, and dial 999 for an ambulance. UNIT 2 3.1 Describe how to manage and infant and a child with foreign bodies in their eyes, ears and nose- There as many things that can get stuck in these places e.g. crayons, glitter and beads. Beads fit into these places incredibly well. When something is stuck up a child’s nose or ear, if there is enough sticking out to get a firm grip on e.g. a crayon, I will gently try to ease it out I will not touch it as the result will be it becoming further stuck in. If it is not possible to ease out I would simply call for the first aider to take the child to the nearest NHS walk-in centre or minor injuries unit. 3.2 Describe how to recognise and manage common eye injuries- Most children will manage to get foreign bodies in their eyes such as: Paint Dust Sand Eyelashes Glitter Fluff These sorts of things can easily be removed. I would sit the child down and put on a pair of disposable gloves. I will then Gently pull down the lower eyelid and any remove any visible foreign bodies with either a clean wet piece of tissue or a small piece of wet gauze swab. Yet if this fails to works I will pull the upper eyelid over the lower lid ad try to flush it out with tears. If it still remains in the eye I will then try to wash the eye with water by: Positioning the child’s head over the sink or bowl with their eye open, facing the bottom of the sink or bowl. Using a plastic cup try to pour water on the eye from the tear duct outwards. If none of this works and the eye is still red and the child still says it is painful I will seek professional help. UNIT 2 4.1 Describe how to recognise and manage chronic medical conditions including: sickle cell anaemia, diabetes and asthma- The most common chronic health conditions you may come into contact with are asthma, sickle cell anaemia and diabetes. Sickle Cell Anaemia is a genetically inherited condition and is common in children of an African-Caribbean heritage. Sickle cell anaemia is a blood disorder that red blood cells become distorted and can block vessels in the body. The signs and symptoms are lack of energy and being breathless also they would look yellow in colour due to jaundice and they would be in severe pain. Straight away I would consult a doctor and my line manager I would recode these symptoms and everything else in my accident book. I would also inform the parents. Diabetes is a lifelong medical condition. Most children who have diabetes will need insulin injections. If a child has too much or not enough insulin, they are at risk of getting hypoglycaemia (hypo attack) or hyperglycaemia (hyper attack). A child going into ‘hypo’ may be: drowsy, pale, sweating, confused, trembling or irritable. The child needs to balance the insulin by having sugar I can give this to the child directly in the mouth or a drink of orange juice for example. Usually the child will not need any more treatment and will respond quickly to sugars that are easily absorbed. A ‘hyper’ attack is caused by lack of insulin medical help is needed, I will call for an ambulance. A child going into ‘hyper’ attack may shows signs of the following: Very thirsty, drowsy, passing urine very often, have a fruity-smelling breath, vomiting, eventually become unconscious. Asthma attacks can be brought on by: exercise, stress, very cold air and pollen or dust. Asthma is caused by the airways in the lungs closing up. This makes it difficult for the child to take breaths. I would recognise this as the child wheezes and breathing in/out becomes more difficult. A child with asthma will usually use one or more inhalers to control it. They should a lways have their inhaler available at all times to help them deal with an attack. Often a child will use their inhaler before exercise. If an asthma attack is left untreated, a child can die. If a child is having an asthma attack I would make them comfortable. Sit them in a quiet area away from other children and seat the child in the position most comfortable to them. I will also help them to use their inhaler – usually a blue reliever. I will encourage the child to breath slowly, if the attack does not subside, then I’ll call for medical help. UNIT 2 4.2 Describe how to recognise and manage serious sudden illnesses including: Meningitis and Febrile convulsions- Meningitis- In most settings children may become ill during the day. Some cases the development of a high temperature, vomiting and a rash are just parts of mild illness. However, in a few cases they can be the start to a life threatening illness. If I was worried bout the child’s symptoms, I would seek medical help. Babies and young children can deteriorate very quickly. I would be able to recognise a child with meningitis by these common symptoms: †¢ Stiff neck. †¢ Reaction to light. †¢ High temperature. †¢ Headache. †¢ Bulging fontanelles in babies. †¢ Irritability. One sign of meningitis is a rash that does not fade under pressure, I would perform the glass test to detect whether the rash fades or not. A fever with a rash that does not fade under pressure is a medical emergency. If I suspect a child has meningitis I will call an ambulance immediately and inform the parents, while waiting for the ambulance I will stay with the child and make them feel comfortable. Febrile convulsions- I would be able to recognise a child with febrile convulsions as the child may be experiencing, loss of consciousness, a short spell of not breathing, heavy dribbling, neck and back arching, body rigid and shaking and heavy dribbling. I will perform the following to prevent the child from choking or injuring themselves: I will put the child on their side making sure the airway is open, I will clear any surroundings objects, if the child is hot I would help to cool them by opening a window or putting a fan on or I will remove some clothing, I would place the child in recovery position, also sponge the child down and if this is their first convulsion or does not stop after three minutes then I will dial 999 for an ambulance. UNIT 2 5.1 Describe how to recognise and treat the effects of extreme cold for an infant and a child- If body temperature drops to below 35 degrees, hypothermia will cause a slowdown in the working of the body and can lead to tissue damage and death. I will look for: – Low body temperature. – If the child is being sluggish or unconscious. I will treat the child who is suffering the effects of extreme cold by bringing tem into a warm room or close to a warm body, I will wrap the child in a blanket or coat, I would call for an ambulance and encourage them to drink warm drinks. 5.2 Describe how to recognise and treat the effects of extreme heat for an infant and a child- It is easy to recognise when a child is too hot, they may show signs of: heavy sweating, tiredness, feeling sick and generally ill, high temperature, rapid breathing, febrile convulsions in babies and small children. When the body temperature is over 40 degrees this can cause heatstroke and can result in brain damage or death. Heat exhaustion is more common in children, especially if they have been playing out in hot weather. It can be life-threatening if a baby or young child overheats. If this happens I would move the child out of the heat and give them plenty of water to drink, I would cool them by applying cool water or cool cloths, I would remove excess clothing then if there is no improvement, or if I suspect heatstroke I will call for an ambulance. UNIT 2 6.1 Describe how to safely manage an incident involving electricity- If there is an incident where a child has been in contact with electricity, the priority is to isolate the source. If possible I will switch the power off at the mains or master switch. If this is not possible I could get a wooden broom or chair and push the child well away from the electric source. I do not want to rush in to get hold of the child; this will result in me also being injured. 6.2 Describe first aid treatments or electric shock incidents- Exposure to electricity can stop the heat. If this is the case then I will start ABC: Airway. Breathing. Circulation, and call for an ambulance. The places where the electricity has entered and left the body may have burns that need first aid treatment of lots of cool water. But I will only give this after the power source has been switched off or the child has been safely removed. 7.1 Describe how to recognise the severity of burns and scalds to an infant and a child and respond accordingly- There are three factors that affect the severity of a burn or scald: – Size, witch it usually described as a percentage. The palm of the hand is about 1% of the body skin. – Location, a burn to the face, feet, hands or genitals are more serious. – Depth. Burns occur when the skin is exposed to heat or chemicals, for example fire, sunburn, friction, acid, bleach or garden chemicals. Scalds happen when the skin is exposed to hot fluids, for example boiling water, steam or hot fat. Burns and scalds are usually divided into three categories depending on how much damage they cause to the skin and underlying tissues. First-degree or minor burns are superficial and affect only the outer layer of the skin, making it red and sore. Second-degree or partial thickness burns extend below the surface of the skin. The skin looks raw and blisters form. Third-degree or full thickness burns damage the entire layer of the skin and underlying tissues to affect nerves, muscle and fat. The skin looks pale and waxy. First-degree burns can be recognized by slight swelling and redness. In second-degree burns, the skin looks red raw and blisters will appear. Black or waxy skin indicates a third-degree burn and that the burn is serious. Serious burns can cause shock. A scald in the mouth or throat, may cause swelling and make breathing difficult. Scalds are caused by liquids e.g. water or hot drinks. Burns can be caused by fire, electricity, the sun, chemicals or very hot materials such as metals. UNIT 2 7.2 Describe how to treat burns and scalds to an infant and a child- I would seek medical attention for any child with a burn that is: †¢ Causing serious pain. †¢ On the face or hands. †¢ A chemical or electrical burn. †¢ Deep or blistering. †¢ Accompanied by inhaling smoke or fumes. †¢ No larger than a postage stamp. First-degree burns can be treated at home and usually heal in seven to ten days. Second- and third-degree burns are much more serious and require medical attention as there is a risk of infection and shock developing. I would act immediately to a child who has a burn or scald; I would cool the burn with cold water- preferably under gently running water, for at least 10 minutes. I will remove any clothing that is not stuck to the burn. I would cover the burn with a sterile or clean dressing, or even a clean plastic bag; this will keep the air out of the burn. If there is any burn or scald on a baby or young child I will call an ambulance straight away. 8.1 Describe how poisons enter the body- Poisons can entre the body by being swallowed; for example cleaning fluids, tablets. Also be being breathed in by fumes and dust. Or it can entre the body through the skin e.g. fluids, powders. Here are some common examples of items that can be poisonous: Cleaning fluids can burn the mouth and digestive system when took if in unlocked cupboard. Sleeping tablets from unattended handbag can make a child unconsciousness and possibly result in death. Poison ivy plants can cause severe irritation and blistering to the skin. UNIT 2 8.2 Describe how to recognise and treat an infant and a child affected by common poisonous substances, including plants- Each poisonous substance will have a different effect on a child’s body, depending on what the poison is and how it has entered the body. When I find a child who I suspect has been poisoned I will look around for evidence like: †¢ Open drug containers. †¢ Open chemical containers. †¢ Unusual smells on child’s breath. †¢ Unusual smells, such as gas fumes. I would recognise if a child has been poisoned as they may show signs of: †¢ Vomiting. †¢ Pain. †¢ Burns around the mouth. †¢ Blisters or swelling. †¢ Drowsiness or unconsciousness. †¢ Severe rash or itching of the skin. I would treat the child by dialling 999 for an ambulance, I would try to find out what the child has taken, how much and when or what they have been in contact with and I will give my evidence to medical help. If the child is unconscious, I will check the airway and put the child in the recovery position. If the child has been poisoned by a poisonous plant I will rinse the skin under running water. 8.3 Identify sources of information that provide procedures for treating those affected by poisonous substances- UNIT 2 9.1 Describe how to recognise the severity of bites and stings to an infant and a child and respond accordingly- It is important I recognise when medical intervention is needed and make sure the child gets it. Most bites and stings are quite minor and just need cleaning or stings removing and reassurance. The most dangerous reaction a child would get from a sting or bite is if they are allergic to the sting or bite. Allergic reactions can develop very quickly. I would look for: †¢ Difficulty in breathing. †¢ Severe swelling at the site. †¢ Swelling of the face. †¢ Redness and raised rash. If a child had this type of reaction I would call for an ambulance immediately and inform there parents. Bites are usually easy to recognise. If a child has been bite I may see teeth marks or puncture wounds. Any cuts will usually be jagged. The bites also usually will have bruising with them, so I would see that the area is red and it may be slightly swollen. If I see the bite is badly bleeding or the child is seriously injured I will control the bleeding and call for an ambulance. But if the bite is not that serious I will wash the area thoroughly and apply a cold pact to the area to ease the swelling. I will also apply a dressing if there are breaks in the skin. I would recognise an Insect stings as the area would be red and may have mild swelling. Also the child would be complaining that it is painful and itchy. I would move the child away from any further risks of stings. I would check the area that has been stung and remove any sting by scrapping away from the area with my fingernail or card for example. I will wash the area well with soap and water and apply a cold pack to reduce any swelling and ease the pain. ———————– Support the assessment of children and young people Using the assessment framework Avoiding Bias Maintaining confidentiality

Business Plan Of Slice Bakery Management Essay

Business Plan Of Slice Bakery Management Essay Introduction Slice Bakery and Juices is a start up juice and bakery retail establishment located in down town Nairobi. Slice bakers expects to catch the interest of a regular loyal customer base with its wide variety of fresh juices and freshly baked cakes and bread. Slice Bakery and Juices plans to construct a strong market position in the city due to the partners’ industry experience in the area. The establishment aims to offer its services and products at a reasonably competitive price to meet the demand of the middle and high area residents and tourists. The Company Slice Bakery and Juices is incorporated in the city of Nairobi. It is equally owned and managed by its three partners. Mr. David Williams has extensive experience in marketing, sales and management and was the vice chairman of Eveready Batteries and Harper foods. Mr. Arnold Mwangi is experienced in finance and administration and was previously the chief financial officer with both Luigi’s Cafà © and Wi lly Pastries. Mrs. Felicia Wanjiku is a well respected pastry chef with vast knowledge and experience in the field, she formerly worked at Lagoon beach resort in the Kenyan coast as the head pastry chef. The organization intends to hire 2 full time pastry cooks and four part time baristas to serve customers and perform the day to day operations. Products and Services Slice Bakery and Juices offers a vast range of freshly made fruit and vegetable juice varieties that are brought into the city from various parts of the continent. The company caters to all of its customers by serving each of them a carefully made drink that is specifically tailored to the customers order. The bakery side of the company provides a wide array of freshly prepared bread and cake varieties at all times during business hours. Ten to twelve moderately sized batches of assorted bread and cakes are prepared during the day to assure the availability of freshly baked products at all times. The Market The Fresh ju ice industry in Nairobi has recently experienced very fast growth. The worm equatorial temperature in Nairobi stimulates the regular consumption of cool drinks. Slice Bakery and Juices wants to establish a large regular customer base and it will achieve this by concentrating its marketing and business on local residents, which will be the organizations target market. This will create a healthy, stable revenue base that will ensure the stability of Slice Bakery. In addition tourists are expected to comprise aproximately25% of the total revenue collected. Good visibility and competitive products and services are crucial in order to capture this segment of the market. Financial Considerations Slice Bakery and Juices is expected to raise $90,000 of its own capital and to borrow $110,000 guaranteed by the National Bank of Kenya s a ten year loan. The company anticipates sales of around $485,000 in the first year, $570,000 in the second year and $660,000 in the third year. The organizatio n should break even by the fourth month of business as it steadily increases its revenue. Profits for this period are anticipated to be approximately $12,000 in year one, $31,000 by year two and $48,000 by year three. Slice bakers does not expect cash flow problems

Sex and Desire in Contemporary China Essay Example | Topics and Well Written Essays - 2000 words

Sex and Desire in Contemporary China - Essay Example China is undergoing a complex evolution process in which modernization is significantly affecting the way the Chinese community interacts sexually. The rapid change in the economy and culture has altered the sexual relationships and desires in the society. This paper will critically analyze the changes on sex and desire during the reign of Mao Zedong and the contemporary society. Today, China has undergone various changes on their views on extramarital affairs. Adultery and behaviors associated with adultery were termed as byproducts of capitalism. However, adultery was only recognized as an offense when it was practiced by the woman (Sheridan 15). Mao Zedong was married to many wives; yet he routinely abused young girls from the peasant family. However, he recommended for severe punishment for any person who was caught practicing adultery. In the contemporary society, the globalization of the economy has led to the post-revolution sex liberation where the moral value of sexual relat ionship has been eroded. This means that the society has confusedly encoded the morals of sex and desires into the rapidly changing social and market economies of the country. Mao Zedong is known to have advocated for the rights of women in the Chinese society. However, he is known to have sexually abused many peasant girls during his rule (Bullough 34). According to his physician, Li Zhisui, Mao is known to have infected many peasant girls with various venereal diseases. Mao’s sexual desires were insatiable, and he is said to have sexually abused many young girls despite his polygamous marriage. This significantly promoted sexual immorality in the society. The men in the Chinese society sexually abuse the young girls in the society. However, today women have their rights in various issues including sexual matters. The contemporary society advocates for sexual satisfaction among the women. Furthermore, the law provides for the punishment of the sex offenders in the society. D uring the Imperial era, the woman was expected to be submissive and obedient to their fathers, elder brothers, husband and sons following the husband’s death. During Mao’s communist era, there was liberation and revolution of the role of the woman in the society (Bullough 12). In 1950, the Marriage Law was enacted by the People’s Republic of China (RPC). However, the law was not followed, and the role of women during this time was similar to that of the traditional Chinese society. Mao’s behavior and attitude towards women also contributed to the failure of this law. In the contemporary society, the society recognizes equal rights for both sexes. In addition, the law protects the interest of the woman in the society. During the time of Mao Zedong, same sex relationships were abolished and discouraged in the society. Mao, a communist who advocated for Marxist principle, termed homosexuality as products capitalism (Ruan 30). Homosexuals and lesbians were ex communicated from the communalist community due to their sexual preferences. In 1997, homosexuality was accepted in the society. In addition, since 2002 it is no longer recognized as a mental disorder. In the Chinese government, various officials, for example, Li Yinhe, is a supporter of the lesbian, transgender, gay and bisexual people in the society (Evans 56). Since 2003, the modern day Chinese government has proposed

Comparison in Political Philosophy Essay Example | Topics and Well Written Essays - 1250 words

Comparison in Political Philosophy - Essay Example His recognition that knowledge is limited and all he know is that he don’t know anything is based upon recognizing the limits of wisdom and morality. His take on virtues was relatively different from others as he argued that best way a person can live is through the self development rather than possession of material wealth. The given quote to be discussed in this paper therefore is also relatively focused upon the notion of self development and making a person to judge the virtues based on his inner-self rather than focusing on the outer reality of a person. For Socrates truth lies beneath the existence and it is the responsibility of the Philosopher to actually show the way to the people. This paper will discuss one of the statements of the Socrates and will make a comparison of the same with the philosophy of Machiavelli. Socrates’ Statement The statement made by Socrates appeared in the Republic written by Plato and is described in following manner: â€Å"And Justi ce was in truth, it appears, something like this. It does not lie in man’s external actions, but in the way he acts within himself, really concerned with himself and his inner parts† Socrates philosophy was based upon the truth and justice therefore the above statement indicates that there is noting right or wrong in its absolute nature. Actions which are beneficial therefore should be taken and those which are not beneficial, a person should refrain from the same. (Porter) With this statement, Socrates therefore attempted to dispel the notion that truth and justice cannot be the advantage for stronger. It therefore does not lie into the person’s external reality but is based upon the notion of finding it within the inner parts of a person. Here Socrates also seemed to have given a clear indication of two parts of an individual i.e. the body and the soul and outlines that each part actually is its own master. Socrates also seemed to hint that it is the individual who actually can drive the self and therefore commands the body and the soul. It is therefore within this perspective that truth and justice lies within a person and not in his external actions which is often against the conventional wisdom. It is also important to understand that Socrates has viewed the just man in a relatively different manner. He outlined that a just person cannot harm because for him receiving and giving harm is relatively more painful. This line of thinking therefore is clearly associated with the alignment of the ideas of justice and just person with the assumption that the justice and truth is within a person. The above statement may also be viewed from the larger point of view taken by Thrasymachus who maintained that justice is what is advantageous to the stronger. Socrates however seemed to disagree with this and suggested that justice is within a person and is not directly correlated with the person’s external status. It is because of this reason that Socrates accepts that in truth and justice, a person really acts for himself. Machiavelli and Justice One of the key aspects of this debate will be based upon how Machiavelli and Socrates actually view the individuals. According to Socrates, a just person cannot harm others and justice is therefore based upon helping others. Machiavelli however, seems to disagree with that and suggest that a Prince can adapt to cruelty to his subjects while at the same time

Baw2 Essay Example | Topics and Well Written Essays - 6000 words

Baw2 - Essay Example D. & Donghyun, P. (eds). London, UK: World Scientific Publishing. 25 Sanchez, V. (May, 2006). â€Å"A Comparison of EU-NAFTA Integration Regimes: From a Trade Bloc to an Institutional Development Model† [PDF]. Available at (Accessed: April 11, 2010). 25 Vega-Canovas, G. (1999) â€Å"NAFTA and the EU: Towards Convergence?† in Regional integration and democracy: expanding on the European experience by Anderson, J. J. (ed). Oxford, England: Rowman & Littlefield Publishers. 25 Young, S. (1998). â€Å"Globalism and regionalism: complements or competitors?† in International economic integration: critical perspectives on the World economy by Jovanović, M. N. (ed). London, UK: Routledge. 25 Soon after the wave of liberalisation pulled down the iron walls that various economies had built around themselves, the idea of conjuring trade blocs leapt up. Liberalisation had wiped out all notions which went against international trade and had highlighted upon the advantages that the participating nations could draw from it. It discouraged the past policies of implementing barriers to trade through unnecessary imposition of quotas and tariffs. Hence, a natural consequence of the measure had been the availability of a wider basket of consumption goods and eventually, a rise in the average standard of living (Jenkins, 2000). But one point that had been almost ignored at the time was that, opening up of the economies also made them susceptible to various external disruptions, so that the contagion effect which had been negligible so far, now became a significant problem. As the adjoining graph, capturing fluctuations in the economic growth rate of the world, would reveal, the dist urbances had been wider post 1990s than they had been in the period prior to that. The peaks and trenches in the growth rate are clearly evident, signifying that the economies

External Factors Affecting International Operations at UPS Assignment

External Factors Affecting International Operations at UPS - Assignment Example As such there are different procedures which need to be taken into consideration to adjust the operations. The end to end process involving the capturing, processing, storages and retrieval of the package tracking within the UPS’ system is actually comprised of various points at which this is done. Firstly, the UPS drivers actually capture the customer signature and other data through handheld devices which capture other data such as delivery, destination and time card information. This information is then subsequently transferred into the vehicle adapter and from there it is uploaded to the main system of UPS. From the main system of UPS, the same data and information can be subsequently accessed worldwide through different information portals such as UPS website. The overall range of technologies used by UPS is relatively diverse in nature and comprises of the handheld devices (DIADs), barcode scanners, wireless communication networks, desktop and laptop computers as well as the storage technologies for package tracking and delivery of data. Apart from this, UPS also has pagers, cellular phone networks as well as package tracking and pricing technologies which effectively formulate the overall information technology system for UPS. The overall business strategy of the firm is based upon delivering high quality services and the technology effectively corroborate with the strategy of the firm. These technologies actually allow UPS to have smooth data flow while at the same time achieve smooth operations. There are different problems which are being solved by the information system of UPS including its supply chain as well as logistic issues.

Does God Exsist Essay Example | Topics and Well Written Essays - 1250 words

Does God Exsist - Essay Example Aquinas' five reasons for the existence of God are: the principle of motion, efficient cause, possibility and necessity, gradation of things and finally the governance of the world. These principles are used to counter two earlier mentioned objections as to the existence of God. These objections question the probability of an all-good God allowing evil in the world and whether or not God is the true source of creation. The main argument for the existence of God is that the source of all in existence is best explained by an original source with no limits and that is God. This paper aims to examine both objections to and arguments for the existence of God by examining the five points presented by Aquinas and cross examining these points with Tolstoy's The Death of Ivan Ilych and Anselm's Proslogion. After examining both sides of the issue the paper will determine how Aquinas successfully argues the existence of God. The main argument that Aquinas presents is clear: God exists. Aquinas argues this by first, outlining two objections to the existence of God. These objections will be discussed in more detail later. He then, counters these objections by outlining five reasons for God's existence. The first reason Aquinas g... hot, to be actually hot, and thereby moves and changes it." The wood has a potential to become hot; however it needs fire in order for it to actually become hot. Aquinas argues that there must be a first mover and that first mover is best understood as God. The second reason is concerned with causality. Aquinas argues that nothing can exist by itself nor can it cause itself. Something else must cause it. The third reason argues that everything has a potential to exist only if something else will cause it to exist. These things are necessary, just as a male and female are necessary to produce offspring. However there must be an original cause of these necessities. This ties in with Anselms,' Proslogion in which he ponders God's existence by considering an understanding of God's existence. He argues that if God exists only in one's mind than something greater than God could be conceived, however it can't. Thus Anselm states, "Hence there is no doubt that there exists a being, than which nothing greater can be conceived, and it exists both in the understanding and reality". Something must be the greatest and thus the source of all that can be conceived and that something is God. The fourth argues that everything has a position on a scale f rom worst to best, slowest to fastest and other such extremes. Everything has a maximum or perfection to be reached and so there must be an original source of perfection and this source is God. The fifth reason is that everything in the world that is unintelligent, such as plants, landforms, the ocean and the like all work towards a particular purpose. The ocean provides a home for marine life and the source of rain; plants clear the air and provide food and shelter for animals. If each of these things serves a purpose, then something

What roles did faith and reason play in the intellectual life of the Research Paper

What roles did faith and reason play in the intellectual life of the Middle Ages - Research Paper Example With this, the paper will explore the concept between faith and reason and how they contributed to the development of knowledge has been studied. With outcomes gathered from the said exploration, this paper came with the conclusion that not only did faith and reason function as a harmonious duo during the medieval era, both also needed each other in the first place to prosper and contribute to the intellectual life modern society is enjoying today. The Middle Ages is a timeline collection of many developments. Specifically, it was both a dark and colorful combination of social reconstruction, formed conflicts in the foreign landscape and the revolution and optimization of many different aspects in the society (â€Å"British History: Middle Ages†). Nevertheless, despite the bombardment of many occurrences, one important point of study regarding this period in history is the status of the time’s intellectual life. The construct that makes this a worthy object of attention lies in two molding factors—faith and reason. These two is said to have governed the intellectual presence of the middle ages. The main purpose of this paper then seeks to uncover what roles did faith and reason play in the medieval times that produced the level of intellectual outcome that defined the Middle Ages. Faith and the Medieval Times The discussion of the middle ages, as a point in history, is oftentimes associated with the prosperity of the Christian faith and its consequent contribution in the development of today’s theological thinking. Given that this particular faith is not shared by all of members of today’s population, the interpretation of the Middle Ages in relation to faith differs across academics, critics, historians, and the like. This difference can be considered as a problematic factor in the study of that point in history. The phenomenons where interpretive analysis of the medieval times has differed in extremes have been properly ackn owledged with a term. As per the work of Van Engen, the Christian Middle Ages could be considered as a â€Å"historiographical problem† (519). For others like Gilson, and similarly with that of Brown, focus of the work on the specific point in time has been devoted to attributing the full development of Christianity and the total characteristic of the faith during the middle ages. The bottom-line with this particular focus is that Christianity has played a major role during that time--affecting many aspects of societal life. Listening to Reason in the Middle Ages On a similar stance, reason during the Middle Ages has also been given an equal amount of attention by scholars and academics alike. The work of Alexander Murray has vastly tackled how reason affected the society during the given period. More importantly, the particular work has contrasted itself to be another definition of the medieval ages. Whereas the period was prominently known to be an era of faith due to its c entralization of Christianity, Murray has also given emphasis that reason also governed the said stage (page number). The work of Edward Grant has supported the previous author’s contention as he set his focus on the reason-oriented developments of the Middle Ages (1). In so doing, Grant have detailed that it was during the Middle Ages that the pillars of today’s politics and government have taken the form. Particularly, the emergence of â€Å"the nation state, parliaments, [and] democracy† (1) during the time could be viewed as the source of development for the governance of present day nations. Moreover, it was also during the same stage that foundations of commerce and banking have been established. However, if these achievements be tallied, the

The Electronic Structure of Atoms Assignment Example | Topics and Well Written Essays - 500 words

The Electronic Structure of Atoms - Assignment Example According to this principle, electron are filled in shells of the atom that they get most stabilized. The electron are filled in increasing order of orbitals energy. Hund’s rule states that if orbitals of equal energy are available to electrons, then the electrons prefer to fill them in unpaired form before pairing. It gives maximum positive spin number to electrons. There are six electron in carbon. Two are present in 1s orbital, 2s contain two electron and there are two unpaired electrons in 2p orbital. The energy difference between 2s and 2p orbitals is small due to which one electron from 2s is shifted to third empty 2p orbital and then carbon makes four bonds in its compounds. The Pauli Exclusion Principle states that no two electron in an atom can have all same quantum number values. If there are two electron with same principle quantum number, azimuthal quantum and magnetic quantum number then they will have opposite spin quantum numbers. They will be paired with opposite spins. 4s is orbital is filled firstly. Because n+l value for 4s is 4=1=4, while for 3d, it is 3+2=5. Here n+l rule is followed according to which, orbitals with lower value of n+l are filled firstly and they are lower in

Meursault in The Stranger by Albert Camus Essay Example for Free

Meursault in The Stranger by Albert Camus Essay Life is wonderful, but also hard. We struggle to find the meaning in our lives, but we can not accomplish it. There are many kinds of thoughts or philosophies of life; some think that life is already determined by God or destiny when they were born, while others think that they decide what they do by themselves. In the stranger, Albert Camus creates Meursault as a protagonist, who does not think about anything deeply. Because of that, he can not really enjoy his life. However, finally, he thinks about his life when he faces death; he truly realized how to face to the absurd world, and thus becomes Camus perfect existential hero. Meursault is indifferent, and he thinks he perfectly enjoys each moment; however, the reality is he just wastes time and does not even know that. Meursault thinks that emotion is ridiculous because people are controlled by it, and regret or feeling sorry is a waste of time. Thus, even when he faces his mothers death, he does not feel anything. He does not have interest in his mothers death, so he does not even know when his mother died. Maman died today. Or yesterday maybe, I dont know(3). Usually, ones mothers death significant and people think about their lives through her death. Even though it is not his, and he knows that he can not find it, he should think about what his life means from the relationship between death and life. However, it is possible that he does not care about it too much because he can not do anything in her death, but he does not care about his marriage, too. He has a girlfriend, named Marie, and when she asked him to get married with her, he was still indifferent, Then she pointed out that marriage was a serious thing. I said No'(42). He dos not know what is important in life. It is not because he has different sense of values but because he does not care about anything seriously. He has not had a big problem in his way, but his way to live is now problem. When he takes Arabs life away, he does not really realize what he did. Even when he was in the police station, he does not understand what he did, thus, c I was even going to shake his hand, but I remembered that I had killed a man(64). He treats everything as a fact, so he does not really have an  emotion. He thinks it is the way to enjoy his life, but it makes his life more meaningless. He does not think deeply. Also, he thinks death is death, so there is no future after death. Then, he shot the Arab four times more, but he does not know what it means, Then I fired four more times at the motionless body where the bullets lodged without leaving a trace. And it was like knocking four quick times on the door of unhappiness(59). He does not feel good about shooting four more times, but it is not worth death at all. Taking human life is same as knocking the door of unhappiness for him; his way to live, which is without emotion makes his life horrible later, but at this time, he does not understand anything. Life without emotion is easy because an emotion does not make sense, so he can make sense with everything in his life. However, it also makes his life colorless. Because he is different from others, the society beats him; the world does not help him, so he now has to create meaning in his life by himself. When he is on trial, he testifies honestly because he always follows his heart and does what he wants; however, it does not fit the society, then people judge him from their subjective justice. @ @When he honestly testifies about why he killed Arab, people did not listen seriously, cI blurted out that it was because of the sun. People laughed(103). People do not understand him, and then they do not treat him as usual. They beat the stranger; there is nobody to help him. Moreover, they think they are right, so people rid from the society and make him look worse. The prosecutor does not want Meursault to live in the society, which the prosecutor lives and to have the same human heart. He stated that I had no place in a society whose most fundamental rules I ignored and that I could not appeal to the same human heart whose elementary response I knew nothing of(102). He denies Meursaults human right. He should be in trouble, but in the trial, there are only people who think they are normal and right, so they are the same as him. Thus, they do not notice that the prosecutor is wrong. Their personality is horrible because there is no exception. Meursault thinks about this judgment and the machinery of justice(108). It is exactly correct. They follow their own common sense, and treat him as a stranger. The consequence is a death penalty. However, ironically, this situation, which makes him face death and being aware that nobody helps him, makes him  think about his life and notice that he has to find it by himself. Right before his death, he realized the meaning in life. People do not know why they are living, but they laugh at him because they think he is stupid and better than him; however, ironically, he understands his life. When he accepts the absurd world, he can create meaning of his life; there is no future, so he has to think about every single moment carefully and enjoy it. Ironically, he does not have time any more. However, he thinks, I had been happy and that I was happy again(123). Actually, he enjoys his life because he did not know that he has lived indifferently. His life is hard for ordinary people to understand, but for him, it totally makes sense. Moreover, he understands everything now, so he feels happiness again. Also, he feels a sense of superiority because he knows that people who look down on him do not know. There are many thought about world, and he wants to see the absurd world, and show them his way to live, I had only to wish that there be a large crowd of spectators the day of my execution and that they greet me with cries of hate(123). He notices that nobody seriously cares about him, but still they come to his execution. Playing the game is ridiculous for him, but people can not live without it. Nobody really has a grudge against him, but they follow the others. Being apart from society is scary and alone, so usually people can not do that. He also feels that, so he wanted to die in the crowd. Also, he is proud of his life, so he wanted to show how he lived. Now, he really enjoys his life. The life is meaningless; he realizes it when he faces death. If people know that, they give up everything; however, for Meursault, everything makes sense. There is no clue in the world, so what he can do is creating the meaning by himself. Life is hard because nobody helps him, but he decides everything and what he does has meaning. He can enjoy his life fully, so his life is wonderful. He has to enjoy his life while he is living because there is nothing after death. There is no meaning in the world, so he creates it. Everything is to be happy.

Benefits of Video Games Essay Example for Free

Benefits of Video Games Essay In todays frantic and stressful society, a desire to escape sometimes is imminent. There are piles of work to do, constant headaches, and relationship tensions are rising. In this current condition one may be aware that it will be impossible to get anything accomplished. What one really needs is a chance to get away from it all, to replenish the mind and release all of their apprehension. A relaxing vacation to a secluded private island would do the trick, but of course this is impractical. Instead, at no cost one can fully immerse into a lush, stunning virtual paradise oozing with beauty and serenity. This is the magnificence of the modern video game world; it lets a person be somebody they could only dream of, construct amazing structures and inventions, or can even provide relief and fulfillment. However, stress relief and personal enjoyment are not the sole advantages. Video games should be more widely accepted and integrated into the daily and professional lives of individuals because of the many positive effects they create, which include: self satisfaction, educational and economic opportunities, advances in technology and science, and the spawning of creativity and ingenuity. One of the age old attacks against video games is the statement that they contain an addictive allure that grabs hold of students and chokes the academic life out of them; well, according to recent studies, quite the opposite may be observed. In a study of young children age four and five, conducted by the Ready to Learn Initiative, it was found that through the addition of digital devices and video games into a school curriculum, it was possible to greatly increase letter recognition and early literacy skills. A further study by the Education Department Center found that kindergarteners with poor home conditions, who had experienced a video game based curriculum in preschool, were more adapted and successful (The Benefits). This prevents students from falling behind and creates interest in school. Although it is true that a handful of games possess no real advantages and are a distraction from work, the sheer number of games designed as educational tools or as brain-teasers clearly outweigh that fraction. In fact, nearly sixty percent of all video games are categorized as E for veryone, which primarily consists of healthy brain-growing challenges and activities. Large video game companies such as Big Fish, Broderbund, and Educational Insights are devoted to developing products that will wrack a players brain. Collectively, they provide exciting puzzles, history and science education in an interesting way, and dynamic math-oriented games (Gibson). The majority of players are hard at work improving their skills and cognitive abilities, while a few negative cases of video game players get all of the publicity. The benefits of games do not end there, however. (The Benefits) Many online video games provide valuable economic lessons and other important skills required in jobs and professional life. For instance, Second Life, a colossal in the MMORPG (Massive Multiplayer Online Role-Playing Games) industry, contains thousands of college students working for credit in their classes and career-related experience. Business students can take advantage of the game currency called Linden dollars, which can be exchanged for real money; they do this by selling in-game real estate and running retail businesses while learning about marketing, budgeting, and management. Fashion design and 3D-modeling students can collaborate to create articles of clothing and wardrobes. Even architectural students are taking advantage of the opportunities that Second Life provides by designing virtual buildings and structures (Driscoll). This video game opens up a world for these students to directly apply the information they are learning in class in a hands-on and logistically sound way. It also provides them with a source of income that supports and encourages their efforts. Other games and simulations are even used to ethically train medical students and to ready military recruits for the harsh reality of war. As a result of sophisticated games such as these, the pupils make less mistakes and are more prepared when they begin their high-risk careers. Aside from these rigid settings, other casual games are developing the skills of teenagers and adults in a more subtle way. Cooperative games such as World of Warcraft require teams of players to work together to reach a common goal. Each individual is given responsibilities and specific roles, and a few people are even selected to lead the group and provide direction and structure. Hundreds of similar games also teach the same teamwork, leadership, and responsibility to their players, which are all vital qualities to have in order to be successful in society. Not only can video games polish an individuals abilities, but they have the potential to facilitate advancements in the fields of technology and science as well. For example, the highly commended game, Foldit, requires the players to fold real proteins in the most efficient way as possible while competing against others online. Computer software alone is not very successful at predicting the future shapes of irregular objects, and so with the presence of the human minds puzzle-solving skills scientists have been able to create breakthroughs through utilizing this game (Toppo). For example, a sample of a monkey HIV protein which had mystified scientists for over fifteen years was recently introduced to the players for analyzing, who were then able to solve it in a mere ten days. The most proliferate solutions may even help scientists develop cures for many medical conditions such as AIDs, cancer, and Alzheimers disease (Toppo). However, playing video games such as these isnt the only way advancements have been produced. According to Rick Nauert, PhD, the hardware used in gaming consoles, particularly the graphics cards, have been implemented into medical and research equipment in order to enhance the quality of MRI images and the maps produced by seismic waves. These improvements allow scientists to diagnose medical issues more readily, and helps geologists find new clues to the Earths history. In addition, as a result of the competition between elite video game companies such as Microsoft and its adversary Sony, this hardware is advancing so quickly that improvements are constantly available and becoming much more affordable. Smaller laboratories are now able to get their hands on this technology rather than being limited by their budgets. Video game antagonists will argue that gaming chains individuals to their televisions and leads to unhealthy and sedentary activity. Although this can be true in some cases, it is at least a lot more beneficial than passively watching a television program, which would most likely be the obvious second choice for activity. While immersing oneself into a video game, it is required to use critical thinking, imagination, and creativity. If one is about to tackle a ferocious monster, it is imperative that all available information is processed quickly and logically so as to avoid death. The same thing is true if one is navigating through a dangerous obstacle course, or solving a difficult puzzle. Games such as The Sims series allow players to harness their inner creativity to design their own houses, develop their families, and to interact in a simulation of real life. The Tycoon series includes several games such as Rollercoaster Tycoon, Zoo Tycoon, and Hospital Tycoon. In these games individuals act as the boss and coordinator of everything. One is required to build structures and fences, determine admission and event prices, and manage policies as well as staff. As long as one can think of an idea, it can be built and they can watch their ideas come to life. Another fascinating and interactive game is titled Spore. The goal of this game is to guide a group of organisms in the players control through the evolutionary stages of life. The individual starts in the cell level and directs their units to find food and reproduce. After undergoing several mitoses, they proceed to the creature stage where it is possible to design the organisms physical characteristics and mechanical features. How well the creature is created determines how adept its survivability and competitiveness is in the upcoming tribal, civilization, and space stages (Spore). Games such as these require a high level of entrepreneurship and originality in order to succeed and crowd out all of the competition. They develop the imagination and promote higher order thinking skills which are invaluable in our demanding society. Finally, the reason that hits home for the majority of video game users is its effectiveness as a stress reliever and object of entertainment. It can be safely assumed that on several occasions individuals have been locked up in their house on a rainy day with nothing to do. In this situation, it is too sloppy outside to do anything and everyone may be plagued with a sedentary attitude. This is a perfect time for them to pick up a controller to keep their brains functioning and themselves amused. Working towards a goal, trying to solve a challenging puzzle, or even just letting loose and dancing to music is a great way to keep oneself stimulated and content. Games allow players to work at their own pace and to make their own choices. This provides them with a healthy outlet to rid the mind of stress. The core of every game is its goal and reward system. There almost always is a goal, and there are always rewards for doing objectives correctly and improving upon past trials. These rewards supply individuals with gratification and a sense of accomplishment. Also, since there is such a wide variety in the genre of video games, everyone can find something that interests them. In short, games are fun; there are games designed to cater to everyones interests which can provide a few moments of carefree enjoyment. This reason alone is a good enough rationale to participate in the exciting world of video games. In conclusion, video games are the source of many positive effects. They have been proven to aid struggling students in their academic life, to increase cognitive abilities, and advance the fields of technology and science. They even spark the imagination of individuals and sharpen their ability to be creative. Many professions have already started to utilize the amazing potential that games hold, and the focus of video game companies has started to shift towards education and helpful mediums rather than pure entertainment and mindless violence. Although some may contain addictive qualities and promote physical inactiveness, they are a lot healthier choice than most forms of media and entertainment available today. Video games could very well be the future of education and productivity; outdated curriculum and textbooks could be replaced by them, and they should therefore be embraced and celebrated rather than shunned and ignored by some adults and children alike.

Broken Windows And The Cpted Policing Strategies Criminology Essay

Broken Windows And The Cpted Policing Strategies Criminology Essay CPTED and Broken Windows policing are both successful strategies for reclaiming crime-ridden public spaces (i.e., crime hot spots) by reducing crime opportunities and changing the publics perceptions of what are acceptable behaviors in those specific areas. The Broken Windows theory is a policing strategy based on the basic principles, which holds that ignoring the little problems such as graffiti, loitering, houses and building with broken windows tend to add up and typically end up destroying a neighborhood good social life. The term Broken Windows come from the term used in 1982 article in The Atlantic Monthly by James Q. Wilson and George L. Kelling. Broken Window s theories, propose that in addition to ignoring minor crimes and the minor sings of disorder the results will be additional disorder and ultimately lead to serious crimes to be committed. In additional program capable of altering the safety and live hood of a community is one that requires the physical environment to be altered. Before one considers implementing Crime Prevention Thorough Environmental Design (CPTED), a working definition and basic understanding is essential. The CPTED is a very broad study and it entails a re-design of hot zone environments to encourage desirable behavior, and functionality, and decreased antisocial (criminal) behavior. Although the CPTED field is gradually expanding to encompass affective, psychological, and sociological environmental design-known as the second-generation CPTED, its traditional focus has still been emphasized on altering the environment through effective physical design. The Broken Windows theory created a positive environment were people who feared becoming crime victims would no longer want to abandon their communities. Instead it promoted community members to stay active in programs focused on prevention and reduction of criminal activity. In addition Broken Window policies sparked a revolutionary change in policing. In trouble neighborhoods were home foreclosures were the highest, the police worked with the community to improve the foreclosed homes physical appearance in turn improving the appearance of the community. If a window was broken the owner had to immediately replace it, if an owner was not found then the community replaced the broken windows. If the front yarn needed maintenance once again the owner was contacted if the owner could not be contacted the community would set up volunteer to help clean the yard. If there was graffiti on the walls they would immediately get painted over or scrubbed, then establish tough zero tolerance polic y to deal with graffiti artist. If there were abandoned cars then immediately haul them out. The Broken Windows theory can be applied to almost every other city or county where one resides. There is always that one part of a city where its known to fit into this theory. For example in some phoenix neighborhood that had drinking bars and liquor stores, customers were not allowed to drink outside. The business in collaboration with local police would make sure that there wouldnt be any homeless and drunks on the sidewalls. The residents would also establish community programs to help the homeless and individual dealing with alcoholism. Another example would apply to the growing problems the Buckeye police had to deal with, due to the high rates of foreclosed homes. The Broken Windows theory has implied that crime is more likely to occur in areas that are abandoned and not well taken care of. Broken Windows theory as explained by James Q. Wilson and George Kelling in 1982 (Peak and Glensor 99), they describe how not only physical signs that an area is unattended is where crime will more likely take place, but also the type of public it is attracting to those areas. When home owners abandon their homes, criminals would tend to hide or be out of the publics sight on foreclosed homes. The homes are also a loitered and frequented by drug users. Foreclosed homes will then tend to become hanging out spots for the local youths. The abandoned homes will then tend to get vandalized and have possible property damaged. Eventually these homes will deter potentially home buyers. However, Broken Windows Policing is not an answer to eradicate all crime, instead policies are intended to be proactive and preventive in working with the community and the local police to prevent and deter crime. Adequate implementation of broken windows policies and the ability to carry out Crime Prevention thorough Environmental Design resourcefully, play the most important role in removing un-wanted targets that may lead to opportunities for offences to be committed, such as larceny, auto theft, home burglary and many white collar crimes. When youre able to carry out broken windows policies and prevention through the effective implementation of the CPTED then the community would be and will remain crime free. Crime Prevention Thorough Environmental Design (CPTED) is different from other crime control approaches that attempt to change the disposition or surrounding factors the offenders. Crime Prevention Thorough Environmental Design (CPTED) policies do not deal with the crime or the criminal activity directly. Instead, situational Crime Prevention Thorough Environmental Design (CPTED) theories are based on changing the individuals environment. Crime Prevention Thorough Environmental Design (CPTED) prevention also targets potential victims by changing their interaction with their environment , with an end goal of positively changing the victims behavior .Effecting an environment is a way to reduce the likelihood of individuals of becoming crime victims as a cause of their environment conditions (wrong place at the wrong time). Crime Prevention Thorough Environmental Design (CPTED) will also tend to target public building designs that will target women and children for immediate situational crime intervention, since they will have higher chances of victimization. Crime Prevention Thorough Environmental Design (CPTED) ignores the individual, instead if focuses on the individuals interaction with its immediate social, psychological and physical environment. The theoretical stance in s Crime Prevention Thorough Environmental Design (CPTED), has a great deal in com ­mon with social learning theory (R.V.G. Clarke 1982), determines a productive interaction between the individual and the environmental scenarios. To prevent and to reduce crime the individuals interaction with their environment must be analyzed. Architects emphasise that to reducing delinquency in high schools it is just as plausible to locate the causes of delinquency in the individual as in the environment (1980: Newman) .Crime Prevention Thorough Environmental Design (CPTED) policies have enable the reduction of crime though environmental design by deterring low-rate offenders form being able to coming any crime, in addition (CPTED) policies are geared to identify and eliminate h igh-rate crime zone (such as alley ways, dark hallways and dead ends) to directly deter offenders. Crime Prevention Thorough Environmental Design (CPTED) offers effective design measures for the community and will most likely change the criminal to be perception of committing a crime in that particular neighbourhood. In an attempt to change the disposition or personality of hot zone environment ffor example, the introduction of technology which enabled telephones to display the calling number on a potential victims phone served to reduce the number of obscene phone calls (Clarke, 1991). Immediate physical changes on an environment, such as security visible cameras and constant recordings on videotape or DVDs on hot zones (such as liquor stores, alley ways, dark hallways and dead ends), will not only aid the police in convicting criminals but the cameras presence can also reduce the risk of personal items from being stolen and private property from being vandalized. For example in High School with dozens of unsecured and poorly labeled exterior(emergency) doors will not able to effectively control who comes and goes thought the doors. Intruders will have no restrictions and are free rein; as a result schools officials must rely on other security measures. Without the existence of a natural access control, school security officials much place a greater emphasis must on surveillance, territoriality, school social climate, and relying on security personnel to step in and compensate thus by changing the method on which unsecured doors are monitored the safety of the schools students have been increased . A similar argu ­ment concerning the negative aesthetics of an environment such as loud guard dogs, barbed wire and security cameras will deter any criminal activity from occurring. Policies through Crime Prevention Thorough Environmental Design (CPTED) will have an effect of changing the (criminals) individuals perception of a good target area prone to commit a crime; effective environmental designs will act a positive crime deterrent. To effectively maintain a crime free environment , governing bodies along with community planes must be required to approve effective planning policies but must also to effectively consult and address a communities social and criminal problems. Sometimes by just implementing slight aesthetic changes will imply that a criminal should be frustrated by CPTED measures being enforce. Adding lights to hot spots will additionally effect the deception of easy crime, (quick cash, etc.) and will also change a criminals decision, as to the time; location and ty pe of crime to be committed. The extend, under which these Crime Prevention Thorough Environmental Design (CPTED) policies get applied with immediately effect the motivation of the perpetuator and effectively deterring the opportunistic offender will be determined by its environmental designs. , both of these strategies CPTED and Broken Windows have the effect of increasing residents willingness to apply informal social control in an area These policing methods, Broken Windows Policing, Crime Prevention Thorough Environmental Design (CPTED) strategies require a substantial amount of trust on the police officers part as well as an active commitment/participation for the citizens part. Both of these methods of policing allow citizens to collaborate with community leaders, architects, social workers, designers and police agencies and develop environments that are not just esthetically pleasant but offer its inhabitants a guaranteed sense of safety and thrust. All participants will have to trust each other and know that each other is looking out for them to help everyone stay safe By understand how situational crime prevention is different from other crime control approaches by being able to bring together the policies and theories incorpo ­rated in rational choice theory and routine activity .Tends to lead to an increased focus on the relationship between certain environments and types of crime. We understand why certa in locations usually generate more crime, or whether they just provide a suitable environment in which crime just happens to occur. The environment does not so cause crime as merely provide an appropriate setting for it to occur ­. It very important to understand broken windows theories and Crime Prevention Thorough Environmental Design (CPTED), perspectives within certain environments are more likely to encourage criminal activity and focus in positive environments are less likely to do so. CPTED and Broken Windows policing are both strategies for reclaiming crime-ridden public spaces (i.e., crime hot spots) by reducing crime opportunities and changing the publics perceptions of what are acceptable behaviors in those areas. Broken windows theories and Crime Prevention Thorough Environmental Design (CPTED) promote the quality of life and sustainable living environments through enhanced community safety. .

The Stolen Generation of Aboriginal Decent Essay -- Australian Aborigi

The Stolen Generation has left devastating impacts upon the Aboriginal culture and heritage, Australian history and the presence of equality experienced today. The ‘Stolen Generation’ refers to the children of Aboriginal descent being forcefully abducted by government officials of Australia and placed within institutions and catholic orphanages, being forced to assimilate into ‘white society’. These dehumanising acts placed these stolen children to experience desecration of culture, loss of identity and the extinction of their race. The destructive consequences that followed were effects of corruption including attempted suicide, depression and drug and alcohol abuse. The indigenous peoples affected by this have endured solitude for many years, this has only been expressed to the public recently and a proper apology has been issued, for the years of ignorance to the implementation of destruction of culture. The Stolen Generation has dramatically shaped Austr alian history and culture. Within Australia, beginning from approximately the time of European settlement to late 1969, the Aboriginal population of Australia experienced the detrimental effects of the stolen generation. A majority of the abducted children were ’half-castes’, in which they had one white parent and the other of Aboriginal or Torres Strait Islander descent. Following the government policies, the European police and government continued the assimilation of Aboriginal children into ‘white’ society. Oblivious to the destruction and devastation they were causing, the British had believed that they were doing this for â€Å"their [Aborigines] own good†, that they were â€Å"protecting† them as their families and culture were deemed unfit to raise them. These beliefs caused ... ... respect and appreciation of the Aboriginal population and the entire Australian public. The Stolen Generation has had a profound impact on every aspect of the lives of Indigenous communities. It has jeopardised their very survival. It has impoverished their capacity to control and direct their future development. The Stolen Generation has corrupted, devastated and destroyed the souls, hopes and beliefs of many Australian lives through damaging assimilation policies established in an attempt to make a ‘White Australia’ possible. Discrimination, racism and prejudice are some of the many permanent scars upon Indigenous life that will never be repaired. However, recently Rudd and the Australian public have sincerely apologised for the detrimental effects the Stolen Generation had caused. The Stolen Generation has dramatically shaped Australian history and culture.

Problem With The Media Essay -- essays research papers

Problems with the Media There has been an ongoing dispute concerning the media's perception of how people are supposed to look. It seems that every year, the expectations of looking thin becomes harder and harder to meet. I know this from a personal experience of my own. A few years ago, I would look in magazines and see girls wearing size one or size two clothes. By look at this at least once every month, I started to feel that I was inadequate and I had to loose weight. Unfortunately, I took my dieting to far and over used diet pills. Because of my abuse to the pills, I almost became addicted and that's when I realized how distorted the media's idea of looking good was. Fortunately there are numerous amounts of people that agree with me. This would include a woman writer, Susan Bordo, who wrote about the media's ideas of being thin, and how she thinks that they are wrong In the essay "Never Just Pictures" by Susan Bordo, she discusses the issue of the media's promotion of being skinny and what affects this has brought. The media claims that the phobia of being fat is a disease that you are born with, but that is not always the case. Bordo, like many other people, believe that the media is mostly to blame. Bordo brings up a few arguments, such as Freud's opposing thoughts along with the ads cutting back the use of make-up, but never goes into Yarbrough 2 great detail with the opposing side. Throughout the essay, Bordo uses many examples, along with pictures, to help prove her point. By using her emotions, evidence, and experience as a writer on similar subjects, she reaches her audience and gives and effective and convincing argument. Bordo proves her creditability throughout the paper. She demonstrates that she is an intellectual woman with a grasp on current events. She mentions articles from highly renowned newspapers, such as The New York Times and The New Yorker, along with referring to newscasters' comments from the 1996 Olympic games. She also justifies the writing by mentioning her pervious work in the 1993's Unbearable Weight, where she discusses similar issues. The book, published by the University Press, shows that she had obvious academic knowledge and support. Bordo's targets an audience of younger to middle-aged women by using termi... ... though it might not seem completely fair, Bordo saves the media's responses and mentions them at the end. The reason why she does this is not only keep the reader interested but not going back and forth on the issue, but also build up the audiences agreement with her. This way she can get more response from her reader up against the press. When Bordo does mention the opposing side, anything that the media says and/or does just isn't good enough because they are causing people to get sick and sometimes die. This would force the audience to agree with her more, which is what she wants. Bordo does a great job with getting in touch with the reader. This article, however, is not very effective unless the reader cares about the issue before they pick it up and read it. She does a good job of arguing with the opposing sides, so if someone reads the article and their beliefs are against her beliefs; there is a possibility that they would change their minds. The reason for the possible change of heart from her lists of examples, her reasoning with it being backed up by media proof, and how much feeling she puts into the essay

Teaching - Every Day Brings Something New :: College Admissions Essays

Teaching - Every Day Brings Something New I started seriously thinking about what I wanted to do with my life, concerning my career, in the 11th grade. From my junior year until my first semester in college, I was certain my purpose in life was to teach. However, people I spoke with, including some family, friends, and even schoolteachers, repeatedly crushed this choice: "Why would you want to be a teacher? Don't you know how much they make? Why would you want to deal with bratty kids all day? Don't you know teaching is one of the most stressful jobs you can have?" Being the naà ¯ve, 17 year old that I was, I listened, and changed my career choice-3 times! I went through 2 years of computer classes to become an administrative assistant, 1 year studying law for paralegalism and 1  ½ years focusing on business management. Throughout those 4 years of unfulfillment, the idea of teaching still lingered in my head. I started asking myself why I decided teaching was not for me. I discovered that even though teaching did ca rry a few negative aspects, they could never come close to the positive. For the past 5 years, I have been coaching the varsity dance team at Woodhaven High School. Although there have definitely been some difficult, stressful situations, I have found the experience very rewarding. The greatest thing about coaching is the satisfaction you feel after a student succeeds in what he or she has set out to accomplish-not only physically, but also mentally. Being a coach is more than just a 9 to 5 job. It's more than staring at a computer for 8-10 hours, not caring about the people around you or your work. This is even more apparent in teaching in a classroom 5 days a week, for as much as 7-9 hours a day. Teaching is adventurous, challenging, and exciting, because every day brings something new. As a teacher, you're not only working for a living, you are acting as a role model to every child around you. A teacher has the chance to change a child's life everyday. The main element of lifelong learning is to never stop learning. One must understand that there's no such thing as a person who knows everything.

Macbeth Newspaper Essay

One way Jewett dramatizes the character of the young girls adventure is by using personification. Jewett uses personification. Personification gives human qualities to objects as a way of describing them to strengthen the description. In the story A White Heron Jewett uses personification when she says â€Å"There was the huge tree asleep yet in the paling moonlight. † Jewett here is showing the tree as a peaceful tree sleeping under the moonlight. â€Å"It must truly have been amazed. † This is when Jewett is trying to show how the tree is amazed by Sylvia and from that point it started to help her. â€Å"It felt this determined spark of human spirit. † This is when Jewett is showing that the tree felt a spark of human spirit. â€Å"And the tree stood still and frowned away the winds. † This was when Jewett was trying to show that the tree frowned away the winds and did not want the wind to make Sylvia’s journey hard for her. â€Å"The old pine must have loved his new dependent. † This is when Jewett is showing that the old pine tree now has helped Sylvia to the top and actually loves his new dependent (Sylvia). Another way Jewett dramatizes the character of the young girls adventure is by using Diction. Diction is the author’s word choice. It is very important because it strengthens the description of something or someone. In The White Heron Jewett it helps contrast between the huge tree and the small girl. Words that was used to describe Sylvia in the story was â€Å"little,† â€Å"small,† â€Å"clumsy,† â€Å"bare feet,† â€Å"weak creature† and â€Å"Harmless housebreaker. † All of these are words chosen by Jewett that describes the character of Sylvia. It strengthens the characterization of Sylvia. Those words mostly are showing that Sylvia is weak and small. She is a small girl that goes on a journey that leads her to becoming a young adult. Also words such as â€Å"determined,† â€Å"daring,† spark† and â€Å"dazzle† shows that Sylvia is determined and is daring herself to climb the â€Å"huge† tree. Jewett also uses words to describe the tree. Words such as â€Å"huge,† â€Å"strong,† â€Å"old pine,† â€Å"sturdy,† â€Å"monstrous ladder† and â€Å"great main mast† to describe the tree. This is showing that the tree is very powerful. These two are exactly opposite when Jewett describes them using word choice and diction. For example she says the girl is â€Å"small† and the tree is â€Å"huge,† she is â€Å"weak† and the tree is â€Å"strong† so there is a contrast between them. Contrasting diction and word choices contrasts the Sylvia’s personality and the tree’s.

Assignment Task

Introduction to wellnessier nutriment and Special diets. Task A- Healthier kayo Traditional sweetie Burger and chips with snow. Vs.. Healthier dish Vegetarian burger with homemade chips and fruit sweet talker. Traditional beaut Healthier Dish Beef burger Vegetarian burger fried chips Homemade oven cooked chips Coke Fruit smoothie To make the dish better I would also- Cook the burger under the grill kinda of coo pouf It In 011 this reduces the extra in full-bodied content. Homemade oven cooked chipsUsing homemade chips that oven cooked is much healthier than deep fat frying chips as the oil used is full of arrant(a) fat and can lead to health problems such as obesity, heart problems, unaccompanied if swallowen regularly. Coke Coke is high in lollipop which can pee health problems such as weight gain. as yet diet coke contains as embark oname which is a sugar substitute, the e-numbers in the coke impart cause children to become hyper. Replacing coke with a fruit s moothie will gain ground your diet lots as Its full of vitamins and very low In calories as ar all of the healthier options.Which nutritional guideline is universe met? Your GAG is being met as the calorie intake is easily lower than if you had the traditional burger and chips with a coke. The recommended daily fee for a man is around 2500 calories for a woman its 2,000 calories, an example of how many calories are in a burger, fries, and a coke from burger king Is around 1000 calories for a small portion. Sources used to find modern nutritional guidelines Information on calories- http//www. Has. UK/chi/pages/1126. Asps? Doctorate=51 &subcategoryid=165 Burger king Info http//w. NM. BC. Com/en/us/menu-nutrition/landed. hypertext markup language Info on coke http//www. Coca-cola. Co. UK. health/gather-coca-cola-labouredly. HTML profit from victimisation salubrious dishes because people that are health apprised will decide to come and run there which will increase the eati ng places tax revenue also healthful eating has increase more into the public eye that it was a few years ago.The customers will benefit from the new salubrious dishes because The customer will infinite from eating the new healthy dish because theyll be having a healthier option which will be part of their balanced diet which you need. Consequences of not using healthier ingredients for the restaurant and customers include The restaurant wont be seen as up mart The restaurant wont be seen as likeable The customers whitethorn decide not to eat at the restaurant because its not promoting healthy meals. As a result the restaurant will lose revenue and may become bankrupt.