Diet and Nutrition Case Study

Diet and Nutrition Case Study Warda Abdulkadir Ahmed Diet and Digestion TAQ 1) multi day feast plan for pregnant mother This dinner plan for an eager mother was planned as right off the bat the calorie consumption required day by day is expanded to flexibly the placenta and developing child the necessary vitality to develop soundly. An expected 300 additional calories in the second and third trimesters. I have picked nourishments high in iron and folic corrosive as these are required in wealth by both mother and child. A pregnant lady needs 60mg of protein and 1200mg of calcium I have tried to consolidate this through lean servings of meat and fish day by day just as porridge oats with milk. Multi day supper plan for old male patient Nourishment is a significant determinant of wellbeing in an older individual. I picked this dinner plan as the suppers are low in fat, refined sugar and sodium, and high in basic supplements, for example, fiber, nutrients and minerals. Following this dinner plan enables the person to maintain a strategic distance from gout, stroke, hypertension, coronary illness joint inflammation, disease, respiratory scatters, and trouble in passing stools, weight and type 2 diabetes. One significant worry in an old individual is acquiring adequate liquid admission. multi day feast plan for Teenage Athlete A valid example normal tallness and weight of multi year old male to be 5’10 and 10 stones/63 kg †This weight record falls in the 50th percentile of the mean normal Considering normal male calorific necessity (2500 calories), this is to be surpassed by around 35 †65 % dependent on surpassed normal vitality use for athletic execution/preparing just as a general quicker metabolic rate for a young male restricted to a develop male. The dinner plan fuses 5 parts of foods grown from the ground a day and a higher than normal protein content for the most part comprised of chicken and fish and just one segment of red meat as to arrive at the protein edge from a higher extent of red meat is regarded by and large as unfortunate, causing over a significant stretch more severe hypertension and expanded danger of stomach and entrail malignant growth. Because of the athletic exercises to be attempted there is an accentuation on devouring liquids and an abundance and differed determination of sugars is expended every day. The eating routine is low in soaked fat and sugar TAQ 2) Type 2 diabetes can result from an insufficient eating routine, a deficient eating regimen can be characterized as an inadequacy, and a lack can be excessively extraordinary or excessively little of one explicit nutrition type in a solid eating regimen. An excessive amount of sugar in a person’s diet is a central point in adding to the advancement of type 2 diabetes. Explicitly sucrose, sucrose and sugar are not really required by the body so their utilization can be regarded as an inadequacy in itself. Moreover the overabundance utilization of sugar can prompt an expansion in weight and stoutness which thus improves the probability of creating type 2 diabetes. Higher than ordinary blood glucose levels in total over a significant stretch prompts insulin opposition. Atherosclerosis, the stopping up of the conduits can be an auxiliary impact of having type 2 diabetes yet by and large is brought about by too high a fat substance in one’s eating regimen, all the more explicitly expending a lot of immersed fat frequently found in handled nourishments and an absence of unsaturated fats with high thickness lipids and advantageous cholesterol bringing down impact on the body. An eating routine with a recurrence of foods grown from the ground has a nullifying impact just as sleek fish, nuts and seeds, sunflower and seed oils. Rickets is generally brought about by an absence of nutrient D and additionally calcium. Physiologically the vast majority of our nutrient D originates from daylight not our food and the procedure of calcium retention is exceptionally subject to nutrient D levels in the body. Anyway we do accumulate some nutrient D from food. Eggs, sleek fish and oats are for the most part great wellsprings of nutrient D and inadequacies in these food types paying little heed to UV presentation could add to the beginning of rickets. Milk and other dairy items have the most noteworthy calcium content and an absence of dairy just as green vegetables, for example, broccoli and cabbage can detrimentally affect calcium take-up in the body. TAQ 3) Absorption is vital as it separates the size of food to make assimilation an increasingly productive procedure food is separated into littler constituent parts so the surface territory for the dynamic destinations for proteins to happen increments. Proteins are separated into peptides, which are then separated into single amino acids that permit ingestion into the circulation system through the small digestive tract. Assimilation happens when the food enters the body as the food atoms go through a layer of cells and into the bodies’ tissues. This happens in the small digestive system which has numerous villi that are specific for ingestion. Absorption happens when the food particles turns out to be a piece of the bodies tissue. b) TAQ 5) The stomach related tract, comprising of the stomach, little and internal organs. The stomach is made of three layers of smooth muscle strands, an external layer of longitudinal filaments center layer of roundabout strands and an internal layer of slanted muscle filaments. This game plan takes into account the beating impact of gastric movement. At the point when the stomach is vacant the mucous layer lining is tossed into folds or rugae when the stomach has substance these folds are pressed out.Numerous gastric organs are arranged underneath the surface in the mucuous film. The small digestive system additionally has layers,the peritoneum is a twofold layer and associates the jejunum and ileum to the stomach wall.The attatchment is short and fan shaped,large veins and nerves go between the two layers.Their is likewise a mucousa present here it contains villi and microvill it has a huge surface region and numerous folds.Their are roundabout folds which act to blend chyme,the villi in this mucousal layer contibute to definite phases of digestion.There are likewise lymph hubs inside the mucousa which discharge guard cells against ingested antigens. The internal organ likewise has a mucosa ; made of straightforward columnar epithelial tissue. The mucosa is smooth, not normal for the small digestive system needs villi anyway it has an enormous number of mucous organs discharging bodily fluid into the empty lumen as to grease up the outside of the internal organ and shield it from harsh food particles. Encompassing the mucosa is a layer of veins, nerves and connective tissue, the submucosa, which is there to help different layers of the internal organ. The muscularis layer encompasses the submucosa and contains numerous layers of instinctive muscle cells that agreement and move the internal organ. At last, the serosa shapes the peripheral layer. The serosa is a meager layer of basic squamous epithelial tissue that secretes watery serous liquid to grease up the outside of the digestive organ. shielding it from grinding between stomach organs and the encompassing muscles and bones of the lower middle. References Gerard J. Tortola, Mark Nielsen Principles of Human Anatomy, thirteenth Edition December 2013 2014 http://www.valuepenguin.com/nourishment. Last got to 10/03/2015 John Evans, Alison Lansley and Michael J. Sanderson, (2006), Biology A level Richard Parsons (2010) AS/A2 Level Biology AQA Complete Revision Practice Smith, A. (2012). Get moment science help. Accessible: http://www.tutorvista.com/science/Last got to 05/03/2015 Waugh, Anne and Grant, Allison (2006) Ross and Wilson: Anatomy and physiology in wellbeing and sickness. (tenth version). Churchill Livingstone, Edinburgh.

The Revolution Essay Example | Topics and Well Written Essays - 500 words

The Revolution - Essay Example Enormous ranches were like current processing plants, amazingly sorted out, and concentrated fundamentally on one objective: that of improving creation. The slaves had a particular errand alloted to them and they were relied upon to do a particular measure of the work every day. They were generally reviewed by an administrator who might regularly be unfeeling and discourteous, pushing them past human continuance. The proprietor was generally not present or glanced in on the work at reasonable interims, collaborating just with the manager. The absolute harshest medications to the slaves were distributed everywhere manors of sugar, rice, or cotton of the Old South. On a little ranch or a homestead, then again, the slaves were given various assignments to do straightforwardly by their lord, and were increasingly a piece of the family unit since they worked in the home just as the field. There was no administrator, and all the work was given out by the proprietor himself. This gave the s laves a superior feeling of having a place, and they were dealt with much better, in light of the fact that generally they were more similar to workers in European families than tormented slaves. The phrasejumping the brush comes

Leadership Styles Essay Samples - Enhance Your Writing Skills With A Powerful Guide

Leadership Styles Essay Samples - Enhance Your Writing Skills With A Powerful GuideA leadership styles essay sample can be used to help you as you are writing your own essay. They are excellent resources for determining what style of leadership would best suit your particular business.It is very important that you use leadership styles essay samples that is based on one that has actually been written. Even if you read several samples before beginning the writing process, it would be very helpful to have an actual example written by another individual. You will want to ensure that you find a style that you feel works well in a specific situation.One of the things you will want to focus on is what a person feels they can do in a particular situation. For example, let's say you have a business that is trying to grow sales. You are looking for someone who can boost sales by implementing new marketing techniques. A leadership styles essay sample may not be able to help you with this, but you will be able to look at an example.One example uses a couple of different examples, such as a singer and a business owner. While the differences in the situations can be very clear, there is much that is subjective. An example that is based on someone's own experiences would be a more reliable option.Leadership styles essay samples can be used for a number of different situations. For example, you may be involved in an organization that wants to increase efficiency in order to decrease costs. The steps you take to achieve this goal can vary, depending on the situation you are working in.As a corporate leader, you might find that implementing change in order to improve customer satisfaction would benefit the customers you are trying to serve. You will find a variety of leadership styles that you can adapt when you need to apply them. This allows you to determine which style you should follow to improve your relationship with your customers.Your customers are counting on you to be the best in the industry. By providing a quality product or service, they will be returning for more. You should use a leadership styles essay sample that focuses on these simple things.If you are looking for examples of what leadership styles are and how you can apply them to your own life, look no further than leadership essay samples. They can be extremely helpful to you as you prepare to write your own essay. You will be able to identify what it is that makes someone successful, as well as identify what would make you become the leader you have always wanted to be.

Article Summary Transportation For Slavery - 1512 Words

Article: Transportation for slavery Slaves and slave trade is very elevated to the British economy for it solved labor problems during the Industrial Revolution. Slave labor was created to tend machines, coalmines and transportation infrastructure buildings. Indigenous people, convicts or indentured laborers originally tended these problems, but due to colonization the population was reduced. To solve this problem, millions of African people were taken to America to be used as slaves. The slaves were treated as if they were a piece of real estate or animal who were bought and sold to whomever owned them. Since the 1500s, 70,00 Africans are being captured and taken to the New World, and sold as slaves. They were placed in tight ships with no sunlight and were packed in lying down position with no room to move. Sometimes when the ship tilted, the slaves on the sides were crushed from all the weight of other slaves. Some captains would provide a few slaves buckets for their waste for there were never enough for everyone. The conditions on the boat was the worst possible living condition every slave went through. By 1750, one-third of the British merchants were involved in the slave trade and profited a great deal. Slave trade became very profitable to those countries and merchants who exchanged their manufactured goods for slaves. During this decade, the British parliament is debating the abolishment of slave trade due to humanitarian rights, but majority of the MP’sShow MoreRelatedAnalysis Of The Film La Amistad 942 Words   |  4 PagesSummary In this review, I will be focusing on the symbolism the film La Amistad puts forth in terms of the great injustices of slavery, relating to both domestic usage and international trade. I hope to learn more about the actual events as I research and compare the film’s plot to historical accounts, as well as gaining a better perspective on just how horrid the Middle Passage was. I feel as though abolition would be the most appropriate paradigm for this review, as many of the views expressedRead MoreFor Years, The United States Has Stood As A Role Model1181 Words   |  5 Pagesbut it is not all it expected to be. It is also full of dishonesty, mistreatment, and hypocritical actions. The biggest mistake the United States has made is slavery. Slavery single handedly snowballed, and created an abundance of other problems the United States has either dealt with or turned a blind eye to for as long as they could. Slavery was the biggest mistake the United States has made because after the slaves were â€Å"freed†, segregation still kept them imprisoned. Segregation separated theRead MoreHuman Trafficking Is A Serious Violation Of Human Rights1639 Words   |  7 Pagesâ€Å"Human trafficking involves the recruitment, transportation, harbouring and/ or exercising control, direction or influence over the movements of a person in order to exploit that person, typically through sexual exploitation or forced labour† (Public Safety Canada, 2015). It is also called a modern form of slavery. According to one estimate about 2.4million people around the globe are trafficked annually (Golbya, Sian Hsiang-Te Zacharias, 2015). In Canada alone, currently, 56 human traffickingRead MoreEssay Halt Human Trafficking: A Global Fight for Human Rights 1955 Words   |  8 Pagesaware of your surroundings? Do you ever ponder what life would be like if you were abducted? Slavery is still a harsh glo bal reality for too many victims. What we don’t realize is that slavery is not only a piece of history we read about in textbooks. Rather, a realistic element of our world’s current events. The threat of human trafficking endangers citizens of all countries. Victims of modern day slavery comprise a diverse group of men, women, and children of all ages and social classes. These peopleRead MoreRacial Discrimination Still Exists in Society Essay1219 Words   |  5 Pagesracial discrimination still does exist today. When many people ask, when exactly did this start? How did this even happen? Aren’t they peopling just like us? The response has to be, it all started with the European slave market in the 17th century. Slavery in America started in the year 1619 when the first African slaves were brought to America by a Dutch sailor, to aid in the production of tobacco. Europeans who had settled in American colonies, namely Jamestown turned to African men to do their workRead MoreThe Common Relations Of Slavery And The Civil War Essay1988 Words   |  8 Pagesrelations of slavery are between slavery and the Civil War. Most would argue that slavery ended in 1865. With this standpoint, we often brush off or neglect to further investigate slavery in its most modern forms. Over the course of history, there are few times we can truly say a social problem was completely solved. Starvation still exists, as does poverty, racism, war, segregation, injustice within government systems, and yes, even s lavery. Human trafficking is modern day slavery, and it existsRead MoreSlavery And The Civil War Essay1963 Words   |  8 PagesSociety relates slavery to the civil war and most would argue that slavery ended in 1865. With this standpoint, we often brush off or neglect to further investigate slavery in its most modern forms. Over the course of history, there are hardly any situations where a social problem was solved. Starvation still exists, as does poverty, racism, war, segregation, injustice within government systems, and yes, even slavery. Human trafficking is modern day slavery and it exists everywhere with two differentRead MoreThe Issue Of Human Trafficking4049 Words   |  17 Pagesabducted with the promise of a better quality of life. The trafficking of human beings has been around for centuries. Historically, slavery was regarded as a form of human progress, a transaction with the sole purpose of the expansion of the Western world and which was considered necessary in order to carry out the labor activities However, in reality, slavery was a continuing form of exploitation for economic purposes within which slaves were subjected to the owner s desires by being sold,Read MoreThe African American Literary Expressions Essay2106 Words   |  9 PagesBefore the Civil War, the institution of slavery, racism, and prejudice tried to silence many generations of African Americans. Postbellum African American literary expressions are characterized as an archive of protest through the way African American expressed their different views and experiences of racial structures. Songs, poems, speeches, and other oral expressions helped reflect the lives of those who struggled during slavery. After the Civil War, oral and writt en history became a way of resistingRead MoreHuman Trafficking And Its Effects2309 Words   |  10 Pages Human Trafficking is a very large problem that has been evolving over several years. It is widespread and becoming more and more prevalent in society. According to, Article 3, paragraph (a) of the Protocol to Prevent, Suppress and Punish Trafficking in Persons, Human Trafficking is defined as: â€Å"the recruitment, transportation, transfer, harboring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power

Female European Historical Figures 1500 - 1945

The Stock Market Crash Of 1929 - 1284 Words

The Stock Market Crash of 1929 â€Å"started† on the 24th of October 1929 with 12’894’650 shares being traded; this is the same day that Richard Whitney went to the stock exchange and bought targeted shares in an attempt to stabilize the stock market. As will be made evident, this did not work. In fact, an even worse day, dubbed â€Å"Black Tuesday†, occurred on the 29th of October where 16’410’030 shares were traded. From the week of October 23rd to 31st the panic settled in and a total of 70.8 million shares were traded. This crisis, beginning in the United States, rippled across the whole world given that it was interconnected through the gold standard. The Dow Jones Industrial Average had gone from a high of 386 points to a low of 40.56 points by 1932. In fact, according to Dietmar Rothermund’s study of the global impact of the economic crisis, â€Å"all major factors contributing to the depression can be traced back to the United States of America†. As a matter of a fact, the historic loss of 30% of the United States’ real GDP from 1929 to 1933 was the wake up call that the economy needs to be controlled. This loss is what led to unprecedented levels of government intervention and the reshaping of Western Civilization economics with the New Deal and following similar regulations. The Stock Market Crash led to pioneering changes in many aspects of the American government and society; one of those changes was the discontinued use of the gold standard. The gold standard linked theShow MoreRelatedThe Stock Market Crash of 19291289 Words   |  6 Pagesat home or in the bank into the stock market. People migrated to the prosperous cities with the hopes of finding much better life. In the 1920s, the stock market reputation did not appear to be a risky investment, until 1929.First noticeable in 1925, the stock market prices began to rise as more people invested their money. During 1925 and 1926, the stock prices vacillated but in 1927, it had an upward trend. The stock market boom had started by 1928. The stock market was no longer a long-term investmentRead MoreStock Market Crash of 1929835 Words   |  4 PagesThe Stock Market Crash of 1929 was the most devastating crash in U.S. history. It started on October 24, 1929 and the downfall ended in July 1932. I alwa ys wondered what caused this calamity. Before starting this report, I knew basic idea about the crash. It was a time of decline and huge fortunes were lost. Now I can figure out just why. The research process for my report was no easy task. The simple part was choosing my topic. As soon as I saw â€Å"Crash of 1929† on the topic list, I had my mind fixedRead MoreThe Stock Market Crash Of 19291598 Words   |  7 Pagesthe 1920’s there was a large boom in the stock market. By August 1929, there was massive expansion and stock prices reached their peak. In the words of PBS, â€Å"A boom took stock prices to peaks never before seen† (PBS 1). However, all good things eventually come to an end. What must have felt like over night, the stock market crashed and this would later be known as one of the most devastating economic downturns in U.S. history. The Stock Market Crash of 1929 was so significant but to this day peopleRead More1929 Stock Market Crash1413 Words   |  6 PagesThe 1929 Stock Market Crash In early 1928 the Dow Jones Average went from a low of 191 early in the year, to a high of 300 in December of 1928 and peaked at 381 in September of 1929. (1929Â…) It was anticipated that the increases in earnings and dividends would continue. (1929Â…) The price to earnings ratings rose from 10 to 12 to 20 and higher for the market s favorite stocks. (1929Â…) Observers believed that stock market prices in the first 6 months of 1929 were high, while others saw them toRead MoreThe Stock Market Crash Of 19291683 Words   |  7 PagesOn October 29, 1929, investors took a turn for the worse and were just in the beginning of a huge crisis that would cause them to lose everything. This crash pushed many Americans to depression, suicide, and destruction. By 1933, 4,000 banks had closed and Americans started to panic. The stock market crash of 1929 was a major turning point in the history of the United States and billions of dollars were lost. During the 1920s, throughout the country, there were social, economic, and political changesRead MoreThe Stock Market Crash Of 19291437 Words   |  6 PagesBy early 1929, people across the United States were rushing to get into the stock market. The profits seemed so certain that even many companies placed money in the stock market. In addition, even more problematic, some banks placed their customers money in the stock market (without their consent). With the stock market prices rising, everything seemed fantastic. Many believe incorrectly that the stock market crash of 1929 is the same as the Great Depression when in fact; it was one of the majorRead MoreThe Stock Market Crash of 19291013 Words   |  5 PagesBlack Tuesday was Tuesday, October 29, 1929. This was the day the New York Stock Exchange crashed. This was the single largest crash in the country. Black Tuesday hit Wall Street as investors traded 16 million shares in one day on the New York Stock Exchange. Black Tuesda y wiped out thousands of investors and billions of dollars were lost. Black Tuesday was an event leading up to the stock market crash. As a result numerous Americans lost all to a lot of their savings. Black Tuesday was also knownRead MoreThe Stock Market Crash Of 19291590 Words   |  7 PagesThe cause of the crash in the stock market in 1929, was an incident that occurred on October 29, which was called Black Tuesday. Investors traded 16 million dollar of shares toward the New York Stock Exchange in a day, upon that billions of dollars were lost and investors lost their business or their jobs. one of the major reason why was that car and other factory produced certain quota of cars. during the great depression people who were rich is now poor and the poor and the poorer. people wereRead MoreStock Market Crash Of 19291432 Words   |  6 PagesStock Market Crash of 1929 The United States was experiencing great optimism and economic growth prior to the stock market crash of 1929. The conclusion of World War I in 1918 ignited this exciting time known as the â€Å"Roaring 20’s.† The key economic factors that contributed to this time is that business’ were exporting to Europe (which was still rebuilding from the war), unemployment was low, and automobiles and other goods were spreading across America creating jobs and efficiencies forRead MoreThe Stock Market Crash Of 19292101 Words   |  9 Pageshorrendous events as these? Well, all of this was a result of what is known as the Stock Market Crash of 1929. In brief, the economy of the United States of America failed due to flaws within the market, and misunderstandings of its risk. Moreover, poor economic policies caused depression and financial turmoil, and took years of political reform to heal. When looking at the overall effects and workings of the crash, one must first understand what caused it, and what conditions allowed for such cataclysmic

What Does Democracy Mean free essay sample

For me personally, in one word, democracy means freedom. More in depth, democracy is much more complex because it allows all citizens to have an equal say in many different decisions that affect lives. Democracy allows citizens of the United States to equally voice their opinion through elected representatives and by the creation of new laws and the freedom of speech. The country used to be run under communism which was much more controlled than democracy. No one was allowed to own their own businesses which really limited freedom because everything belonged to the state. No one really had the freedom to express themselves because the state controlled everything. The writers of the U. S Constitution criticized the idea of democracy because they doubted the ability of ordinary American’s to make informed judgments about what the government should do. (Edwards, G. C. , III, Wattenberg, M. P, and Lineberry R. L. (2008). Government in America: People, politics, and policy (brief 9th ed. ). New York, NY: Pearson Education. ) Others believe democracy creates political instability because government representatives frequently change and bring their new ideas with them which creates a lack of consistency.In reality, we live in a corrupt political government which results in the American people criticizing the government. It is well known that with power comes misuse which ultimately results in corruption. The wealthy continue to find ways to become wealthier, and fail to have compassion for the lower class. (Romney Makes the Rich Richer and the Poor Poorer, June 4,2012 Retrieved from;http://hampton-northhampton. patch. com/blog_posts/romney-makes-the-rich-richer-and-the-poor-poorer) I have to question the current selection of politicians we have to choose from to represent the people of the United States.They are constantly bickering like children on National television and are hardly acting professional. It seems to me like America is in some trouble and it doesnt appear that anyone has the discipline or professionalism that it takes to run this country. I hope the politics can prove me wrong and that the people of the United States make choose the right people to lead this country! In conclusion, democracy is a very complex matter that involves the opinions of others. Some people view democracy as a necessary freedom for the people, and others view it as political instability.

Work Safety Booklet free essay sample

The assessment and identification of hazards in the workplace is important to help manage risks to employees. Employees and clients have duties and obligations under work health and safety legislation to ensure so far as is reasonably practicable, the health and safety of all workers and other persons in the workplace. There are various ways in which we identify hazards to ensure the ongoing assessment and control of risks in the workplace and this includes workplace risk assessments which are completed on a regular basis. These assessments include a review of an employee’s workplace safety management system including policies, procedures, safe work procedures, equipment and environment. 2. Risk Control Measures 2. 1 Identify occupational hazards/Manage Risks to health and safety Employees must identify reasonably foreseeable hazards that could give rise to risks to health and safety. They should eliminate these risks to health and safety and if in the event the risk cannot be eliminated, they must minimise those risks as is reasonably practicable. We will write a custom essay sample on Work Safety Booklet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 2. 2 Hierarchy of Risk Control Measures In circumstances where it is not reasonable practicable for an employee to eliminate risks to health and safety, an employee is required to minimise those risks by doing one of more of the following: * Wholly or partly substitute the hazard giving rise to the risk with something less risky * Isolating the hazard from any person exposed to it * Implementing engineering controls such as physical barriers If the hazard then remains, the employee must minimise the remaining hazard by implementing administrative controls. Administrative controls include work methods, processes and procedures put in place to minimise the hazard. . 3 Reporting Occupational Hazards All employees shall be responsible for working to their capabilities, experiences and ability. They must ensure all work is performed in accordance with the requirements of the OHS policy, procedures and legislation and take reasonable care for their own health and safety as well as that of others. Whilst every attempt is made to place employees in a safe workplace, we recognise that accidents do occur and that hazards may still exist. In the event that a hazard occurred, the employee must report all identified hazards, accidents and near misses to their Manager. The early reporting of incidents, injuries and hazards is encouraged with all employees no matter how minor the incident or hazard is. Early reporting allows us to effectively manage the incident and also to help ensure that controls are implemented to prevent further injury or harm. The employee must assist where appropriate, in the investigation of accidents and incidents by being proactively involved in the consultation process and complying with all relevant OHS laws, policies, procedures and workplace safety instructions issued. 3. Working at External locations Work Health and Safety regulations requires disability service providers to manage the risks to health and safety associated with remote and isolated work including the provision of a system of work that includes effective communication with the worker. Working at external locations encompasses two main areas, working in the homes of clients and working in public areas. Disability service workers often confront additional risks when working in public places and client’s homes as these environments are less predictable than centre-based environments. Use the â€Å"working at external locations risk assessment checklist† attached on the next page in managing external working situations. Before the visit, make sure your supervisor knows where you are going and leave crucial information such as the name and address of who you are visiting, time and length of visit, agreed alarm password, any change to your timetable and your proposed route. Also check that your mobile phone is on, has battery and is working. When travelling to and from the client’s home, keep the car doors locked while driving, have enough petrol, do not walk in deserted places and walk in the centre of the footpath. When you arrive at the visit, be observant, do not enter if there are any potentially aggressive animals, check the locking mechanism on the gates and before knocking, listen for arguments or anything that may make the situation unsafe. After your visit, report any incident to your supervisor or manager, document incidents in the client notes, report to the office regularly and ensure you and your manager have designated call intervals if you don’t return on time. These steps are fundamental in working safely at external locations. If at any time a client’s circumstances change, you should discuss the changes with a supervisor to have another risk assessment completed. Working at External Locations Risk Assessment Checklist Risk Areas| Risk Present| Actions/considerations| The Length of Time the Person may be Working Alone| | | * How long allocated for each job? | | | * Is it a reasonable time for the person to be alone? | | | * Is it reasonable for the person to be alone at all? | | | The Time of Day when a Person may be Working Alone| | | Is there increased risk at certain times of day? | | | Communication| | | * What forms of communication does the person have access to? | | | * Is voice communication essential for the safety of the person? | | | * Will the emergency communication system work properly in all situation? | | | * If communication systems are vehicle-based, what arrangements are there to cover the person when he or she is away from the vehicle? | | | The Location of the Work| | | * Is the work in a remote location? | | | * What is the form of transport? Employee/volunteers hold valid driver’s licences for the class of vehicles and licences are recorded and verified annually| | | | Vehicle records of registration, insurance, fuel, mileage and servicing and parts replacement are maintained and regularly checked| | | | A roadside assistance scheme such as NRMA is in place for all facility vehicles| | | | Prior to leaving base, drivers check fuel levels and visually inspect tyres| | | | Vehicles are routinely serviced and a fault mechanism is in place| | | | Random checks are conducted for vehicle condition and safety| | | | A crash kid is kept in each facility vehicle with nstructions a report card, first aid advice, and emergency telephone numbers| | | | A crash reporting and investigation system is in place| | | | A crash database is in place| | | | Crash test ratings and safety devices are considered prior to vehicle purchase or lease such as dual front seat airbags, side airbags in driver seat, anti-lock breaking systems, three-point seatbelts, adjustable head rests| | | | Passenger safety issues are considered in bus purchase or lease, such as hydraulic devices, fold down steps and handles to assist passengers to get on and off, secure wheelchair storage and shopping storage, seatbelts, sufficient room between seats and slip resistant steps and floor surfaces| | | | Cargo barriers in place in station wagons and hatchbacks| | | | Considering wiring daytime running headlights to the ignition| | | | Heavy or bulky freight stored in boot or separated from passengers by cargo barriers| | | | Procedures in place for drivers of vehicles, such as speed limits, fatigue management, alcohol and drug use| | | | Consider equipping vehicles with first aid kids, fire extinguishers, safety triangles and safety vests| | | | Consider driving p erformance review as part of work performance review| | | | Transporting clients| Yes| No| Comment/Action | Client profile is assessed prior to transport and if necessary an additional escort is provided| | | | Drivers who are not familiar with the client should be provided with information regarding the client so that they are aware of physical and behavioural limitations| | | | Drivers use the curb side lane so that they can pull over easily in an emergency| | | | Means of emergency communication are accessible in vehicle| | | | Drivers are trained in emergency procedures such as pull over, immobilise car, retreat to safe place and call for back up| | | | Clients are not seated directly behind the driver| | | | Potential weapons such as cigarette lighters, are removed and objects such as fire extinguishers are stored in the boot| | | | Employees and volunteers who regularly transport clients are trained in first aid| | | | Drivers are aware of location of medical centres and emergency departments in areas where they are transporting clients| | | | Clients wear seatbelts| | | | Childproof locks are used when transporting children and clients with dementia| | | | Ensure that employees and volunteers who transport clients in private vehicles have comprehensive insurance and notify their insurance company of the activity| | | | Employees and volunteers are trained in manual handling techniques specific to moving people with physical limitations or disabilities and equipment such as wheelchairs, in and out of vehicles| | | | 5. Client aggression and violence Workplace violence is defined as any incident where a worker or manager is abused, threatened or assaulted in situations related to their work. Client related violence is described as violence or aggression displayed by a client of a service, towards the workers, when trying to provide support services to the client. Workplace violence includes acts such as physical assault, including spitting, verbal abuse or threats, threats with a weapon, sexual assault, robbery and vandalism. The main objective when dea ling with client aggression and violence is to prevent the behaviours in a positive way. Violent or aggressive behaviour on the part of a client in the workplace may result from both client and worker related issues: * Communication difficulties eg inability to express needs verbally to carers * Health problems eg physical illness, pain * Fear eg not being informed of changes * Environment eg amount of people, noise levels * Emotional, psychological, psychiatric eg feelings of frustration or depression * Poor self esteem * Experience of abuse * Limited knowledge or lack of information provided to workers about triggers for individual clients * Unsuitable workplace practices * Poor match between worker skills and client needs * Behaviour support plan not updated or followed Client related violence in the workplace may be minimised by: * Thorough assessment procedures with new clients * Workers trained, supported and following behaviour support plans * Client management/individual plans updated and reviewed regularly * Reassessment procedures if client circumstances change * Provision to clients and their carers of information about rights and responsibilities to behave in an appropriate manner * Matching of skills and abilities of workers to client needs * Provision of information and training to workers as part of induction and ongoing training programs * Adequate staffing levels * Appropriate client placement The action you take in the event of client related violence will depend on a number of factors. A useful strategy for assessing a situation is by using the THREAT model T| Do I feel threatened? | H| Am I hidden? | R| Am I at Risk? | E| Is there an Escape Route? | A| Can I raise the Alarm? | T| Am I working at a risky Time? | The earlier potential aggressive behaviour is identified, the greater likelihood of successfully de-escalating violence and keeping everyone safer. It is important to remain as calm as possible and know your options. You should leave the situation when you feel * you do not have the skill to deal with the situation * your deescalating attempts are not working * you endanger others by staying when you are alone with an actively aggressive or violent client If the situation is moving towards physical violence, without putting your own safety at risk, try to reason with the client using non-confrontational language, and utilise the client’s management plan fo r the behaviour. Do not try to physically stop them damaging property and do not try to restrain the individual. Be ready to leave if you cannot de-escalate the client’s behaviour and there is risk of physical harm or lives are at risk. You may have to call the police. Example of Violent incident report form 6. Emergency Procedures In the event of a fire or bomb threat or any other emergency, safe evacuation of yourself and others around you, from the source of the emergency is the main priority. Type of Emergency| Response Procedures| Fire/smoke| -Close all doors and windows to isolate spread of fire and smoke-Investigate the cause of the burning/smoke smell-Rescue/move persons in immediate danger to safety-If fire has not been confirmed, warn others in the area but do not shout â€Å"fire†-Report to supervisor or manager when you discover the smell of smoke -If fire has been confirmed, rescue/move persons in immediate danger to safety-break glass alarm and push button-report emergency to supervisor immediately-if safe to do so, extinguish fire-call 000 for fire brigade services-ensure staff members proceed to main entrance and follows evacuation route-ensure prompt and orderly removal of patients and visitors| Bomb threat by phone, mail or person on site| -do not use mobile phones, cellular phones or two way radios for communication in the threat areaIf you are the recipient of the call, do not interrupt and do not hand up at end of call-let caller finish message-keep responses to one or two words only- tr y to pass message to co-worker without alerting caller or causing panic-try to keep caller in conversation. Be sympathetic and ask for repeats of the conversation-stress that there will not be time to evacuate all patients from the area-stress innocent victims present-take note of the timeIf you are the recipient of the mail, take particular time and method of receipt of the item-keep item but minimise handling and handle by edges only-immediately notify supervisor or manager-be available for police interview when required If threat is on site, evaluate the person making the threat:-is the person complaining about the workplace or particular staff? -is the person under the influence of alcohol or other drugs? -was the threat made in a joking manner? -take particular not of appearance, clothing, ge and identifying marks-immediately notify supervisor who will call 000- be available for police interviewAvoid panicEvacuate all persons to safe area as advisedEnsure no persons return to danger area until all clear given from emergency servicesBomb search is not mandatory but is desirable -do not touch any suspect item found-always search in pairs-listen to any sound out of character| 7. Manual Handling Manual handling is any lifting, moving, pushing, or pulling that requires a worker to exert physically activity. Manual handling hazards A hazard is something with the potential to cause injury or disease to people, damage to property, or disruption to productivity. Hazards arise from the workplace environment, such as the use of plant and equipment, poor work design, inappropriate systems and procedures, or human behaviour. Examples of manual handling hazards in the aged care and disabilities sectors can include: * Lifting tasks such as moving a person in bed, assisting to stand, transferring to a chair or wheelchair and lifting objects * Pushing/pulling tasks, such as pushing trolleys and wheelchairs, moving shower chairs, and dressing clients * Carrying trays and other items * Reaching and postural tasks such as feeding a person and showering * Restraining tasks The risk factors for manual handling are influenced by: * Postures adopted * Movement undertaken Forces exerted * Environmental conditions such as underfoot conditions, lighting and heat * Duration and frequency of the task In people handling, the risk is also affected by: * The ability of client to support/control part/whole of the body * Predictability in movement or behaviour * Res istive or aggressive behaviour * Pain levels * The clients ability to follow instructions * Any equipment attached to the client eg catheters, IVs etc * Client clothing There are a number of ways to identify manual handling hazards, including: Check injury/hazard reports Check injury, incident and hazard reports for injuries or hazards related to manual handling. Consult with employees, supervisors and health safety representatives It is important to ask a range of employees to take into account different levels of experience and physical characteristics. Consultation should include: a) Asking employees about which manual handling tasks they consider may lead to physical strain b) Talking to supervisors about any difficulties they are aware of that staff have experienced carrying our manual handling tasks c) Consulting with health and safety representatives on manual handling problems that they have become aware of as part of their functions Look at tasks Carry out workplace inspections and identify any relevant contributing factors eg slippery floors and observe the manual handling tasks Collect information From checking injury/hazard reports, asking other people in the workplace and looking at the tasks you can collect information on a) Tasks performed, eg changing a tyre b) Age and gender distribution of those injured through manual handling c) Occupation, department or section of those injured or involved in the manual handling d) Geographical location where the injury or complaint occurred, tupe of injury e) Any other relevant information Look for trends From the collected information, identify trends or common problems by sorting it into the categories listed in the above section. For tasks – trends may show the presence or lack of risk factors across the various activities that comprise a task. For occupations, departments or sections – trends may show risk factors in a range of activities done by people working in these areas. A high number of accidents or complaints for an occupational group may also indicate a greater likelihood of injury. For age and gender categories – trends may indicate particular employee groups who are most at risk. For locations – trends may indicate problems from lack of space, poor lighting or uneven work surfaces For types of injuries – trends may highlight that the injuries are cumulative in nature. Check injury/hazard reports, check injury, incident and hazard reports for injuries or hazards related to manual handling. Statistics issued by the Australian Safety amp; Compensation Council * The most common injury of all serious claims was sprains of joints and adjacent muscles * Manual handling mechanisms (body stressing) were the cause of 41% of all serious claims with 18% lifting objects and 15% handling objects * The most common claim from manual handling was with Falls (13%) * Every year in NSW approximately 17,000 people are seriously injured or suffer from illness related to manual handling 8. Infection Control Staff and volunteers may be exposed to infectious diseases as part of their work due to the undertaking of personal care or cleaning activities or due to the close proximity to clients. Infectious diseases can be defined as â€Å"a disease that can be transmitted from person to person or from organism to organism and is caused by viruses and bacteria. † They may cause short term illness such as a cold or a longer term condition such as hepatitis. Compliance with standard precautio ns has been shown to significantly reduce the risk of exposure. A high standard of personal hygiene is essential and the following practices should apply to all workers and other persons: * Hands must be washed after contact with blood and body fluids/substances and before eating, drinking or smoking * A mild liquid hand wash with no added substances which may cause irritation or dryness should be used for routine hand washing * To minimize chapping of hands, use warm water and pat hands dry rather than rubbing them * Liquid hand wash dispensers with disposable cartridges including disposable dispensing nozzle are preferable to refillable containers which may predispose to bacterial colonization * Repeated hand washing and wearing of gloves can cause irritation or sensitivity leading to dermatitis or allergic reactions. This can be minimized by early intervention including assessment of hand washing technique and the use of suitable individual use hand creams * Water impermeable gloves must be readily available to all workers and worn when likely to be expose to blood or other body fluids or contaminated materials. The wearing of gloves substantially reduces the risk of hands being contaminated with blood and other body fluids. Hands must be washed and dried immediately after removing gloves as gloves cannot guarantee the prevention of skin contamination and they may not remain intact during use * Gloves should be removed and replaced once the specific task is finished * Waterproof aprons or gowns should be worn when clothing may be contaminated * Surgical marks and protective eye wear should be worn where eyes and or mucous membranes may be exposed to splashed or sprayed blood or other body fluids * Cuts of abrasions on any part of a workers body must be covered with waterproof dressing at all times 9. Employee Duty of Care 10. 1 What is my duty of care as an employee? All employees have a general duty of care to ensure their own safety and health at work. They also have a general duty of care towards others, to ensure their own actions or inactions do not put others’ safety or health at risk. The duty of care applies to anyone who can reasonably be foreseen as likely to be injured by an act or omission. This means you not only have to work safely yourself but you must also ensure that your actions do not affect the safety or health of others. You are also obliged to remove or report any unsafe conditions you see in the workplace. Unsafe acts by others must also be stopped or reported if necessary. 10. 2 How careful do I have to be? You must take the amount of care a reasonable person would be expected to observe. Basic principles are that, firstly, the standard of care required would rise with the seriousness of the injury that could result from carelessness. Secondly, the greater the likelihood of injury, the greater the care that should be taken to avoid it. And thirdly, the easier it is to avoid injury, the more reasonable it is to expect that appropriate measures will be taken to ensure no injuries occur. 10. 3 Who do I have a duty of care towards? The principle of having a duty of care applies to all workers, supervisors, managers and employers at all levels including corporations. It is aimed at preventing anyone from being killed, injured, or contracting an illness because of conditions in the workplace. Under the legislation, gross negligence occurs if offenders knew their contravention of the Act was likely to cause death or serious harm to a person to whom they owned a duty of care, and they acted – or failed to act – in disregard of that likelihood, resulting in death or serious harm to that person. 10. 4 What must I do if I see something wrong happening? Every person working must immediately report to their supervisor any potentially serious occurrence that arises in connection with their work as well as any situation they believe could be a hazard. In turn, the supervisor must immediately advise the manager of the report. This includes near-misses as well as actual hazards. Any injury suffered must be reported to ensure action is taken and to prevent further injury by similar hazards. 10. Work health and safety legislation and Codes of Practice New work health and safety (WHS) laws commenced in NSW on 1 January 2012. The WHS laws replaced the occupational health and safety (OHS) laws in NSW. From 1 January 2012, WorkCover administers and provides advice on the: * Work Health and Safety Act 2011 * Work Health and Safety Regulation 2011. The WHS Act sets out the legal obligations that must be complied with to provide for the health and safety of works. The aim is to provide all workers in Australia with the same standard of health and safety protection regardless of the work they do or where they work. The WHS Regulations specify the way in which some duties under the WHS Act must be met and prescribes procedural or administrative requirements to support the WHS Act. Codes of Practice provide practical guidance on how to meet the standards set out in the WHS Act and the WHS Regulations. Codes of Practice are admissible in court proceedings as evidence of whether or not duty under the WHS laws has been met. They can also be referred to by an inspector when issuing an improvement or prohibition notice. It is recognised that equivalent or better ways of achieving the required work health and safety outcomes may be possible. For that reason, compliance with the Codes of Practice is not mandatory providing that any other method used provides an equivalent or higher standard of work health and safety than suggested by the Code of Practice. 11. Record keeping and filling in forms Employers are required to keep health and safety records organised and available for reference. Examples of documentation include training activities, first aid treatments, and incident investigations. Written records and statistics can help: * Identify trends for unsafe conditions or work practices so you can take steps to correct these potential hazards * Provide material for education and training * Provide documentation in case a WorkSafe NSW officer requests it or if an incident occurs and you need to prove that you did all you could reasonably to prevent it Maintain records and statistics for the following: You must keep records of consultation on safety matters with your workers * Health and safety program reviews can help you track the progress of your program * Worker orientation records can help ensure that workers are getting the education and training they need * Inspection reports can provide historical information about hazards your b usiness has encountered and how you have dealt with them * Monthly meeting records can help monitor how promptly and how well â€Å"action items† have been carried out * Incident investigation reports can clarify which hazards have caused incidents and how they were controlled * First aid assessments can help determine the first aid requirements for your workplace * First aid records can provide injury statistics that will help prioritise health and safety efforts Statistics that may be of value include the following: * Number of incidents and injuries each year * Number of workdays lost each year Cost to your business from workplace injuries each year In all work places and industries you have to fill in forms. Forms are a way for management to gather information and find out what is going on. Types of forms include: hazard reports, first aid reports, records of illness or injury, timesheets, and shift handover reports are some examples to name a few. Tips for filling in for ms: * Look at the whole form first before you start writing to give you an idea of what you have to write * Do the short bits you know first * You don’t have to write in sentences. Dot points will do * You need to read the questions carefully * Your writing must be clear so others can read it * Check your spelling

What Is Financial Aid How To Pay Less For College

What Is Financial Aid How To Pay Less For College SAT / ACT Prep Online Guides and Tips As college costs continue to rise, financial aid has become a necessity for most college students. Ideally, the listed cost of attendance won’t deter you from applying to or attending the college of your dreams. Knowing about the process will enable you to maximize the amount of financial aid for college you receive and prevent finances from becoming an impediment to reaching your college goals. In this article, I will define and explain the different types of financial aid that are available for college. Furthermore, I will explain how colleges determine your eligibility for financial aid, and I’ll offer you guidance and resources to make sure you know all the different types of aid available to you. What Is Financial Aid? Simply put, financial aid helps students and their families pay for college. Financial aid can cover all educational expenses including tuition and fees, room and board, books and supplies, and transportation. Financial aid can consist of grants, scholarships, work-study, and loans. How Do You Get Financial Aid? For the purposes of this article, I’m going to focus primarily on need-based aid. Need-based aid is financial aid that is awarded based on demonstrated financial need. Aid that may not be need-based includes private scholarships, merit scholarships, and athletic scholarships. Generally, the first step for getting need-based financial aid is filling out the FAFSA, the Free Application for Federal Student Aid. Also, most states and colleges require the FAFSA to receive state-sponsored and institution-sponsored aid. Additionally, some private scholarships like the Gates Millennium Scholarship require applicants to complete a FAFSA. Check the financial aid requirements for the schools you’re applying to. Some colleges have their own forms or use the CSS/Financial Aid Profile Form for non-federal financial aid. After you fill out the required forms, colleges will determine your eligibility for need-based financial aid. Following notification of your college acceptances, each college will send you a financial aid award letter outlining the amount and types of aid it’s offering you. 401K 2012/flickr How Is Your Eligibility Determined for Financial Aid? Within 3-5 days of filing your FAFSA (slightly longer if you don’t fill it out online), you’ll be able to access your SAR, or Student Aid Report. Your SAR is a summary of the information you provided on your FAFSA and includes an EFC, or Expected Family Contribution. Your EFC determines your eligibility for financial aid. The colleges you listed on your FAFSA will have access to your SAR and EFC. Colleges base your aid eligibility and offer on your EFC. What Are Some of the Specific Types of Financial Aid You Can Receive? Federal Grants Grants are a preferable type of financial aid for college because they don't needto be paid back. Essentially, grants are free money for college. You must submit a FAFSA and meet federal aid eligibility requirements to be eligible to receive federal grants. Pell Grants The Pell Grant is intended to help low-income students finance their post-secondary education. For the 2015-2016 year, the maximum Pell Grant award is $5,775. The amount of your award is based on your demonstrated financial need, which is determined from the information on your FAFSA. You can estimate the amount of your Pell Grant before you submit your FAFSA by using the Pell Grant calculator. Federal Supplemental Educational Opportunity Grants The Federal Supplemental Educational Opportunity Grant (FSEOG) is a grant for undergraduates with exceptional financial need. Again, need is determined from the information on your FAFSA. Unlike Pell Grants, there is only a limited amount of FSEOG money. Students who receive Pell Grants and have the most need get FSEOGs first. The FSEOG program is administered by the financial aid office at each school. Not every college participates in the program. You can check with a school's financial aid office to find out if it awards the FSEOG. The amount you can receive ranges from between $100 and $4,000 annually. The amount of your grant depends on your financial need, when you apply, the amount of other aid you get, and the availability of funds at your school. Teacher Education Assistance for College and Higher Education Grants The Teacher Education Assistance for College and Higher Education (TEACH) Grant is given to students who plan to pursue a career in teaching. As a condition for receiving a TEACH Grant, you must sign a TEACH Grant Agreement to Serve in which you agree to teach in a high-need field at an elementary school, secondary school, or educational service agency that serves students from low-income families.You must do this for at least four academic years within eight years after completing the course of study for which you received the grant. If you do not fulfill the agreement, your grant will be converted into a loan that has to be paid back with interest. The maximum award for grants disbursed between October 1, 2015, and October 1, 2016, is $3,728. If you're interested in the TEACH Grant, you should contact college financial aid offices to find out if theyparticipate in the TEACH Grant Program and to learn about the programs of study at eachschool that are TEACH Grant-eligible. Iraq and Afghanistan Service Grant The Iraq and Afghanistan Service Grant is for students whose parents were members of the US armed forces and died as a result of military service performed in Iraq or Afghanistan after 9/11. Here are the other eligibility requirements for this grant: You're NOT eligible for a Pell Grant on the basis of your Expected Family Contribution. You meet the other Pell Grant eligibility requirements. You were under 24 years old or enrolled in college at least part-time at the time of your parent's or guardian's death. The maximum award for Iraq and Afghanistan Service Grants disbursed between October 1, 2015, and October 1, 2016, is $5,382.30. Federal Loans Most students can't cover the full cost of attendance with grants and scholarships alone; they have to take out loans to help pay for their college education. Loans have to be paid back with interest. Federal loans are preferable to loans from private lenders because federal loans typically have lower interest rates and cost less to pay back. You must submit a FAFSA to be eligible for most federal loans. Perkins Loan The Perkins Loan is a government-backed, low-interest loan meant for students who demonstrate exceptional financial need. Perkins Loans are unique in that no interest accrues on these loans while you're in school. Also, the grace period for a Perkins Loan is 9 months versus the standard 6 month grace period of most other college loans. The grace period is the period after graduation when you won't be accruing interest on your loan. Direct Stafford Loan A Direct Stafford Loan can be subsidized or unsubsidized. For subsidized loans, the US Department of Education pays the interest on the loan while you're in school, during the 6-month grace period after you graduate, and during a period of deferment. You can only receive a subsidized loan if you demonstrate financial need, but any student whoattends a school that participates in the Direct Loan Program can receive an unsubsidized loan. PLUS Loans PLUS Loans are federal loans that graduate students or professional degree students and parents of dependent undergraduate students can use to help pay education expenses. You must not have an adverse credit history and must attend a school that participates in the Direct PLUS Loan Program to receive a PLUS Loan. The maximum PLUS Loan amount is the cost of attendance minus any other financial assistance received. All PLUS Loans are unsubsidized. Simon Cunningham/flickr Additional Loans and Grants States and individual colleges also award grants and loans. You can look up state financial aid programs or contact college financial aid offices to learn more about state-sponsored and college-sponsored financial aid programs. In general, federal Stafford and PLUS loans are preferable to private loans, but private loans are another option if you don't receive enough federal aid. However, federal loans tend to be cheaper and have a fixed interest rate, which means that the rate you’re quoted will not change for the lifetime of the loan. Work-Study The federal work-study programis a need-based program in which the government will subsidize wages for on-campus jobs. Basically, if you're eligible for work-study, you can get an on-campus job to help finance your education. Certain on-campus jobs are only offered to work-study students, and the wages can be relatively generous. Eligibility for work-study is determined through the FAFSA and the other financial aid forms required by your college. Tuition Benefits Some employers offer tuition benefit programs for employees or their dependents. Employers will pay a designated amount of your college tuition through these programs. Check with your employer or your parents' employers to see if they offer any tuition benefit programs. Tax Credits A tax credit will reduce the amount of income tax you or your parents have to pay to help ease the burden of financing your education. The American Opportunity Credit The American Opportunity Tax Credit allows you or your parent to claim up to $2,500 per student per year for the first four years of school as the student works toward a degree or similar credential. The Lifetime Learning Credit The Lifetime Learning Credit allows you or your parent to claim up to $2,000 per year per student for any college or career school tuition and fees. It can also be usedfor books, supplies, and equipment that were required and had to be purchased from the school. Scholarships Like grants, scholarships are free money that is given to you to help finance your education. Scholarships can be awarded based on financial need, extracurricular activity involvement, or academic achievement. Army Recruiting/Flickr Athletic Scholarships If you're a recruited athlete, you may be given a scholarship to participate in sports for your college. Ivy League and NCAA Division III schools don't award athletic scholarships. Merit Scholarships Many colleges will provide scholarships if you have stellar academic credentials. The most selective colleges are less likely to award merit scholarships because the vast majority of students has excelled academically. Also, some colleges will offer scholarships for an extracurricular activity like cheerleading or the marching band. Private Scholarships There are tons of private scholarships available to help pay for college. Each one has different requirements. Some are based on merit. Some are based on financial need. Some are based on your background, affiliations, or extracurricular activities. Some are very unique. You can search for scholarships at College Board’s Big Future. Also,Fastweb is another good site to find scholarships. Military Scholarships Additionally, there are ROTC scholarships and scholarships sponsored by veteran services organizations. Furthermore, the GI Bill can help finance the educations of military service members and their immediate families. How to Maximize Your Financial Aid for College Make sure you submit your FAFSA and any other required forms by the appropriate deadlines. Search and apply for scholarships. Check with the financial aid departments at the colleges you’re interested in attending to see how scholarship awards can affect your need-based financial aid. If you’re hoping to receive an athletic scholarship, be proactive in the college athletic recruiting process. Contact college coaches, make a highlight video, and if possible, attend camps that allow you to showcase your athletic skills to college coaches. I alsorecommend checking out studentaid.gov to learn more about the different types of federal aid, how to apply for them, and the eligibility criteria for federal student aid programs. What's Next? Now that we've answered the question, "what is financial aid?" learn more about specific ways you can get financial aid. If you're an undocumented immigrant,you can't submit a FAFSA or receive federal financial aid, but you can still get financial assistance for college. Also, find out how to win a National Merit Scholarship or scholarships based on your SAT/ACT scores. Finally, check out this post about how to pay for college without loans. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Strategies in Action Assignment Example | Topics and Well Written Essays - 2500 words

Strategies in Action - Assignment Example Lastly, by weighing the relative advantages and disadvantages, a suggested change of thinking is offered for the recommendation. Over the years, global and multinational companies are faced with the choice between standardization and adaptation when it comes to their strategy in different markets. While standardization has been the cornerstone of globalization over the years, it has also been argued that companies that tailor their strategy to their individual country markets have more chances of local success. According to Loyka, â€Å"the globalization of markets is the principal driving force behind the need for global product standardization theory (2003).† The two strategies certainly have their own advantages and their own drawbacks. Therefore, assessing these relative strengths and weaknesses is important when considering entering other international markets and joining the global competition. Johansson in his book â€Å"Global Marketing has identified the advantages of standardization, which according to him includes the following: â€Å"cost reduction, improved quality, enhanced customer preference, and existence of global customers, and the emergence of global customer segments (2000, 367-368).† As according to Loyka: â€Å"While standardization of product design, packaging and promotional material offers important economies to multinational marketers (Buzzell, 1968), little hard evidence is available on the potential benefits arising from a more coherent international image, more rapid international diffusion of products and ideas, and greater coordination and control (Walters, 1986). The gains from standardization range from cost savings and more consistent dealings with customers, to better planning and exploitation of ideas with universal appeal (Buzzell, 1968) (Loyka 2003).† Cost reduction. As companies find their local markets saturated, companies look for opportunities in the international markets. The

Philosophy of Science - Does Creationism qualify as science Essay

Philosophy of Science - Does Creationism qualify as science - Essay Example This new aspect erroneously emphasizes that both the earth and universe were born some 10,000 years ago and the present life form of the earth is the outcome of catastrophes like floods. Some creation scientists again hold that human beings were born out of divine intervention for the presence of intelligence absent in others. The creationism aspect of science on account of the above examples is countering problem for the proper teaching of science. (Skehan & Nelson, 1-2). Thus, the activities of creation scientists are aiming to draw a rift between experimental nature of science and a scientific approach based on false dogmas and religious ideologies. Creationism which fails to impart an experimental outlook fails to be qualified as Science. Controversial Theories of Creation Science against Science Scientific Creationism is observed to largely mingle religious ideologies with scientific doctrines causing the formation of erroneous facts which cultivate an environment of misinformat ion. In fact, the doctrines rendered by Creation Science which states that the formation and destruction of life forms on the planet were the outcome of a deluge were observed to bear close resemblance to Biblical theories. These facts rendered by Creation Science draw controversies for Science has already stated the age of the earth as amounting to some billions of years. With regards to the development of the large diversity of flora and fauna Science has successfully shown that these diversities sprouted out owing to the effects of evolution. The facts stated by Science gain ground for being supported by experimental observations conducted through the study of fossils which claims that evolution is a spontaneous phenomenon and not merely a theory. An endeavor to intensify the realm of Creation Science to reach the Science classrooms was largely contested on several grounds. The Law of the land observed such moves of Creation Science as totally unconstitutional due to mainly three aspects. Firstly, it was observed that such a drive affected the secularity of the region and legislation. It is because the approach of Creation Science is considered to have strong linkages to the Catholic religion. Secondly, it was held that the Creation Science’s approach was involved more in spreading religion than centered on imparting knowledge. Thirdly the approach made by Creation Science was also felt as anti-governmental activity and thus an endeavor was made to restrict its further development. Several schools of the American region were strictly directed to disallow the professing of the doctrines of Creation Science. The activities of Creation Science however did counter less halt as it came out with the doctrine of ‘Intelligent Design’. The theory of ‘Intelligent Design’ is considered to be propounded by the Creation Science theorists to counter the strength of legislative actions imposed upon it. The theory of ‘Intelligent Desi gn’ propounded by the Creation Scientists presents itself in two parts. The first part aimed at totally criticizing the theory of evolution framed by Charles Darwin. It aimed at stating that the theory of evolution was totally wrong and practically suffered from absence of a strong base. In the second part the concept of ‘Intelligent Design’ tried to focus that each of the different life forms on earth including the intelligent human beings were the actions of some

Reflective essay of personal and professional development

Reflective essay of personal and professional development This assignment is a critical analysis and reflection of my continuing personal and professional development (CPPD) needs in practice. This account will identify practical needs that I must improve with supportive evidence based research, and evaluate the impact of this need for my personal development as a future qualified nurse. My learning need was with assertiveness in communication when working with a staff nurse during admission. To meet the need and demonstrate the ability to engage in advancing my care, Gibbs (1988) framework model of reflection will be used. To maintain confidentiality as emphasised by the Nursing and Midwifery Council (NMC 2008), a pseudonym Tommy will be used to protect the patient’s anonymity. In addition, I will be using the post-registration education and practice (PREP) guidelines (NMC 2011) to maintain up to date knowledge and skills as well as empowering a lifelong learning in my nursing career. (NMC 2012) My skills in communication have improved in all contact and this has been acknowledged in every practice. However, I thought of this learning need, when I recognised my weakness was with assertiveness in communication when working with a staff nurse, faced with a difficult patient during admission. I took part in this learning activity in November, 2014 during my placement in hospital. I identified this need during the second week of placement, as I was able to perform patient admissions under the supervision of my mentor. The need to improve this skill was established from my mentor’s feedback and I agreed that it must be developed in order to help avoiding errors in future practice, improving my decision-making skills and professional satisfaction. I have spent a good amount of time to research and critically analyse this learning need However I felt this could be an ongoing process of improvement as Webb (2011) identified, supported by the Department of Health’s (201 3) ongoing process of improvement in the NHS to be more efficient and less bureaucratic. I again felt this was important for me to work on because it had an impact on the patient and me as a future qualified nurse (Fowler, 2008). Tommy is a 50 year old who suffers from right leg cellulitis and lives alone with his cat. I felt my first meeting with Tommy was challenging as I found it difficult to present myself as a self-assured, assertive and empathetic student nurse due to the impression that the situation was out of my comfort zone. I observed from the beginning of the visit that this gentleman was unable to cope; however I felt that I could not make a direct statement without coming across as patronising or a dominant student nurse. On the positive side, I chose to improve this learning need so that I would learn to be prepared with the knowledge and set of skills I must have in managing complex patient care in future placements (Fowler, 2008). Having encountered patients who have refused requests from other student nurses and staff nurses alike by expressing their dislikes, disagreements and sometimes even anger when offered treatment, I have observed that patients sense how the student nurses present themselves and could base their decision on the student nurses’ abilities to communicate assertively (Fowler, 2008). This also made me think about my self-awareness and empathetic skills. As I listened to Tommy’s emotional concerns, he opened up about being terrified of not having anyone in his house to feed his cat while he was in hospital because he had no close relatives. I responded calmly and confidently, using clear language that my intention was to obtain his permission to allow health professionals offer long term support to him (Fischhoff et al, 2011). As student nurses, our main role involves patient interaction and several studies have indicated that student nurses lack assertive skills evidenced by Bekkum and Hilton (2013) McCabe and Timmins (2005) qualitative study in two schools (n=30). It highlighted that most student nurses were assertive but chose not to display this skill to maintain positive interpersonal relations and avoid conflict. However, quantitative study (n=72) by Almost (2006) deemed it important to measure nursing students’ level of assertiveness prior to, and near completion of their pre-registration programme and to offer help throughout their programme to develop their assertiveness. Almost also considered the conflicts mainly developed from the multi-professional roles that student nurses have and that the basic nursing functions of caring and controlling can result in tension. Many researchers have challenged these such as Iglesias and Vallejo (2012) qualitative study identified that work have established that conflict resolution techniques can be achieved through compromise and collaboration which the nurses can use for their specific work environments. However all the previously mentioned approaches suffered from serious limitations as Tommy’s safety could have been compromised when nurses failed to speak up or be heard, identified by Page’s (2004) qualitative study. I found Almost (2013) very appropriate when giving personal care because this technique would have enhanced my learning need earlier in my nursing programme to improve patient care. Bekkum Hilton, (2013) qualitative study support and acknowledgement on these account findings imply that, education programs ought to be taken into account. The perceptions of the participants risks involved in not being assertive and the focal point must be on changing these perceptions rather tha n attempting to change student nurses’ values or focusing solely on specific assertive behaviours to improve student emotional intelligence. Based on the findings, I realised that my practice was out of date therefore would cost the National Health Service (NHS) and impact negatively on patients’ care. As identified by Smith’s (2012) phenomenological study, 75 per cent (n=20) of student nurses felt unable to verbally express their concerns when working with qualified nurses. Yet Jones’ (2013) qualitative study identified that 60 per cent (n=30) of student nurses felt confident by the end of their training. However, there is little consensus in the research available although I feel my experience reflects Smith’s (2013) findings. My inability to be assertive during patient admission was because I was working with an experienced qualified nurse and hiding behind my mentor limited my development in skill. This impacted on my clinical ability when I failed to be an assertive student nurse. It also shows in these research studies I was not using up to date practice. White’s (2009) phenomenological study identified that 75 per cent (n=28) nursing students in clinical placements suffer from self-doubt, have anxiety about their clinical performance and do not possess the characteristics of strong self-confidence. A qualitative study conducted for student nurses by Jones, Mccoy and Pitt (2013) have indicated that majority of student and staff relationships highlight that a sense of belonging was central for student nurses for a good clinical experience. A students sense of belonging and feeling a part of the team were essential before students could learn. This is reflected in Lathlean and Levett-Jones’ (2009) quantitative study (n=200) of student findings on third year student nurses who participated in the study as they had been on a number of clinical placements. This explanation, however, seemed to overlook the fact that many students feel compelled to work hard in order to fit in the nursing team rather than become motivated to le arn. This has made me realise that although being in a good nursing team, I would still prioritise looking after my patients by paying more attention to the patient needs and expectations. A qualitative study conducted by Lyndon (2006) mentioned that student nurses’ ability to make a clinical decision could be influenced by patient situation, availability of resources and interpersonal relationships. Student nurses, however, on a variety of situations, can experience moral distress as Ganske, Iseminger, Lachman and Murray (2012) have identified in their phenomenological study. These two articles revealed that the ability to communicate with patients should not cause moral distress as student nurses would neither be aggressive nor patronising, nonetheless the interaction would achieve the patient’s best interest. This is reinforced by Grumbach and Bodenheimer, (2004) qualitative study which identified (n=18) of student nurse, who noted that greater disability may be as a result of anxiety in some cases and loss of self-confidence. However, Begley (2010) phenomenological study (n=20) identified and argues, little has been investigated to explain the reasons why assertive behaviour occurs in one situation and not in another. Results suggest that, student nurses’ standard measures of assertiveness and of anxiety are irrespective of their scores p=00.1 chances. One should consider the consequences of student practitioners being assertive, while making a decision regarding how to behave I felt this was helpful in reminding me how important self- confident skills can aid improved patient care. Although, their underlying theories of subjectivity are very different, there are some important affinities between the researches that correlate which I believe would help me care better in future pla cement. In addition, Begley’s (2010) qualitative study established that patients were to be considered as partners in their health care delivery. Trust does not come easily for people and I have since learnt from past experiences that patients need to be included and actively involved in the planning and evaluation of their care. By learning to ask open questions helped promote and encouraged patient expression and enabled patients to enhance trust in a relationship as I have shown my interest and investment in the patient’s care and treatment. This study has an impact in addressing my need and offered help on how to be assertive when dealing with difficult patients. As highlighted by White (2014) qualitative study, majority of student nurse depend on their mentors to be assertive and sometimes adopt it as coping strategies. Even though, this is a small number of student nurses, (n=30) to base a judgement on, it provides statistically relevant data and allows an insight into practical experiences. I also felt this research was significant for me to work on my assertiveness, because it had an effect towards the patient and me as a future qualified nurse. I solely depended on my mentors for assertiveness as a coping strategy. Conversely, these poor coping strategies I adopted were highlighted in a qualitative study by Fischhoff et al, (2011) where common coping strategies utilised by student nurses being assertive in clinical settings are explored. Although this is a small sample size (n=18) which does not provide statistically relevant data, it is qualitative design allows an insight into the student nurses experience of assertiveness coping strategies (Parahoo, 2006). I found these results of the thematic critical analysis linked to my own clinical experience, including the poor coping assertiveness strategy I adopted. This was due to underestimating my capacity from the onset of being self-assured and self-confident without being aggressive (REF). I found that these researches gave me insight into how unethical and limiting avoidance practices are when dealing with patients, which was seen in a small number of participants in this study (n=3) (Morris Turnball, 2006). I felt this was helpful in remindi ng me how important assertiveness skills can improve patient care (Morris Turnbull, 2006). Besides, Fischhoff et al, (2011), descriptive study postulates assertiveness in student nurses who become attached to their mentors remain as consistent helpers for weeks in their placement during the period from the first till the third year, and it is suggested that this is due to the students underestimating their capacity from the onset of being self-assured. Although this is a small sample size (n=207) which does provide statistically significant relevant data, 60 percent (n=127) were more positive compared to 40 percent (n=83). Its quantitative design allows an insight into the student nurses’ experience of assertiveness skills (Begley, 2010). Nonetheless, Phillips and Simmonds (2012) phenomenological study supported this descriptive study and further on said this is a key concern for some student nurses within practice setting. The concept of assertiveness and understanding concept as student nurses will enable them to consider that the patient’s aggressiveness might be about other issues rather than their care. In a phenomenological study of (n=50) nursing students in London, Monsu (2014) identified that greater disability may be as a result of anxiety and loss of self-confidence dealing with a difficult patient. Findings of these researches do not seek to be generalised but were reliable to me due to the appropriateness of the methodology and the thematic analysis being correctly applied. This will aid me in caring for my patients in future practice. In a questionnaire survey of (n=200) student nurses in London, Smith (2013) identified that 70 per cent (n=49) of university students preferred mentors to do all the assertiveness communication for them due to underestimating their ability. Only 20 per cent (n=4) of students responded and of those who did respond, many of them did not fully complete the questionnaire. The data suggested that 70 per cent of students who preferred a mentor to do all the assertiveness communication do not constitute very strong evidence. Yet Monsu (2013) argues that from his own experience as a student in placement, there was a strong attachment with mentors being assertive in all him / her communication which did help with the assertiveness skills needed for future practice. This cannot be generalised as Monsu (2013) is not referring to a piece of empirical research but to his own experience. Having identified the context of Monsu’s (2013) own experience argument, I found it very relevant to me and it topped my hierarchy of evidence, but does not appear to have been undertaken in a thorough manner to help my caring for patients in future due to their lack of a soundly-based qualitative theory compared to Smith (2013). Having discussed with my mentor what happened during the admission; it felt good to have attempted the interaction with the patient and recognised some of his needs. Even though the patient seemed reluctant, I demonstrated the ability to remain calm although I did struggle with my approach when I spoke to him about offering more support. Instead, I focused to help the client respond to my questions and identify what his concerns were. I believe during that incident, I showed assertive behaviour because I maintained my duty of care to the patient. I have reflected that this would have an effect on my clinical ability if I had failed to be the patient’s advocate. With the DOH (2009) updated work on providing guidelines on consent to treatment and putting these principles of consent into practice, my actions caused me to consider my practice whether obtaining informed consent would be an issue. Tommy fully realised that he should comply with the nurse as she understood the conseq uences if his pains were not treated (Cole, 2012). According to Baldwin, Duffield, Fry and Merrick (2011) the interaction between the decision-making, skill development opportunities, social support and identity comes with the nursing role so as to be prepared for the upcoming nurse population to meet new challenges. When this type of situation happens again, I believe I have the skill to show my assertiveness skills by using compromise as well as recognising the boundaries of my actions. Using clinical decision skills and asking open questions, which I can gain from meeting other patients would enable me to show that I am a self- assured, reliable and trustworthy student nurse. I need to try and achieve leadership skills that could be essential for patient satisfaction and to achieve this, I have learnt to engage in leadership activities such as handovers and undertaking tasks on behalf of my mentor. I recognised that once I fitted into the clinical environment, I needed to be more actively involved in challenging clinical situations such as detecting unpredictable patient deterioration and learning to make quick clinical decisions. Cook Leathard (2004) suggested that good student nursing leadership and good quality nursing care will be effective if nurses go through leadership training program mes during the early stages of their career. This can help me in preparation to become more aware of how I feel, think and act in front of my patients. Reflecting and learning to be assertive can increase my confidence and self-esteem through appreciating what I have done well and maturely, accepting the improvements I must make to become a better nurse in the future. Having said that, I was satisfied that I had the opportunity to practice nursing handover, as it is one of the vital roles of a qualified nurse and one aspect of nursing care that is required of me when I am qualified.Loseby, Hudson Lyon (2013) wrote, handovers are information that can influence the delivery of care. In the process of this learning experience I felt well supported by my mentor giving me several opportunities to practice my handover until I felt more confident and less anxious because she created quality time for me and necessary feedback that helped my learning need as well as other aspects ofnursing. McCloughen, O’Brien Jackson (2010) defines a mentor as someone that helps others grow by teaching them, encouraging them and being interested in their success. This is also further supported byHamric, B.A., Hanson, M.C., Tracy, F.M., OGrady, T.E.,(2013) who indicated that a good mentor is one who spends quality time to foster growth, committed to the developme nt of their learning need, willing to share and feedback on any rough spot in their career development. In conclusion, I have critically analysed and reflected on clinical learning needs, which are essential for my continuing professional development. As a student, critical analysis and reflection helped to facilitate good learning outcomes so that I can relate and apply concepts to clinically orientated situations as well as explore and evaluate evidence. Also my clinical learning need was acknowledged through mentor feedback by showing assertive skills in communication with difficult patients. This need is an on-going process of development for me. However; I recognised that attempting interactions with patients and collaborating with nursing staff will help in my development to be a more self-assured nurse. Participating and engaging in leadership activities such as handovers and task delegation would be beneficial at this stage of my learning. Through the reflection and recognition of these learning needs, I could only move forward and continue to develop my learning proficiency as a student nurse towards professional competency as a qualified nurse. 1 | Page

The Act of Sacrifice from Achilles and Gilgamesh Essay -- The Iliad Gr

The Act of Sacrifice from Achilles and Gilgamesh The act of sacrifice is a very important event in literature. Often, it can define and shape a character’s life and personality. The ancient texts discussed in class contain many diverse, yet equally meaningful examples of sacrifice. Even though these acts of sacrifice can occur for different reasons, each one has a similar purpose. The characters that perform such sacrifices are required to give up something they love, cherish or own in order to serve a greater purpose. Achilles from The Iliad must sacrifice his physical possessions to appease his gods. Gilgamesh is unwillingly forced to sacrifice his beloved brother. Cain from The Bible also forfeits material possessions, but he also gives up his own integrity, as well as eternal life in his Heaven. These sacrifices appear to differ in the severity of what is given up, but they are actually alike in the way each is used to accomplish certain goals. Achilles is an excellent example of one who performs sacrifice. In The Iliad, Achilles is a supreme and god-like warrior, but his many character flaws hold him from achieving his full potential. His rampant pride and unharnessed rage overtakes his other good qualities and causes him many hardships. Achilles hopes to reduce these flaws by sacrificing numerous possessions to the gods. He believes, as did most other Greeks of the time, that thee gifts would urge the gods to look favorably upon the givers. Objects, such as cows, pigs, and wine, were cooked in an extremely orderly manner. Any deviations from the proper method of offering the gifts would be seen as a sign of disrespect. Sacrifices are made to obtain or achieve something in the future. In the case of Achilles, his sacrifice was made in hope that the gods would control and possibly eliminate his rage and pride. Achilles’ gifts of animals and drink to the gods were viewed by the Ancient Greek public as normal, hon orable, and religious. Most citizens made some kind of offering to the gods, but the gifts were definitely not as lavish and extravagant as the offerings made by Achilles. Regardless of the sacrifice, the importance was found in how much the gift meant to the giver, and how often the gifts came to the gods. Like Achilles, Gilgamesh also made an extreme sacrifice in order to better himself and those around him. In Gilgamesh, the tit... ...necessary arrogance that stirred unrest in his people. After his sacrifice, he had known the joys of brotherhood, become wiser and humbler, and gained the respect of his people. The complete opposite of Gilgamesh’s case is Cain’s. He begins as a humble, faithful servant of God, and he is given a good job. But he makes inadequate sacrifices and compounds the problem by murdering his brother. At the end, he does not have his job, he has lost his loyal brother by his own hand, and most walk aimlessly across the earth for eternity. As can be seen, sacrifices take on many different shapes and forms. These sacrifices can be alike and different in many aspects, but they all are important in literature. Sacrifice molds the integrity and reputation of those making them, not only to the society in which they live, but also with the higher power that they worship. The sacrifices of Achilles, Gilgamesh, and Cain were all important in their respective cultures and were very influential in how these three will be looked upon throughout history. It is obvious that any sacrifice to be made must be carefully picked over and analyzed before it is enacted. Otherwise, one may wonder forever.

Discrimination Against Females in Sport

Discrimination against Females in Sports Gender difference has always been an issue in many shapes and forms and throughout many circumstances in the past, present and still will be in the future. This paper focuses on the issue of discrimination against women in sports. Either being an athlete or a coach, women have always been looked upon as not as talented sports wise as men, even though in reality, they are. This issue is articulated in many ways.The news paper Green Leaf Weekly reports from the past that sports editors and journalists think that women’s sport is not â€Å"newsworthy† (Brown, 1993). Just that quote says a whole lot about the lack of respect people have for women who play sports who work just as hard as men to contend in their sport. Research by Eileen McDonagh and Laura Pappana demonstrates that sex segregation in sports does not simply reflect biology, but it actively constructs and reinforces social ideas of female inferiority (McDonagh & Pappana, 2010).For example, it has been a known fact that women have better physiological endurance compared to men, but yet in the Olympics some of the racing events are actually shorter compared to the men because the women are perceived as not being able to handle the same distance men run. In May of 2004 the sports world was flipped upside down when Title IX was put in place. This title should have been put in place a long time ago, but with all the discriminatory gender issues, it took this long to come to be. Title IX prohibits discrimination against girls and women in federally funded education and athletic programs.The law states that schools who do not follow Title IX, will lose their federal funding. This was a huge step in the beginning of discriminatory actions towards females in sport to be diminished. There are many resources available for exploring this subject area. Finding data and charts is hard to find, but there are many news paper articles on discrimination against wome n in sports. Also a few websites as well to help you get informed on how and why there is discrimination towards women in sports in the first place. There is a website called Women’s Sports Foundation that has a lot of information about women in sports.The good thing about this website is that though it focuses on the negative aspects like discrimination, it also focuses on the positive aspects and what women have achieved in sport and what future goals for women’s sports are. A fact the website states that by 2010, 53 athletic opportunities were offered to every 100 high school boys, and 41 athletic opportunities were offered to every hundred high school girls. Though the number is lower than that of the males, it still is much better than 20 years before this time when it was seldom that 7 athletic opportunities were offered to every 100 high school girl.This statistical research shows that discrimination in sports towards women is improving, slowly, but surely. Wome n are the most affected by this issue because they are being discriminated against in sports. More so than just women, younger women have an even harder time as when you are a young girl there are no girl’s leagues, just mixed leagues with boys. When females play with males, a lot of people say discriminatory things about girls and how they are incapable of playing with males.Likely problems that could come out of this for Canadian society would be that the discrimination problem against women will never be fixed, or it could also get worse. Women need to realize their worth and do something about the issues that are being brought towards them in sports. They have the right to play sports and enjoy them just as much as males do, and they are just as talented as males are. There are many solutions to this problem. A few solutions have already been created in order to better the sports world for women.The Title IX was definitely an important time in history when the document wa s put in place that discrimination against women is strictly prohibited in federally funded sports (Steven, 2004). Women’s sports being in the Olympics also play a very important part in helping this problem. Over the years as more women’s sports were added into the Olympics, it got more media coverage and more attention. With this attention, more young females joined the sports world and the female sports world vastly grew. I feel more women’s sports need to be added into the Olympics, and maybe even create a professional women’s sports league, like the NHL or NBA.Creating a professional women’s sports league would definitely capture enough attention to possibly make the discrimination simmer down. Another option is to possibly create women’s sports centers all over the world for women to come together who play sports and possibly make a change and realize there are a lot of other females all around the world who feel just as they feel. Mak ing people aware of the problems of discrimination in sports could open the eyes of a lot of people to see that it actually is a huge problem. In conclusion, sports are meant to be an activity to demonstrate teamwork, hard work, pain, courage and most of all belief.Belief is hard to achieve when you are being discriminated against, and a lot of people turn to sports to gain confidence. Gender in sports shouldn’t matter, sports teach to you the lessons no matter what gender you are. Many people use sports as a getaway from the crazy world now days and they should feel comfortable. Females need to realize their worth to the sports world, and if more people become aware of the problem and try and solve it, many younger females will be inspired in the future society to take sports to a whole new level, without discrimination against females.The problem will never be completely solved, but with determination anything is possible. References Brown, C. , (1993). Green Leaf Weekly. A rticle, 121. Retrieved from http://web. ebscohost. com. library. smu. ca:2048/ehost/detail? vid=3&hid=11&sid=66b0d127-bc37-4ca5-a903-ef2cab3580af%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=fyh&AN=MRB-WRI0271980 McDonagh, E. , Pappana, K. , (2010). In Brief. Women’s Studies, 39(1), 67. Retrieved from http://web. bscohost. com. library. smu. ca:2048/ehost/detail? vid=3&hid=11&sid=66b0d127-bc37-4ca5-a903-ef2cab3580af%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=fyh&AN=46837840 Steven, L. Y. , (2004). The Sport Of Numbers: Manipulating Title IX To Rationalize Discrimination Against Women. Brigham Young University Education & Law Journal, 1, 155. Retrieved from http://web. ebscohost. com. library. smu. ca:2048/ehost/detail? vid=3&hid=