Pridi Banomyong Essays - Thai People, Thailand,

Pridi Banomyong Pridi Banomyong Pridi Banomyong was born on May 11, 1900 in Ayudhya, the former capital of Thailand. He was the eldest son of a relatively well to do farming family. Pridi became interested in revolutionaries when he was very young. At the age of 14, he completed his secondary education. Too young to enroll in any institution for higher education, Pridi stayed with his family for an extra two years, helping them in rice farming before darting off to law school in 1917. Pridi was a bright student, he finished law school when he was 19, a year short of the minimum age requirement to enter the bar (Naeti-Banditya Sapha). He became a barrister at law and was simultaneously awarded a scholarship to do Master's and Ph.D. studies in France. In 1924, he obtained his Bachelier en Droit, Licenci en Droit and in 1926 a Doctorat d'Etat and Diplme d'Etudes Suprieures d'Economie Politique from Universit de Paris. Pridi was the first Thai to earn this appellation. It was during his time in Paris, that he and a few like-minded Thais set up the People's Party (Khana-Rassadorn). They vowed to transform the Thai system of governance from absolute monarchy to a constitutional monarchy. The group elected Pridi as their provisional leader.... Later in 1927, Pridi returned to Thailand and joined the bureaucracy and rose quickly through the ranks. He was granted a non-hereditary title of Luang Praditmanuthum. At dawn on 24 June 1932, the People's Party, consisting of government officials, military officers, and ordinary civilians rapidly and bloodlessly took control of the government, changing it from absolute to democratic, constitutional monarchy and installing the 1932 provisional constitution as the supreme law of the land. Between 1933 and 1947, Pridi held various important positions including.. Minister of Interior, Minister of Foreign affairs, Minister of Finance, Regent and Prime Minister. King Rama VIII officially appointed him a Senior Statesman for life. Throughout these years as government official and leader, Pridi assiduously worked to realize the Six Principles.. 1. To maintain absolute national independence in all aspects, including political, judicial, and economics... 2. To maintain national cohesion and security... 3. To promote economic well being by creating full employment and by launching a national economic plan... 4. To guarantee equality to all... 5. To grant complete liberty and freedom to the people, provided that this does not contradict the aforementioned principles...and... 6. To provide education to the people. While in power, Pridi succeeded in making a number of changes which radically changed certain aspects of Thai society. Among his notable accomplishments, some of them having long term impacts ,for example: The drafting of the nation's first economic plan. The founding of the University of Moral and Political Science [Thammasart University]. The Municipality Act which allowed the people to elect their own local governments. The revocation of unequal treaties that Thailand had been forced to sign with foreign powers. The reformation of the unfair tax system. The compilation of the country's first revenue code. The founding of what ultimately became the Bank of Thailand. Stabilizing the country's financial resources. Prior to WWII, Pridi foresaw an imminent devaluation of the Pound Sterling, and bought 1,000,000 ounces of gold which continue to be used as the country's foreign reserve. Promoting the concept of peace and political neutrality by proposing the 1939 bill on neutrality. On the eve of WWII, Pridi made a film entitled The King of the White Elephant, which urged peace and sought to argue how wars are exploited by rulers to obtain power at the expense of civilians. During the WWII , once the Japanese had invaded and occupied Thailand, even as Regent, Pridi clandestinely led the Free Thai Movement (Seri Thai) to resist such action. In recognition of the brave cooperation and assistance rendered by this movement, the United States government subsequently recognized Thailand as an independent country that had been under Japanese military occupation as opposed to a belligerent state subject to Allied post war control. On 16 August 1945, at the advice of Lord Louis Mountbatten (the Allied SEA commander), as Regent and Leader of Free Thai Movement, Pridi declared null and void Pibulsonggram government's declaration of

Viracocha and the Legendary Origins of the Inca

Viracocha and the Legendary Origins of the Inca Viracocha and the Legendary Origins of the Inca: The Inca people of the Andean region of South America had a complete creation myth which involved Viracocha, their Creator God. According to legend, Viracocha emerged from Lake Titicaca and created all of the things in the world, including man, before sailing off into the Pacific Ocean. The Inca Culture: The Inca culture of western South America was one of the most culturally rich and complex societies encountered by the Spanish during the Age of Conquest (1500-1550). The Inca ruled a mighty empire that stretched from present-day Colombia to Chile. They had complicated society ruled by the emperor in the city of Cuzco. Their religion centered on a small pantheon of gods including Viracocha, the Creator, Inti, the Sun, and Chuqui Illa, the Thunder. The constellations in the night sky were revered as special celestial animals. They also worshiped huacas: places and things that were somehow extraordinary, like a cave, a waterfall, a river or even a rock that had an interesting shape. Inca Record Keeping and the Spanish Chroniclers: It is important to note that although the Inca did not have writing, they had a sophisticated record-keeping system. They had a whole class of individuals whose duty it was to remember oral histories, passed down from generation to generation. They also had quipus, sets of knotted strings which were remarkably accurate, especially when dealing with numbers. It was by these means that the Inca creation myth was perpetuated. After the conquest, several Spanish chroniclers wrote down the creation myths they heard. Although they represent a valuable source, the Spanish were far from impartial: they thought they were hearing dangerous heresy and judged the information accordingly. Therefore, several different versions of the Inca creation myth exist: what follows is a compilation of sorts of the major points on which the chroniclers agree. Viracocha Creates the World: In the beginning, all was darkness and nothing existed. Viracocha the Creator came forth from the waters of Lake Titicaca and created the land and the sky before returning to the lake. He also created a race of people - in some versions of the story they were giants. These people and their leaders displeased Viracocha, so he came out of the lake again and flooded the world to destroy them. He also turned some of the men into stones. Then Viracocha created the Sun, Moon and stars. People are Made and Come Forth: Then Viracocha made men to populate the different areas and regions of the world. He created people, but left them inside the Earth. The Inca referred to the first men as Vari Viracocharuna. Viracocha then created another group of men, also called viracochas. He spoke to these viracochas and made them remember the different characteristics of the peoples that would populate the world. Then he sent all of the viracochas forth except for two. These viracochas went to the caves, streams, rivers and waterfalls of the land - every place where Viracocha had determined that people would come forth from the Earth. The viracochas spoke to the people in these places, telling them the time had come for them to come out of the Earth. The people came forth and populated the land. Viracocha and the Canas People: Viracocha then spoke to the two that had remained. He sent one to the east to the region called Andesuyo and the other to the west to Condesuyo. Their mission, like the other viracochas, was to awaken the people and tell them their stories. Viracocha himself set out in the direction of the city of Cuzco. As he went along, he awoke those people who were in his path but who had not yet been awakened. Along the way to Cuzco, he went to the province of Cacha and awoke the Canas people, who emerged from the Earth but did not recognize Viracocha. They attacked him and he made it rain fire upon a nearby mountain. The Canas threw themselves at his feet and he forgave them. Viracocha Founds Cuzco and Walks Over the Sea: Viracocha continued to Urcos, where he sat on the high mountain and gave the people a special statue. Then Viracocha founded the city of Cuzco. There, he called forth from the Earth the Orejones: these big-ears (they placed large golden discs in their earlobes) would become the lords and ruling class of Cuzco. Viracocha also gave Cuzco its name. Once that was done, he walked to the sea, awakening people as he went. When he reached the ocean, the other viracochas were waiting for him. Together they walked off across the ocean after giving his people one last word of advice: beware of false men who would come and claim that they were the returned viracochas. Variations of the Myth: Because of the number of conquered cultures, the means of keeping the story and the unreliable Spaniards who first wrote it down, there are several variations of the myth. For example, Pedro Sarmiento de Gamboa (1532-1592) tells a legend from the Caà ±ari people (who lived south of Quito) in which two brothers escaped Viracocha’s destructive flood by climbing a mountain. After the waters went down, they made a hut. One day they came home to find food and drink there for them. This happened several times, so one day they hid and saw two Caà ±ari women bring the food. The brothers came out of hiding but the women ran away. The men then prayed to Viracocha, asking him to send the women back. Viracocha granted their wish and the women came back: the legend says that all the Caà ±ari are descended from these four people. Father Bernabà © Cobo (1582-1657) tells the same story in greater detail. Importance of the Inca Creation Myth: This creation myth was very important to the Inca people. The places where the people emerged from the Earth, such as waterfalls, caves and springs, were venerated as huacas - special places inhabited by a sort of semi-divine spirit. At the place in Cacha where Viracocha allegedly called fire down upon the belligerent Canas people, the Inca built a shrine and revered it as a huaca. At Urcos, where Viracocha had sat and given the people a statue, they built a shrine as well. They made a massive bench made of gold to hold the statue. Francisco Pizarro would later claim the bench as part of his share of the loot from Cuzco. The nature of Inca religion was inclusive when it came to conquered cultures: when they conquered and subjugated a rival tribe, they incorporated that tribes beliefs in their religion (although in a lesser position to their own gods and beliefs). This inclusive philosophy is in stark contrast to the Spanish, who imposed Christianity on the conquered Inca while attempting to stamp out all vestiges of native religion. Because the Inca people allowed their vassals to keep their religious culture (to an extent) there were several creation stories at the time of the conquest, as Father Bernabà © Cobo points out: With regard to who these people may have been and where they escaped from that great inundation, they tell a thousand absurd stories. Each nation claims for itself the honor of having been the first people and that everyone else came from them. (Cobo, 11) Nevertheless, the different origin legends have a few elements in common and Viracocha was universally revered in Inca lands as the creator. Nowadays, the traditional Quechua people of South America - the descendants of the Inca - know this legend and others, but most have converted to Christianity and no longer believe in these legends in a religious sense. Sources: De Betanzos, Juan. (translated and edited by Roland Hamilton and Dana Buchanan) Narrative of the Incas. Austin: the University of Texas Press, 2006 (1996). Cobo, Bernabà ©. (translated by Roland Hamilton) Inca Religion and Customs. Austin: the University of Texas Press, 1990. Sarmiento de Gamboa, Pedro. (translated by Sir Clement Markham). History of the Incas. 1907. Mineola: Dover Publications, 1999.

Conceptualizing internationalization Strategy Case Study

Conceptualizing internationalization Strategy - Case Study Example cate that businesses internationalize, and are better placed to serve customers in countries oversees, and also gain novel ideas on products, services and business methodologies. This piece shall assess the case of Chabros International Group: A World of Wood as an international group and the challenges it has had in the course of carrying out business. According to Farah (2010), Chabros Group went through a downfall that saw a drop in its sales. With the help of the top management, there was need to revive the company immediately to avoid its collapse. Since the company had experienced losses in the countries that it had already ventured into, it would be important if the company tries to restart in another country, most preferably Morocco (Farah, 2010). This is for the reason that, in the countries that it had already operated the company was slowly losing its pride and fame as the leading producer. In an event that another company comes in to replace what it had already started, chance are that, the new company would make more sales and grab a huge percentage of the clients that Chabros had already won (Farah, 2010). This would be attributed to the fact that clients would have lost faith in Chabros and its consistent supply of products, and will probably try their luck in the new producing company. Morocco would be the best destination for Chabros Company to restart its operations. In the work compiled by Farah (2010), Morocco would be the best destination for Chabros to restart as it has minimal chances of facing local competition as there are few sellers of veneer, and there is a big market served by imports. The country is also not going through a recession, and its currency, Dirham, is linked to the Euro; thus, a reduction of Chabros exchange risks (Farah, 2010). With specialized technical know-how, capacity to consistently supply the market with quality products, well conversant with EU’s production measures and Morocco having a positive perception of

International Marketing 1 Essay Example | Topics and Well Written Essays - 1000 words

International Marketing 1 - Essay Example The processes followed in the host country are exactly similar to those in the home country. The top management views domestic methods and human resources as the most efficient and superior in overseas markets. An export department controls overseas markets at home and the marketing staff comes from home country. This approach is associated with attitudes of national arrogance and supremacy. It best suits small firms that are just entering international market or firms where relative volume of overseas sales is insignificant making product modifications uneconomic (Wind, 1973). Polycentric management orientation (host country orientation) on the other hand according to Wind is the opposite of ethnocentrism. The term polycentric explains a company’s often-unconscious supposition that each country in which it does business is unique. The directors consider the foreign market too difficult to understand. It holds the philosophy that local human resources, who best understand national market conditions and strategies, are best suited to deal with local market. This is due to national differences and the need for local responsiveness. Home country products are also adapted to meet local needs. However home country managers remain dominant in the head office. Each subsidiary develops its own distinct and independent business and marketing approaches. This approach is best for larger firms and it is characteristic of multinational companies. Regiocentric Orientation management, which Wind also calls a regional orientation, is an attitude that recognizes the significance of national and cultural variations but perceives them as most important at the regional level. The assumption is that the regional workers know their market better and instead of having many representatives in various countries, they can serve an entire region for economies of scale purposes. A regiocentric company views different

1918 Flu Pandemic Brings Higher Fatalities than World War 1 Research Paper - 1

1918 Flu Pandemic Brings Higher Fatalities than World War 1 - Research Paper Example The third section investigates the public health and medical issues at the times of the outbreak. Medical response to the pandemic is investigated in the fourth section and finally, the lessons learned from the outbreak are discussed in the fifth and final section. According to CDC (2006), the 1918 flu pandemic killed 2% of the world’s human population because of lack of sufficient knowledge about the virus and ineffective medical response. The 1918 flu pandemic provides important lessons for effective monitoring and management of flu outbreaks. Flu pandemics are serious threat to human existence, because of viral antigenic drift that produces new variant strains in every two to three years (Michael, 1998). Introduction The world today remains under serious threat of influenza pandemics. The last ten years have been characterized by outbreak of flu in different parts of the world causing deaths and widespread panic. Although the scale of the recent flu outbreaks do not compare with 1918 pandemic in terms of infections and fatalities, it is evident that the world population remains highly vulnerable to the infection. The United States Department of Health and Human Services (2006) classifies influenza into three different categories. These include seasonal flu, avian flu and pandemic flu. Seasonal flu also called common flu is a respiratory infection that affects people frequently. Although there is a vaccine for seasonal flu, the immune system of most people is capable of fighting the infection. Bird or avian flu is a zoonotic infection transmitted from wild birds to human beings. The H5NI virus that causes avian flu is extremely infectious and fatal to domestic birds. The main medical concern of the avian flu is that currently, there is no effective vaccine against the infection and people do not have immunity. Finally, pandemic flu is highly infectious ailment affecting human beings and it has the potential of causing global outbreak and severe disease s (United States Department of Health And Human Services, 2006). People have minimal immunity against flu infection and therefore the disease is transmitted quickly across an expansive geographic area. In the last century, devastating flu pandemics were reported in different parts of the globe. CDC (2006) estimated that over 43 million people in the world died from flu pandemics in the last 20th century alone. Some of the major flu pandemics included the 1918 Spanish flu, the Asian flu pandemic in 1957 and the Hong Kong Flu of 1968. Historical Perspective of the 1918 â€Å"Spanish Flu† Pandemic Before investigating the historical background of the 1918 Spanish flu pandemic, it is important to interrogate the meanings of pandemic and influenza. Michael (1998;51) defines pandemic as an â€Å"epidemic of human ailment that occurs over a wide geographical area, crossing international boundaries and affecting large number of people†. There are different forms of pathogens t hat cause pandemics, including the current HIV/AIDS virus, influenza and in the past, the plague that infected and killed numerous people in the world around 14th century. Flu is the short form of influenza and it causes respiratory disorders in human beings. According to Barry (2004), the common symptoms of flu infection includes fever, muscle aches, cough and in rare circumstances, opportunistic infections such as pneumonia occurs in patients infected with the virus. Flu virus is one of the major causes of death and it affects people of all ages. Human beings are the primary hosts of the virus but it can also spread to domestic animals including horses, pigs and

Social Impacts on Child Health

Social Impacts on Child Health ‘In the 21st Century social, economic and environmental factors are more important than biological disorders as causes of poor health in children.’ (HALL 2003) Critically analyse evidence including data drawn from authorised mortality and morbidity statistics to support or refute this statement. Evaluate the potential for success of two Intervention Strategies designed to reduce health inequalities. Introduction/1 Rationale Hall (2003) states, that ‘In the 21st Century social, economic and environmental factors are more important than biological disorders’ with regards to the causes of poor health in children. The report will discuss social, economic and environmental factors first and then move on to biological disorders and weigh up, using statistics and data, which factors are more important to poor health; thus either refuting or agreeing with Hall’s initial statement (Hall, 2003) The second part of the report will evaluate two Intervention Strategies designed to reduce health inequalities. The focus here will be on current concerns on child obesity. Whilst critically evaluating these intervention strategies, healthy eating and yoga will be looked at. The author will further draw in his own experiences from his current setting at a central London primary school. The aim of this report is to review and analyse health data in order to understand those factors leading to inequalities in health with regards to children aged four to five years. There will be a detailed examination of research documentation into inequalities in health from a variety of sectors giving a multi-disciplinary understanding. This report will find and promote health developmental needs of young children and their families within the early year’s curriculum. The report will also explore the inequalities of access to the school curriculum and the wider structural constraints to health in primary schools. It will also give a concept of health education, whilst linking the areas of physical, social and cognitive development. Part 1 Hall (2003) initiated a campaign for the World Health Organisation (WHO), an organisation that formulated in 1948. Hall started this campaign in the Philippines and it is called ‘Health at the Heart of Healing.’ This was a means of initially sustaining awareness and support for ongoing health efforts in the Typhoon Yolanda Corridor. Subsequently other health-related programmes were established. Macleod and Kay (2008, p. 222) agree with WHO(?) that health is a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity. Good health can have many benefits and mean many different things but certainly it is more than just the absence of diseases. A growing concern is child health and this will be explored in this report. Below each factor, namely social, economic, environmental and biological factors will be analysed (ref). The next section explains that good health is not just the lack of illnesses, but there are many factors that can affect wellbeing of people. 1.1 Social Factors WHO (2014) states that there are many factors that effects health in individuals. Social factors will be looked at first. Social factors can include parental involvement, family involvement as well as community involvement in a child’s upbringing. Their involvement can either lead to poor health or good health. According to WHO (1947-2012), good health depends on the context of our lives, therefore praising or criticising people for their good or bad health is wrong; most of the factors that contribute towards our health are out of our control (Geraghty, 1991, p.104). This is still very much relevant in 2014. WHO (1989-2012) further defines health as â€Å"a state of physical, mental, and social wellbeing† (WHO, 1948 cited in Macleod and Kay, 2008, p. 222). This is evidence to show that social factors have an extremely important affect children’s health. Research shows that much of the debate around health choices relates to social factors. Macleod and Kay, (2008) consider that the root causes of ill health should be tackled through social and public policy which addresses health inequalities. This is further evidence that social factors are more important to health inequalities in children compared to biological factors. Many things can be learned from having social interactions such as having a good relationship with neighbours. Dupas (2010) agrees that social factors are important as social learning leads to increased adoption of social norms. Adelman et al. (2009), agrees that households learn about the quality of care available at multiple facilities from their neighbours’ illness experiences; for instance, a neighbour can experiment with a new medicine and where one is unable to have the means of buying that particular medication, one can still learn from observing the neighbour. This shows and supports the ideas of Dupas (2010). 1.2 Economic Factors The main course of economic inequality is outlined in the Black Report (1980). This report displayed the death rate of men in social class V (Upper class) and social class I (Lower class). The difference of the two was that class V had twice as more deaths rates than class I and it was increasing. This led to an impact on a political thought in the United Kingdom that resulted in an assessment by the Office for Economic Co-Operation and Development and the WHO (2012) of health inequalities. This clearly is evidence to show that peoples’ economic situation has a direct link to their health prospects. It is easily perceived that to have a good standard of healthy living is to live in good quality housing rather than a poor household. The effects on a child in a poor household could be overcrowding, damp, cold and infestations of pests; this will all lead to chronic illnesses, and could even lead to hospitalisation. Research shows that poor educational qualifications and unemployment are linked with poverty and are associated with poor housing. This clearly shows that economic factors can have a serious effect on health, particularly for children as they are growing up in those surroundings. According to Macleod and Kay (2008) poverty is the most vital determiner and the most difficult area that affects health. Macleod and Kay (2008:225) argue that causes of poverty are manifold and can lead to poor qualifications, ill-health, disability, addiction and crime; hence economic factors are very important in the outcome of a child’s health. In addition research shows that parents that are single are at risk of falling into poverty (WHO, 2014; -) which may lead to children from a single parent household being more at risk of poor health (REF). Further evidence to show that economic factors are more important than biological factors in a child’s health can be illustrated through looking at developed countries and developing countries. Often the standard of living and the quality of life in a developed country, such as England, are better than the standard of living in developing countries. This is largely due to economic reasons, such as income and access to health facilities (REF). 1.3 Environmental factors WHO (2014) mentions that health is determined by peoples’ circumstances and their environment. There are many considerable impacts on health, for example the place or area which one lives in, the state of the environment, genetics, income and education level as well as relationships with friends and families (Macleod and Kay, 2008; WHO, 2014). Air pollution which is often a major problem within big cities such as London has an impact on everyone living and working there. Research shows that REF the most vulnerable people affected by air pollution in our cities are children and the elderly. Furthermore, research shows that people living in deprived areas are also more affected by air pollution because often these are the areas that are near the busy roads, which tend to have most exposure to road traffic pollution (REF). Therefore, this is evidence to show that inequalities in health in children are due to environmental factors, which are more important than biological disorders, as argued by Hall (2003). However, other commentators have argued that biological disorders are more important to inequalities of health in children than social, economic and environmental factors. 1.4 Biological Factors The word biological in this report is in reference to inheritance from parent to child. For example, a child has asthma because it is in the genes of parents hence the child inherited the asthma gene. Stewart and Vaterston () Recent research shows that poor health in children resulting to obesity or being overweight is not just a direct link from over eating, poor nutrition or having a poor diet. Research has demonstrated that being overweight is associated with an array of health issues, such as cardiovascular disease and diabetes. Stewart and Vaterston According to the National Cancer Institute (2012), obesity is associated with certain types of cancers, namely cancers of the gastrointestinal tract, pancreatic cancer and post-menopausal breast cancer. This is evidence to show that biological disorders do play a key role in causes of poor health in children. Summary According to all the arguments presented above, it is clear that one cannot dismiss the argument that causes of poor health in children is due to a variety of factors and reasons. Biological disorders do play a role in poor health in children and it is a very important area to look in to however after weighing all the arguments presented, the researcher agree with Halls statement, that in the 21st Century, social, economic and environmental factors are more important than biological disorders with regards to causes of poor health in children. (HALL 2003) Part 2 The second part of this report will look at intervention programmes which tackle inequalities of poor health in children. The National Health Service (NHS) 2013 study looked at English hospital admissions over a 10-year period for obese children and teenagers. It found that hospital admission rates for obesity and obesity-related health problems among children and young people have risen more than fourfold in the last decade, particularly among girls and teenagers. This clearly shows how serious poor care can be. This is a very serious matter which the current government recognises. This is evident by the scheme introduced in September 2013 which aims to help pupils at infant schools in England to get free school lunches. The aim of the scheme is to ensure children get at least one healthy meal a day. The scheme is targeting infants to ensure ‘every child gets the chance in life they deserve.’ The scheme aims to teach healthy eating habits and boost attainment. The following will look at intervention strategies that aim to tackle poor health in children. The report here will focus on obesity; this will be separated into two parts to appreciate the topic more fully: Healthy eating (Children’s packed lunch Appendix 2) Activity: Being fit (Yoga Appendix 3) Healthy Eating Healthy eating is a main concern of the school in question as the borough of the area has recently put forward an investigation into the obesity levels. The school began to be concerned about what is in children’s packed lunches. So, this led to an intervention on educating children about what healthy food is, as well as informing parents (Appendix 2). Obesity is when children are over the healthy weight limit. There are several causes for this which includes: genetic factors, family history, psychological and nutritional factors. Obesity has become an epidemic hence it needs to be tackled at an early stage of a child’s life. 15% of children in this country are considered overweight, which is a dramatic increase from a few decades ago when obesity in children was only 4% (REF). There are many risks from childhood obesity such the risk of heart disease and childhood diabetes. This has led the researcher to create activities to help children to acknowledge how important health should be. The activities are to promote healthy eating with regard to packed lunches. However, the schools lunches are very good using fresh ingredients and a varied selection of foods that children can choose from. School policy requests that children should have a healthy lunch with a balanced selection of healthy food. Although children have school dinners and are eating healthily, the researcher noticed there are still problems with packed lunches. This made the researcher believe that parents should be educated about their children in what they want and should have in their packed lunch. Activity One The Healthy Cafe To gain knowledge of healthy foods the researcher set up a cafe near the home corner (Appendix?). The cafe had a round table, kitchen and variety of fruits. There was a menu created, this is for the customers (children) and there was waiters (children) to take orders (appendix?). The activity was successfully completed over two to three weeks. The parent’s feedback was very good as they commented that their children would favour an apple, pear and water rather than sweets or coke. There was also a change in their packed lunches which led to a new policy in school. Children were no longer to have unhealthy foods and drinks. This was not acceptable for some parents as they had said that, ‘their children will not eat’ so the new policy was withdrawn for three weeks. After this time it was decided that children should bring in a healthy lunch box at least once a week. Macleod and Kay (2008) states that, ‘ill-health or harmful lifestyle choices in childhood can lead to ill-health throughout life, which creates health, financial and social burdens for countries today and tomorrow’. The information inspired the researcher to create a yoga activity, due to having concern for children who suffer diseases from obesity at the school. (Macleod and Kay, 2008, p.226). The healthy eating was an ongoing process but the yoga was only completed once every week as well as involving some parents (appendix?). As Macleod and Kay (2008, p.227) mention, health in childhood determines health throughout life and into the next generation. They go on to say that the period between birth and 5 years and over is the critical age for letting children understand that being healthy can be fun. This was another reason why the researcher chose to introduce yoga, so it can be fun and something the children can enjoy. How health influences children’s learning BBC news (2009) provided information that the number of obese children in the UK has risen dramatically in recent years. The Health Survey for England (Joint Health surveys Unit on behalf of the recent Department of Health, 2012) says that 8.5 per cent of 6-year olds and 15 per cent of 15-year-olds were obese, with others also being overweight. The issue of obesity led the researcher to involve parents to have concern for being fit at home with the children (See appendix ? to see the activity). At the school the researcher found that young children begin to understand more about health and their own bodies through engaging in the above activities, having a balanced diet, healthy eating and learning more about the body in staying fit. This guided researcher to formulate the yoga activity. Taylor and Woods (2005) mention that when children have healthy experiences in a setting where there are opportunities for energetic play, for quiet contemplation and for bodily relaxation they will make better progress. The children will hopefully develop an understanding of how physical activities, food and drink, sleep, safety and hygiene are vital to life. (recent , p.131-251). As physical skills develop, children can also engage in activities like yoga to build their ability to act independently in their environments (Recent,, p.189-248). With more awareness, children are more take greater self-care and consideration to their health as they grow older. It may support young children to be healthier and stay safe. Developing a healthy lifestyle is increasingly important for young children in the 21st century, with greater risks to their wellbeing associated with obesity, junk food, and sedentary lifestyles. (Tickell, 2011, p.44). Activities that support good health should be developed by the children, parents and early year’s professionals concerned, so that all children develop to the highest possible level in terms of health. (recent:P.248). Yogo is one activity that all adults can take part in and encourage young children to get involved in outside of school hours. There are various magazines promoting health, many of these relate specifically to child health matters and play an important role in informing parents about current child health practices and child care issues. The internet also provides a multiplicity of sites and information about child health (recent p.248). 4 Conclusions The important thing that was understood from the assignment in part one is that indeed there are a variety of factors and reasons leading to poor health. Although biological disorders do play a role in poor health in children in the 21st Century, social, economic and environmental factors are more important than biological disorders with regards to causes of poor health in children, as stated by Hall. (2003) The researcher therefore agrees with Halls statement. Part 2 looked at strategies to tackle poor health, namely obesity in young children. The base school found the activities useful to promote and encourage good health in children. 5 Recommendations Practitioners need to work together with parents to reduce the risk of child obesity. They should take a vital role in deciding what food should is suitable for packed lunches and have activities placed in schools to encourage greater care of one’s health. As a Practitioner we can recommend parents to visit their doctors and have regular checkups. Practitioner could recommend a doctor to come in to the school and have a session on healthy living and healthy eating. Bibliography Adelman, Sarah, Timothy Essam and Kenneth L. Leonard (2009). à ¬Idle Chatter or Learning? Evidence of social learning about clinicians and the health system from Rural Tanzania,à ®Social Science and Medicine. 69: 183-190. BBC News (2009). BBC News [online], [Accessed: Dec 23. 2011] Available at: http://news.bbc.co.uk/1/hi/health > Caroline Mulvihill and Robert Quigley (2003) The Management of Obesity and Overweight. London: Health Development Agency. Carolyn Meggitt (2003) Baby and Child Health. Surry: The Bath Press Dame Clare Tickell. (2011). The Early Years: Foundation for Life, Health and Learning. London. Dupas, Pascaline (2010). à ¬Short-Run Subsidies and Long-Run Adoption of New Health Products: Evidence from a Field Experimentà ®. NBER Working Paper 16298. Macleod I. and Brudenell Janet Kay (2008): Advance Early Years. 2nd Ed. London: Heinemann. Jackie Green and Keith Tones (2010), Health Promotion Planning and Strategies. 2nd Ed: London. Jayne Taylor and Margaret Woods (2005) Early Childhood Studies. 2nd Ed. London: Edward Arnold. Malcolm Hill and Kay Tisdall (1997) Children and Society. London: Personal Educational Limited. Patricia Geraghty. (1991) Caring for Children. 2nd Ed: London: The Alden Press. Penny Tassoni and Kate Beith (1999) Nursery Nursing A Guide to Work in Early Years. U.K: The Bath Press. World Health Organisation, (2014), Who.Int [on-line], http://www.who.int/about/copyright/en/. (Accessed: Jan 1. 2014

Stereotyping in The Way We Lie by Stephanie Ericsson Essay -- stereoty

In the essay The Way We Lie, Stephanie Ericsson writes that â€Å"All the ‘isms’-racism, sexism, ageism, et al.-are founded on and fueled by the stereotype and the clichà ©, which are lies of exaggeration, omission, and ignorance. They are always dangerous. They take a single tree and make it a landscape.† This quote is important due to the fact that stereotypes play a major role in many aspects of our society. In American society we have a tendency to pass judgment on people just because of a pre-existing stereotype that our society has formed on particular groups over the years. American Society tends to create stereotypes because of the simplicity it adds to our lives, but stereotypes can cause us to oversimplify the characteristics of others, encourage prejudice, and can even create many more severe dangers. Everyday we experience stereotyping in one way or another. Over the years stereotyping has become such a large part of our society that it is a vital part of our everyday communication. It has caused many of us to not really think about who a person really is, or what they are about, but to accept instead a certain stereotype that has already been created by our society and given to an individual. Stephanie Ericsson makes an excellent point in her essay when she says â€Å"they take a single tree, and make it into a landscape.† The statement she was trying to make by saying this is that many times, a stereotype is made by an individual because of something done by one particular person in a certain group, but is then given to the whole group as a result. Our society has given a stereotype to practically every form of human being out there. Some examples of this are the blond that is said to be dumb, the kid with glasse... ...ypes. These crimes are called â€Å"hate crimes†, and are directed towards a particular individual not because of something he or she has done, but simply because of the group they belong to. Hundreds of innocent people die each year due to a title that was created for them. Because of a stereotype that some other individual somewhere in our society created, and decided certain individuals belong, and should be hated for, innocent people in our society end up being killed. It is not fair for innocent people to die. Nor is it even fair for any individual to have to walk down the street, knowing that they are hated because of something that is beyond their control. Whether it be their skin color, hair color, appearance, or the way they walk, it can be a stereotypical characteristic that creates the risk of being judged by another individual, or perhaps even killed.