Case Study - Motivation Essay Example for Free

Case Study Motivation Essay Introduction In this brief introduction, advice for James on how to motivate his Year 5 teachers will be framed by explaining the nature of goal, the dimension of the goal and how it should be set. Secondly, suggestions of the selection of Year 5 teacher will be given. Furthermore, various ways of rewarding the goal achievement will be mentioned while evaluating the role of James during the academic year and the application of goal setting. In addition, unintended consequences of the goal setting methods will be discussed and follow by a conclusion. Nature of goal, Dimension of the goal and how it should be set Refers to Locke (1990 and 1996), goal is an object or aim for an action is the definition of goal and it is something consciously want. Goal can be explained by internal and external factors , goals are thoughts with desired end internally and object or conditions sought externally while a job to be completed is as known as task (Locke 1990 and 1996). In this case, the goal of James is to boost his school average result in NAPLAN test (i.e. the 5 reporting sector ) therefore it is above the national average while the task is to select an appropriate teacher that is able to improve the results of the 5 reporting factors. Dimension of goals can be divided content and intensity and they are not easily separated (Locke 1990). Goal content means the actual object sought and psychological goal that an individual have (Locke 1990 and 1996). Content differs in qualitatively and quantitatively and degree of specificity (Locke 199 0). A positive relationship between goal difficulties and performance is founded, the harder the goal is, the better the achievement (Locke 1996). The second factor is intensity. Intensity refers to the depth of the goal, such as scope and integration of the goal setting process and the importance of the goal, etc (Locke1990). Goals can be set according to S.M.A.R.T. which means that goals must be specific, measurable, assignable, realistic and time-related (Rouillard 2003). A specific goal should be details enough to mention what is to be achieved and accomplished, too general statement is insufficient to motive workers (Rouillard 2003).A goal should be measurable which is quantifiable and provide a standard for comparison while indicate whether the goal is reached (Rouillard 2003). Thirdly, an attainable goal should be able to achievable while challenging, a goal with extreme low and  high expectation is insufficient to motivate (Rouillard 2003). Realistic goal means it is practical, possible and achievable (Rouillard 2003). Time-related means to frame the goal with a given period, an out-dated goal has no effect on motivat ion (Rouillard 2003). In this case, James can set a goal like ‘improve 75% of year 5 students results with a grade improvement in the factors of reading, writing, spelling, grammar and punctuation and numeracy within one semester (6 months)’. Access of candidates In this case, the aim is to improve the students’ results therefore teacher effectiveness is the main consideration. Teacher effectiveness is a measure of teacher’s ability to produce an academic growth in a given context and situation (Stronge and Hindman 2006 and Bailey 2006). Various sectors are needed for evaluation. (i) Knowledge/ Teaching certification Richard has the highest degree compare to others and Richard is passionate about upgrading himself to a higher level. Moreover, Richard is familiar with the updated education syllabus as he has completed his bachelor degree few years ago. No specific information about Janice’s educational background is mentioned; it is assumed she has the lowest degree among candidates. Although Janice had attended some teacher training, she is not familiar and active about the updated educational changes and practices which makes her less competitive. Ivar has deep knowledge about psychology and enjoy high degree of reputation and he is a high achieving student which shows Ivar has adequate intelligence level. Refers to Mandeville and Liu cited in Campbell et al (2012), students who are taught by higher levels of teacher certification have better thinking skills and performance than the lower level of knowledge. From the above evaluation, Richard and Ivar are more knowledgeable. (ii) Personal ity Richard is young, enthusiastic, active, ambitious and competitive; Janice is mature, sociable with good personal skills, passionate but less active than Richard and Ivar is logical and rational but not good at communication. Personality is not suggested as a standard for selection as there is no direct relationship between personality and achievement of pupils (Borich cited in Campbell et al 2012 ). More factors should be considered. (iii)  Experience Richard has few years of teaching year 2 and 3 but lack of experience on teaching year 5 and 6; Janice has the most experience among 3 of them and she has 5 years experience on Year 5. Comparing to others, Ivar has the least experience in teaching. Teaching experience is a valuable access however there is no direct relationship between experience and student achievement and teaching experience is only a predictor of student outcomes occasionally (Anderson and Doresett cited in Campbell et al 2012). More factors should be concern. (iv) Self –efficacy ‘A belief in one’s capabilities to organize and execute the course of action required to produce given attainment ‘is called self efficacy (Bandura cited in Campbell et al 2012). Richard and Ivar are very confident about teaching year 5 while Janice is less confident about her skills. It is suggested that students that taught by higher self –efficacy perform better on standardized test and teachers with low self-efficacy have lower expectation of students (Moore and Esselman cited in Campbell et al 2012) . To improve the grade of NAPLAN, advancement of languages and maths are necessary and a teacher with higher self-efficacy is critical as there is positive relationship between self efficacy and the performance of languages and maths of the students (Anderson et al cited in Campbell et al 2012). From the perspective of goal setting theory, an individual with high self efficacy is more willing to set and accept a harder goal while commit to the goals with eff ort (Locke 1996). Richard and Ivar are the better choice. After accessing the above criteria, Richard and Ivar are the better choice since both of them are highly educated and with high self efficacy but Richard is the best choice. Ivar is not specialist in education which shows concern of insufficient knowledge of educational practices while Richard has a better educational knowledge. Refers to Darling-Hammond cited in Campbell et al (2012) , the strongest forecaster of relative achievement compared to others is teacher’s certification therefore Richard will be a better choice based on the element of knowledge. Methods to reward goal achievement The goal cannot be reached by one party’s effort therefore Richard and students should be rewarded. Financial rewards and non-financial rewards are suggested and James should integrate them as a complete reward process in order to work more effectively (Armstrong and Murlis 2007). (i) Financial rewards Merit pay program can be used once Richard reaches the goal. Merit pay is a system that increases the base salary of the employee who achieves the objectives of the business (Snell and Bohlander 2012). James should raise Richard‘s salary with a range of 7 to 9% in order to be motivate (Snell and Bohlander 2012). Financial rewards have no significant in students’ achievement thus financial reward is more appropriate for teachers (Robin 2012). From individual aspect, the increased salary allows Richard to satisfy various needs, such as; help his school fee for his master degree. Richard is competitive, while the financial reward is a tangible form of achievement recognition that satisfies his needs of ego and self- actualization (Armstrong and Murlis 2007). For school, the financial rewards enhance motivation, Richard is more willing to stay in the school and this benefits the school from retaining talents to teach Year 5 students (Armstrong and Murlis 2007). (ii) Non fina ncial rewards Non financial rewards are more effective in motivating (Armstrong and Murlis 2007). James can reward Richard by providing recognition, such as verbally reward with positive feedback, promotion and training and development. James can reward the students by praising the classes and providing extra-circular activities for students to relax and learn. Richard has his own mind in career progression, rewards such as promotion, allows him to reach his individual goal (to have a better career).If Richard is rewarded with training, more knowledge will be received and allow him to have a well preparation for his master degree. Non financial rewards shows recognition which reinforce Richard’s self esteem and self actualization. For the school, non financial rewards bring lasting motivation which maintains Richard’s motivation to work in the school and dedicate more effort for his teaching of Year 5 students. (Armstrong and Murlis 2007) The rewards  motivate the Year 5 students t o study hard in order to get a better result in NAPLAN. James’s role According to managerial competency framework by Quinn, several roles from the framework are selected for James in the application of this case. James is a director, he has to develop a vision and set a clear goal and objectives for his teachers moreover he has to organize and design the whole plan to achieve the goal (Quinn et al 2003). Secondly, James is a mentor, he has to communicate effectively and share his knowledge of NAPLAN with Richard to develop his ability in teaching Year 5 students (Quinn et al 2003). James has to think creatively as he may have to draft new teaching strategies with Richard therefore he has to live and mange the change and his role in this process is innovator (Quinn et al 2003). James is also a co-coordinator, new ideas may suggested by Richard and James has to manage the projects and across the functions to ensure the Richard’s works can run smoothly (Quinn et al 2003).Finally, James is a monitor, performances of students should be reviewed regu larly to keep the process on track while teaching styles should be monitored, for example, James can be a guest teacher in Richard’s class to see how the class runs and provides feedback to Richard (Quinn et al 2003, Mitchell, Ortiz, and Mitchell 1987). Feedback drives performance and motivation therefore feedback should be given frequently, James is able to check the progress of the goal while Richard is able to improve his limitations or retain his advantages (Latham 2007). Unintended consequences  Harder goals drive performance therefore James may set a harder goal for Richard and his year 5 students to achieve (Latham 2007). A harder goal is associated higher risk which may lead to worse performance compare to lower goals, for instance, a harsher teaching style is adopted by Richard but students may face extra pressure and lost their motivation in learning (Latham 2007). Secondly, goal conflicts may happen, such as, the school’s goal is vary from Richard’s individual goal which reduce the motivation and worsen the performance (Latham 2007). In order to reach the goal, James has to co-ordinate with other teachers with the class arrangement, this may lead to disagreement about the decision and conflicts between colleagues may result. With the new class arrangement, other classes need to adopt a new  teacher or teaching style; it influences the academic results and motivation. Others teachers also need to cope with the new goal and assi st Richard and principal in some points yet they do not get any reward, it leads to the problem of unfairness and inequality. Conclusion To conclude, goal and task are strongly linked and dimension of goal is divided into content and intensity. A successful goal should be set according to S.M.A.R.T. After evaluation, Richard is chosen as the teacher. James could motive Richard and students by financial and non financial rewards. Within the process, James has multiple roles as mention before to ensure the goal is achieved. However, unexpected results may happen therefore James should consider more theories application solve the problem and achieve synergy. Reference list Armstrong, M. and Murlis, H. 2007, Reward Management: A Handbook of Remuneration Strategy and Practice, 5th ed., Kogan Page Publishers, U.K. Bailey, K. 2006, Language Teacher Supervision: A case Based Approach, Cambridge University Press, U.K. Campbell, J., Kyriakides, L., Nuijis, D. and Robinson, W. 2012, Assessing Teacher Effectiveness: Different Models, Routledge, Canada. Latham, G. 2007, Work Motivation. History.Theory.Research and Practice, Thousand Oaks, U.K. Locke, E. 1996, ‘Motivation through conscious goal setting’, Applied and Preventative Psychology, vol.5, pp. 117-124. Locke, E. and Latham, G. 1990, A theory of Goal setting and Task Performance, Prentice Hall, New Jersey. Mitchell, D., Ortiz, F. and Mitchell, T. 1987, Work Orientation and Job Performance: The Cultural Basis of Teaching Rewards and Incentives, Suny Press, U.S.A. Robin, G. 2012, Praise, Motivation, and the Child, Routledge, U.S.A. Rouillard,L. 2003, Goals and Goal Setting: Achieving Measured Ob jectives, 3rd ed., Cengage Learning, U.S.A. Snell, S. and Bohlander,G. 2012, Managing Human Resources, Cengage Learning, U.S.A. Stronge, J. and Hindman, J. 2006, The Teacher Quality Index: A Protocol for Teacher Selection, ASCD, U.S.A. Quinn, R.E., Faerman,S.R., Thompson,M.P. and McGrath,M. 2003, Becoming a master manager: A competency framework, 3rd ed., Wiley, New York.

Malnutrition and Nutrition Programs in Malaysia

Malnutrition and Nutrition Programs in Malaysia Contents (Jump to) CHAPTER 1 : INTRODUCTION CHAPTER 2: BURDEN OF MALNUTRITION IN MALAYSIA CHAPTER 3: CURRENT MALNUTRITION INTERVENTION PROGRAMMES-The aims, strategy and evaluation 3.1 Breastfeeding program 3.2 Rehabilitation Program for Malnourished Children 3.3 Other Main Nutrition Intervention Programs CHAPTER 4: DISCUSSION To compare with the developed countries CHAPTER 6: CONCLUSION CHAPTER 7: REFERRENCE CHAPTER 1 : INTRODUCTION Malnutrition in all its forms is defined as all forms of poor nutrition. It relates to imbalances in energy, and specific macro and micronutrients- as well as in dietary patterns. Conventionally, the emphasis has been in relation to inadequacy, but it also applies to excess intake or inappropriate dietary patterns. It is a wide term commonly used as alternative to under-nutrition but technically it also refers over-nutrition. Child malnutrition was associated with 54% of child death (10.8 million children) in developing countries in 2001, although is it rarely the direct cause of death. Undernutrition is the direct result of inadequate dietary intake, the presence of disease, or the interaction of these two factors. The risk of dying from a disease as twice as high for mildly malnourished children, 5 times as high for those moderately malnourished and 8 times greater for children classified as severe malnourished when compared to normal children (UNICEF 1996). Underlying causes for malnutrition are varied. Infections among children, including helminthiasis can contribute to malnutrition, manifested as anaemia, stunting and/or impaired childhood development. Recurrent sickness and diarrhoea among infants who are not breastfed can result in malnutrition and eventually impact their normal growth and development. Tuberculosis among young people and adults is linked to poor nutrition. On the other hand, dietary patterns are shifting from traditional diets to diets in which predominantly processed foods are consumed. These foods are of limited nutritional quality, in many cases rich in saturated fats, sugar and salt. While the burden of undernutrition among children and chronic energy deficiency (CED) in adults continue to be major nutritional concerns in many parts of Asia, the burden of overweight and obesity is becoming increasingly widespread in the region (Khor 2008). Overweight and obesity are defined as abnormal and excessive fat accumulation that present a risk of health. They are associated with non-communicable diseases such as stroke, hypertension, cardiovascular disease, type 2 diabetes and certain form of cancer. Apart from that, recent research showed that undernutrition during early life can later lead to overweight or obesity by prompting energy conservation mechanism in the body that can persist into adulthood. Severe nutritional deprivation in fetal and early post-natal period followed by a rapid catch-up growth in early childhood is now known to increase the risk of overweight and obesity (Florentino 2014). WHO (2008) estimates more than 1.4 billion adults, 20 and older, were overweight which over 200 million men and nearly 300 million women were obese. Overall, more than 10% of the world’s adult population was obese. The global prevalence of overweight and obesity in children aged five to 19 years is 10% (Kipping et al. 2008). It was also reported that worldwide prevalence of overweight and obesity in preschool children increased from 4.2% in 1990 to 6.7% in 2010 and the prevalence in Asia is 4.9%, with the number of affected children was about 18 million and this trend is expec ted to reach 9.1%, or 60 million, in 2020 (Onis et al. 2010). CHAPTER 2: BURDEN OF MALNUTRITION IN MALAYSIA From the period before and after several years of independence, Malaysia was an underdeveloped country with high rate of poverty and hunger. Poverty is closely associated with limited access to healthy food and poor access to health care leading to problems such as undernutrition and other related illnesses. Recent National Health and Morbidity Survey (NHMS) IV has revealed that the prevalence of underweight and wasting for children aged below 18 years is 16.1 and 17.8% respectively and it was reported 6.1% children were obese. Study by Poh et al. (2013) among children 6 months to 12 years showed that the prevalence of overweight (9 ·8 %) and obesity (11 ·8 %) was higher than that of thinness (5 ·4 %) and stunting (8 ·4 %). It would appear that the results of the NHMS 2011 indicated a higher prevalence of undernutrition than that of overnutrition, while Poh et al. (2013) reported the opposite was true. It may be due to different cut-off point as NHMS using CDC (2000) while Poh et al. (2013) using WHO growth chart or could be due to the different sampling protocol. We can conclude that Malaysia still shows higher prevalence of undernutrition and at the same time increasing trend of overweight and obesity. Developing countries including Malaysia are in a state of rapid economic transition as a result of generally improving incomes, increasing industrialization, urbanization and globalization. This has given rise to changing lifestyle and diet from one with high level physical of activity and diets based mostly on plant food, to one with higher level of sedentary lifestyle and diet of increasing energy based such as high carbohydrate, high sugar and high in fat. The excess energy from these foods may affect adult and children within the family differently. For instance, young children may easily use up the excess energy and still be underweight while adults may end up gaining weight. These changes in consumption and physical activity lead to rising prevalence of overweight and obesity especially in adults consequently increasing in NCD. The changes in socio-economic developments over the years in Malaysia have brought an improvement in the overall nutritional status of the country. However, pockets of malnutrition still exist, particularly among the rural areas. Therefore, Malaysia now has to face double burden of malnutrition (DBM) as the new trend emerge in. CHAPTER 3: CURRENT MALNUTRITION INTERVENTION PROGRAMMES-The aims, strategy and evaluation The aim of nutrition program is to plan, implement and develop nutrition services to achieve and maintain the nutritional well-being of the population and promote healthy eating practices. The program aims to monitor and evaluate the nutritional status of Malaysian population and assist in nutritional surveillance. It also to plan, implement and evaluate the nutrition health programs, activities and promotion. Nutrition interventions to improve the nutritional well-being of the Malaysian population have been implemented by the Ministry of Health in collaboration with other ministries. The programs and activities that have been carried out include alleviation of macronutrient and micronutrient deficiencies, nutrition promotion and improving household food security. 3.1 Breastfeeding program Malaysia has outlined a few strategies in order to combat malnutrition in children and adolescents. It starts from birth of the baby by promoting exclusive breastfeeding up to six months of age as according to National Breastfeeding Policy. The aim is to ensure the baby get the benefits and nutrient from breast milk. Study shows that breastfeeding is protective against infections and Sudden Infant Death Syndrome (SIDS) and this effect is stronger when breastfeeding is exclusive (Fern R. Hauck 2011). In 1993, the Ministry of Health (MOH) Malaysia adopted the WHO/UNICEF Baby Friendly Hospital Initiative (BFHI). This initiative aims to increase breastfeeding among all women in Malaysia in line with the WHO recommendation of at least six months of exclusive breastfeeding, to empower women to make right choices on feeding their babies and to create conducive conditions in hospital and thereafter for women who wish to breastfeed. In addition, MOH initiated Baby Friendly Clinic project in 2006 targeting health clinics and rural clinics in Malaysia. It aims to encourage mothers to breastfeed their babies exclusively from birth up to the first six months and continue until two years old. Study by Tan (2011) showed the prevalence of exclusive breastfeeding among mothers with infants aged between one and six months was 43.1% (95% CI: 39.4, 46.8). Prevalence of timely initiation was 63.7% (CI: 61.4 65.9) and the continued prevalence of breastfeeding up to two years was 37.4% (CI: 32.9 42.2) (Fatimah Jr et al. 2010). The findings suggest that the programmes implemented in the last ten years were effective in improving the prevalence of ever breastfeeding, timely initiation of breastfeeding and continued breastfeeding up to two years 3.2 Rehabilitation Program for Malnourished Children The main macronutrient deficiency problem among Malaysian children is protein and energy malnutrition. This is manifested in children of being underweight for their age. Rehabilitation Program for Malnourished Children, better known as â€Å"Food Basket Program† has been started by Ministry of Health in 1989 as an effort government to increase the health and nutritional status among children under 6 years old (Ministry of Health 2009). In these program children that fulfilled the criteria will be given â€Å"food basket† to help them have a balanced and nutritious diet so that they could have optimum physical and mental growth. The children were also given close attention and appropriate treatment on any sickness, health education and proper health care. The criteria for eligibility are children aged between 6 months to 6 years old who are severe underweight (weight-for-age less than -3SD of the median) or moderate underweight (weight-for-age between -2SD and -3SD) and from hardcore poor families (household income less than RM430 or RM110 per capita for Peninsular Malaysia; less than RM540 or RM115 per capita for Sabah and less than RM520 or RM115 per capita for Sarawak). The objectives of the programme are to improve health and nutritional status through food and micronutrient supplementation, to improve health through provision of sanitary facilities and clean water supply and to improve health through providing education on health and nutrition. They are given foods and multivitamin supplement every month until they are recovered, with the minimum period if six months of supplements. The basic food items include rice, wheat flour, anchovies, cooking oil, dry green bean, biscuits and full cream milk. These food supply approximately 102% to 140% of the child’s Recommended Daily Allowance (RDA) for calorie and 204% to 222% RDA for protein. There were 13 choices of food basket available to qualified children for an estimated price of RM150 for each basket. The number of recipient for this programme has decreased since it began, from 12,690 children in 1989 to 5157 in 2009 (Ministry of Health 2011). In 2010, under the National Key Results Areas (NKRA), this programme was extended to the poor and vulnerable poor family (household income less than RM2000 a month) through the 1Azam Programme. Meanwhile, in 2012, under the Government Transformation Programme, this programme was also extended to the natives in Perak, Pahang and Kelantan through the Community Feeding Programme (PCF) and the provision of food baskets (PEMANDU 2012). 3.3 Other Main Nutrition Intervention Programs Full cream milk powder is distributed through the Maternal and Child Health Clinics to underweight children aged 6 months to 7 years, pregnant women who have not gained adequate weight, and low income lactating mothers with multiple births. One kg of milk powder for each underweight child is given per month for 3 consecutive months, after which each case is reviewed and supplementation is continued if necessary. The School Supplementary Feeding Program (SSFP) of the Ministry of Education provides a free meal to primary schoolchildren from poor families. Each meal is estimated to provide one-quarter to one-third of the recommended daily allowances (RDA) for energy and protein. The main objective of SSFP is to improve the health and nutritional status of children, especially those from the rural areas, through a provision of a wholesome and balanced meal. Other objectives are to improve health and food habits and to prevent the occurrence of malnutrition among school children, to educate children on food selection, to encourage the participation of parents, teachers and public in the welfare of the school and to strengthen health and nutrition programs in schools. The Ministry of Education also provides milk in 200-mL packages to primary schoolchildren. The School Milk Programme (SMP) runs simultaneously with the Supplementary Food Scheme. The programme is targeted for poor students whose family income is below the poverty level. Besides, to ensure students receive a well-balanced diet in school, the programme is also aimed at increasing the quality of health and nutritional value of food for primary students for better physical growth, mental health and general well-being. The SMP also encourages students to consume milk early in their life. In 2010, this programme has been rebranded to 1Malaysia Milk Programme. CHAPTER 4: DISCUSSION Many developed and developing countries showing reducing trend of undernutrition but increasing trend of overweight and obesity. However, rising in overweight is not necessarily associated with a fall of underweight or stunting. Developed countries mainly facing overnutrition problems and the focus of nutritional programme is to combat overweight and obesity especially among children as it becoming one of the most significant challenges in public health. However, in most developing countries especially in Malaysia, we can still see higher prevalence of underweight and stunting especially among children but with gradual decreasing trend. With the ongoing socio-economic transition in Malaysia, accompanied by the demographic and health transition and changing food supply and consumption patterns, overweight and obesity especially among adult and adolescent has becoming a public health epidemic. Increasing trend of obesity among adult and with high prevalence of underweight among children gives rise to DBM phenomenon and this phenomenon affects many developing countries. The co-existence of under and overnutrition not only occurred within the country as a whole, but also within households. Study by Ihab et al. (2013) among sample in rural area found that the prevalence of overweight mother/underweight child (OWM/UWC) pairs was 29.6%, whereas the prevalence of normal weight mother/normal weight child (NWM/NWC) pairs was 15.2%. A household with an underweight child and an overweight or obese adult is the typical dual burden household for developing countries undergoing rapid transitions. This phenomenon will be a big challenge especially for food intervention programs to be implemented in the future. Undernutrition affects physical and mental health and performance throughout the lifespan, while overnutrition gives rise to an increasing rate of chronic diseases occurring at earlier and earlier ages. Though known interventions exist for undernutrition and overweight/obesity independently, clear, evidence-based recommendations for the prevention of DBM have not yet emerged. Thus, new and innovative strategies will be required to counter the rise of the DBM in Malaysia. Collaboration across sectors, accompanied by an effective coordination mechanism, should join the efforts of those within and outside the nutrition community to address the DBM. Improving country-level capacity to coordinate nutrition actions is critical. Countries with both child stunting and women’s obesity rarely implement comprehensive interventions, and in 2010 only one quarter of countries with the DBM had coordination mechanisms to address both problems (WHO 2013). Current nutrition interventional programmes should be continued and at the same time there is an urgent need to come out with new strategies to tackle both side of malnutrition. Country need to engage and coordinate new stakeholders, combining multi-sectoral and intersectoral approaches, including engaging private sector to address the complexity of issues related to the reduction of DBM. CHAPTER 6: CONCLUSION The emergence of DBM is a relatively new phenomenon and is most prevalent in middle income countries including Malaysia. Low income countries and high income countries are less common to have DBM as low income countries tend to have higher prevalence of underweight while high income countries tend to have higher prevalence of overweight. In order to solve the newly emerging nutrition problems in a new context requires continuous and strong effort in health and nutrition promotion. This includes the need to find effective solution for childhood malnutrition with sustainable reduction in stunting, underweight and micronutrients deficiencies, along with measures to identified and control the obesity and overweight problems. CHAPTER 7: REFERRENCES Fatimah Jr, S., S. H. Siti, A. Tahir, I. M. Hussain F. Y. Ahmad 2010. Breastfeeding in Malaysia: Results of the Third National Health and Morbidity Survey (NHMS III) 2006. Malaysian journal of nutrition 16(2): 195-206. Fern R. Hauck, J. M. D. T., Kawai o. Tanabe 2011. Breastfeeding and reduced risk of Sudden Infant Death Syndrome: a Meta-analysis Paediatric 128(1): 103-110. Florentino, R. F. 2014. The Double Burden of Malnutrition in Asia: A Phenomenon Not to be Dismissed. Journal of the ASEAN Federation of Endocrine Societies 26(2): 133. Ihab, A. N., A. Rohana, W. W. Manan, W. W. Suriati, M. S. Zalilah A. Rusli 2013. The coexistence of dual form of malnutrition in a sample of rural Malaysia. International journal of preventive medicine 4(6): 690. Khor, G. L. 2008. Food-based approaches to combat the double burden among the poor: challenge in the Asian context. Asia Pacific Journal 17: 111-115. Kipping, R. R., R. Jago D. A. Lawlor. 2008. Obesity in children. Part 1: Epidemiology, measurement, risk factors, and screening Ed. 337. Ministry of Health 2009. Garis Panduan Program Pemulihan Kanak-kanak Kekurangan Zat Makanan. Ministry of Health 2011. Semakan Separa Penggal Pelan Tindakan Pemakanan Kebangsaan Malaysia 2006 2015. Onis, M. D., M. Blo ¨ssner E. Borghi 2010. Global prevalence and trends of overweight and obesity among preschool children. The Americal Journal of Clinical Nutrition 92(5): 1257-1264. PEMANDU 2012. Raising Living Standards of Low Income Households. Global Transformation Programme 2.0: 154 156. Poh, B. K., B. K. Ng, M. D. Siti Haslinda, S. Nik Shanita, J. E. Wong, S. B. Budin, A. T. Ruzita, L. O. Ng, I. Khouw A. K. Norimah 2013. Nutritional status and dietary intakes of children aged 6 months to 12 years: findings of the Nutrition Survey of Malaysian Children (SEANUTS Malaysia). British Journal of Nutrition 110(S3): S21-S35. Tan, K. L. 2011. Factors associated with exclusive breastfeeding among infants under six months of age in peninsular malaysia. Int Breastfeed J 6(2): 1-7. WHO. 2013. Global nutrition policy review: what does it take to scale up nutrition action?

Biography of Franklin Delano Roosevelt Essay -- FDR American President

Biography of Franklin Delano Roosevelt Franklin Delano Roosevelt, (1882-1945), 32nd of the United States. Roosevelt became president in March 1933 at the depth of the Great Depression, was reelected for an unprecedented three more terms, and died in office in April 1945, less than a month before the surrender of Germany in World War II. Despite an attack of poliomyelitis, which paralyzed his legs in 1921, he was a charismatic optimist whose confidence helped sustain the American people during the strains of economic crisis and world war. He was one of America's most controversial leaders. Conservatives claimed that he undermined states' rights and individual liberty. Though Roosevelt labored hard to end the Depression, he had limited success. It was not until 1939 and 1940, with the onset of heavy defense spending before World War II, that prosperity returned. Roosevelt also displayed limitations in his handling of foreign policy. In the 1930's he was slow to warn against the menace of fascism, and during the war he relied too heavily on his charm and personality in the conduct of diplomacy. Still, Roosevelt's historical reputation is deservedly high. In attacking the Great Depression he did much to develop a partial welfare state in the United States and to make the federal government an agent of social and economic reform. His administration indirectly encouraged the rise of organized labor and greatly invigorated the . His foreign policies, while occasionally devious, were shrewd enough to sustain domestic unity and the allied coalition in World War II. Roosevelt was a president of stature. The future president was born on Jan. 30, 1882, at the family estate in Hyde Park, N.Y. His father, James (1828-1900), was descended from Nicholas Roosevelt, whose father had emigrated from Holland to New Amsterdam in the 1640's. One of Nicholas' two sons, Johannes, fathered the line that ultimately produced President Theodore Roosevelt. The other son, Jacobus, was James' great-great-grandfather. James graduated from Union College (1847) and Harvard Law School, married, had a son, and took over his family's extensive holdings in coal and transportation. Despite substantial losses in speculative ventures, he remained wealthy enough to journey by private railroad car, to live graciously on his Hudson River estate at Hyde Park, and to travel extensively. Four yea... ...nd front greatly intensified Soviet suspicions of the West. But it is easy to second-guess and to exaggerate Roosevelt's failings as a military leader. The president neither invited nor welcomed the Pearl Harbor attack, which was a brilliantly planned maneuver by Japan. He worked with Darlan in the hope of preventing unnecessary loss of Allied lives. Unconditional surrender, given American anger at the enemy, was a politically logical policy. It also proved reassuring to the Soviet Union, which had feared a separate German-American peace. Establishing the second front required control of the air and large supplies of landing craft, and these were not assured until 1944. In many of these decisions Roosevelt acted in characteristically pragmatic fashion--to win the war as effectively as possible and to keep the wartime alliance together. In these aims he was successful. By 1945, Roosevelt was 63 years old. The events early in that year added to the strains on his heart, and on April 12, 1945, he died suddenly at Warm Springs, Ga. Three days later he was buried at Hyde Park. Despite his limitations, he had been a strong, decent, and highly popular president for more than 12 years.

Hobsons Choice by Harold Brighouse :: Hobsons Choice Harold Brighouse Essays

Hobson's Choice by Harold Brighouse Maggie can be described as a woman of many qualities; there are many aspects of the play that can verify this statement. The scene starts with Maggie saying "Dinner at half past one girls, we’ll give him half an hour" This looks as if Hobson has gone to the pub but Maggie has told him that lunch is at one but he says its not. So Maggie says it’s at half one. From the words "We'll give him half an hour" it seems as if this argument is a regular occurrence. Maggie is a very dominant character and because of this, she makes a great saleswoman. "This is a shop you know. We're not here to let people go out without buying." In this scene, we also meet the other main character of the book, Hobson. He is an old man, who likes to show that he has money, by the clothes and the jewellery that he wears. Towards the end of this scene, we meet Willie Mossop. He plays an important part of this play. When we first meet him, he is a shy fellow. "I'm not much good at owt but leather." As the play progress, Maggie marries Will and they start up a business together. By the end of the play, Willie is a completely different person, he is no longer shy, but he is a very confident character who is not afraid to speak his mind. Thanks to Maggie Willie had changed in character. Maggie first becomes aware of Willies talent, when a customer, Mrs Hepworth, visits the shop and demands to see Willie. We find out here how little faith people have for Willie, as when Mrs Hepworth wants to see the maker of her shoes, Hobson tries to apologise as he thinks that Willie has done something wrong. "I assure you it shall not occur again, Mrs Hepworth." By the time Mrs Hepworth has left the shop, she has complemented Willie, insulted Hobson and Maggie has made up her mind that Willie is the man for her. A short while after, Hobson decided to go to the Moonrakers. While he had gone, Maggie took the opportunity to tell Willie her proposal and so she yet again calls him up to the shop. He is still shy and so he doesn't want to come right up. Maggie tries to builds Will's confidence, by telling him how clever he is and how he could do much better. "You're a natural born genius at making boots." This makes Willie feel a little bit better around Maggie as he now knows that she has confidence in him.

Basketball In Colleges Essay -- essays research papers

U.S. school and college basketball (Summary of the Jackie Miranda Article) Basketball at the school and college level developed from a structured, rigid game in the early days to one that is often fast-paced and high-scoring. Individual skills improved markedly, and although basketball continued to be regarded as the ultimate team game, individualistic, one-on-one performers came to be not only accepted but used as an effective means of winning games. In the early years games were frequently won with point totals of less than 30, and the game, from the spectator's viewpoint, was slow. Once a team acquired a modest lead the popular tactic was to stall the game by passing the ball without trying to score, in an attempt to run out the clock. The NBC, seeing the need to discourage such slow-down tactics, instituted a number of rule changes. In 1932-33 a line was drawn at mid-court and the offensive team was required to advance the ball past it within 10 seconds or lose possession. Five years later, in 1937-38, the centre jump following each field goal or free throw was eliminated. Instead, the defending team was permitted to inbound the ball from the out-of-bounds line underneath the basket. Nearly four decades passed before an alteration of like magnitude was made in the college game. After experimentation the NCAA Rules Committee installed a 45-second shot clock in 1985, restricting the time a team could control the ball before shoo ting, and one year later implemented a three-point shot rule for baskets made beyond a distance of 19 feet nine inches. More noticeable alteration in the game came both at the playing and coaching levels. Stanford University's Hank Luisetti was the first to use and popularize the one-hand shot in the late 1930s. Until then the only outside attempts were two-handed push shots. In the 1950s and 1960s a shooting style evolved from Luisetti's push-off one hander to a jump shot, which is released at the top of the jump. West Virginia University guard Jerry West and Purdue University's Rick Mount were two players who demonstrated the devastating effectiveness of this shot. Coaching strategy changed appreciably over the years. Frank W. Keaney, coach at Rhode Island University from 1921 to 1948, is credited with introducing the concept of "fast breaking" basketball, in which the offensive team rushes the ball up... ... telecast nationwide by cable networks, generating both revenue and tremendous exposure. In the evolution of college basketball the darkest hours have been related to gambling scandals, the most serious of which arose in 1951. But in the 1960s, '70s, and '80s the game was again touched by the problem. Also, as the game began to draw more attention and generate more income, the pressure to win intensified, resulting in an outbreak of incidents of rule violations, especially with regard to recruitment of star players. New York City basketball writers organized the first National Invitation Tournament (NIT) in 1938, but a year later the New York City colleges took control of the event. Until the early 1950s, the NIT was considered the most prestigious U.S. tournament, but with the growth of the college-run NCAA championship, the NIT became a consolation event for teams that failed to make the NCAA selections. Originally all teams in the NIT were invited to New York City and the games were played in Madison Square Garden. From the early 1980s, however, the first three rounds were played at regional or campus sites before the final four teams were brought to New York City.

Personality Conflicts in Crow Lake

In the novel Crow Lake by Mary Lawson, the reader learns how personalities and habits can either tear families apart or keep them together. Luke the oldest brother and Mat the youngest both learn how to use their opposite personalities to run a successful household. Yet have advantages and disadvantages to their characters. Luke being the oldest he feels that he is responsible for his siblings, but his habits clearly show that he cannot raise them on his own. He was still holding onto the fact that he was able to take care of them. First off, Luke has a laid back attitude.He thinks that everything is going to work itself out and that he does not have to worry about a thing. This kind of attitude has both advantages and disadvantages. One of the benefits was the time that he had to be with his two little sisters. This is evident as he stays home a lot and does not toss them between neighbors to be babysat. Luke’s personality also showed a very optimistic aspect. After Luke anno unced that he was not going to go away to teachers college and that he was going to stay home and get a job, Matt and Aunt Annie were trying to convince him not to make that decision he said; â€Å"I know I can do it.I know it wouldn’t be easy, but neighbors would help and everything. We’d work it out. I know I can do it† (77). Next Luke is very nonchalant about money and job opportunities. This is mainly how Matt and Luke collided. Their attitude about money and jobs were very different. Lawson writes about many fights the brothers have had over one being too stressed or the other not being apprehensive enough. For example, Lawson explains in Kate’s point of view, â€Å"Luke losing his job, for instance; I know that worried mat a lot more than it did Luke.Not that Luke wasn’t concerned, but ever since the day he’d decided to stay home and look after us, he seemed to have an unshakeable faith that everything would work out alright†¦ bu t I think that calm certainty of his drove Matt mad and that was a major cause of the increasing friction between them† (163-164). This quote proves how opposite Luke and Matt really are. The conflict between them always starts when Matt becomes consciously worrisome. Finally Luke seems to have a way of somehow making everything workout.For instance, Luke got a job offer to clear two acres of forestry but he turned it down because; â€Å"he’d said he was going to stay with [Bo] for a year, and he was going to stay with her for a year† (209). Now, â€Å"Luke’s irrationality paid off in the end, almost as if destiny were bending to his will† (210). He ends up accepting the job because Mrs. Stanovich generously offers to help out. â€Å"Two afternoons a week she could look after the girls, do a bit of cooking, maybe a bit of cleaning†¦the Lord had spoken to her and she was going to do his will† (211-212).Matt’s traits display a very realistic person and the ability to foresee problems. To begin with, Matt’s personality causes agitation with Luke as well as helpfulness. If Matt hadn’t thought of the problems in situations, he wouldn’t have been able to help solve them. â€Å"We’ve got to do something, Luke. We’re going through Dad’s money so fast† (175). Secondly, Matt forced the reality that there was no possible way he could go to university. Luke would have been unable to take care of the girls and work at the same time.So Matt got a job at the Hudson Bay Store and enforced a routine. He quotes, â€Å"Even if we make it through this year, how are you going to manage when I leave? It’s impossible. One of us has to work and one of us has to stay home that’s the only way† (178). To end, that Matt stayed at home was a help for Kate who had a strong need to be with her brother. Kate looked up to Matt as a role model. She admired everything about him. It was hard enough on her the news of her parents death, she didn’t need him gone too.Matt became Kate’s best friend and much of what she accomplished in her future was because of Matt. She became a biologist because of all the time they spent at the ponds and Matt teaching Kate about nature. â€Å"Our visits to the ponds, which had formed such a fundamental part of my life†¦The interest which Matt had sparked had developed by then into a deeper curiosity †¦Ã¢â‚¬  (218). Matt’s role is huge in this novel. He affects every character in a great way. Luke and Matt’s differences also have a major impact on their little sisters.For starters, their fights stole some of Kate and Bo’s innocence. The brothers had not learned to solve problems in a healthy manner and so the girls had witnessed multiple fights that scared them. An example of one of the fights is; â€Å"I sat rigid, not breathing. There was a crash in the living room and the y started shouting again. Bo†¦stood there†¦watching them†¦ I looked down and saw Bo shaking so that even her hair seemed to vibrate†¦Her mouth wide open and tears pouring down her face but she wasn’t making any sound. She was so brave, Bo. I thought nothing could frighten her† (179-181).Next toward the end of the novel Luke and Matt seemed to level out and learn how to resolve conflict. They had to be threatened to be separated from their sisters in order to shape up the way they were acting. They started working together to hold back their tongues when they wanted to fight back. Dr Christopherson says: â€Å"What had happened in front of [Kate and Bo] must never happen again. [He] said that as much as he would hate to do it, if he ever had any reason to suspect a repeat†¦he would have no choice but to contact Aunt Annie†(207).In conclusion, the reader learns that opposite personalities eventually brought the Morrison family together. Eve n though it is not potent in the novel that they consciously acknowledge the fact that they are vastly and uniquely different, it is clear that they only wanted to do all they could to stay in Crow Lake with their sisters. Just like Luke quotes multiple times â€Å"something will turn up†. Indeed, something did show up every time. Luke’s laid back attitude really worked itself out in the end. Just like Matt’s ability to see things for what they really are. They finally managed to run a successful household.

A micro biological culture Essay

Introduction The principle of aseptic technique is to prevent the introduction of unwanted micro-organisms into your culture or environment. When micro-organism are in the air, they can enter the culture when the lid is removed. The micro organism ill be culturing is yeast which is a fungi. Pure yeast cultures are grown in a medium of sugars, nitrogen sources, minerals, and water. The final product may take the form of dried yeast cells. Fungi are a group of cells or multi cellular cells which feed direct from absorption of nutrients. Aim: During the course of this project I aim to successfully grow a yeast culture and sterilise the equipment that I use. I also hope to gain the skill of aseptic technique and hope to use it in high level science. Safety There are many safety issues that arise when dealing with chemicals and laboratory’s that is why when conducting an experiment all safety aspects need to be thought about before carrying out the experiment otherwise someone could occur contamination or a serious injury when conducting the experiment. One of the main parts of the human body when carrying out chemical experiments are they eyes do to the fact they can easily be damaged and are clearly one of the most delicate exposed parts of the human body. To protect these fragile biological sensors a form of protection is crucial. The most common form of eye protection in the laboratory are the goggles. The goggles appear to be very unattractive to many people but and are often interoperated as a burden and not a safety precaution. The goggles are made out of thick plastic which prevents any liquids entering the eye and causing any harm. Many people who wear contact lenses are under the illusion that there contact lenses will perform as eye protection not realising that the contact lenses are creating a risk of chemicals to become trapped between the lenses and they eye and create extensive eye damage. The goggles can also protect the eye from objects being hurled across the laboratory by immature minds or by the smashing of glass which would send pieces flying in all directions. In the case that somebody’s eye/eyes came in to contact with chemicals follow through the procedures of emergency eye was immediately: Water/eye solutions should not be directly aimed onto the eyeball, but rather, aimed at the base of the nose. This increases the chance of effectively rinsing the eyes free of chemicals (harsh streams of water may drive particles further into the eyes).   Eyelids may have to be forcibly opened to attempt eye rinse.   Flood eyes and eyelids with water/eye solution for a minimum of 15 minutes. Clothing is also another aspect of laboratory safety it may not seem like it but It plays a vital part in protecting the skin from the harm of chemicals that is why it is advisory to cover as much of the body as possible while dealing with chemicals due to the fact that chemical can be corrosive and cause damage to the skin. The clothing can help by absorbing as much o the chemical as possible leaving hopefully a minor amount of the chemical to react with the skin. Another way of avoiding contact of chemicals with skin is to use instruments in laboratory such as pipits to transfer chemicals and tongues to handle test tubes etc. Another aspect of safety to consider when dealing with chemicals is diffusion it is a known fact the by inhaling certain chemicals, these chemicals are labelled as toxic chemicals, can cause serious damage with in your body just by inhaling the vapour through the air. One way of preventing this is by closing lids on all chemicals after use by closing the lid you are also preventing spillages so if the container is dropped the chemical remains inside the container. Within the laboratory there are frequent spillages that’s why it is important to try and prevent spillages and knowing what the effect of a spillage is and what to do about it. When these spillages occur they can be on minor scale or a disastrous scale. This depends whether the chemical is hazardous or not most lab spillages are on a minor scale and can simply be wiped up by using a damp cloth. With hazardous spillages do not attempt the spillage seek someone qualified to attend to the spillage. A Bunsen burner is very common within a laboratory the importance is safety. As u connects the Bunsen make sure that the gas pipe is secure and tight. When lighting a Bunsen burner use a splint at arms length and make sure the safety flame is on. This is done by closing the air whole located at the bottom of the Bunsen. Make sure that the Bunsen is securely placed on a heat proof mat in the centre of the table the so if the Bunsen tips over it has less of chance of inflicting injury. Before using a Bunsen burner make sure ties are tucked in, long hair is tied back, any lose items of clothing should be tightened or wrapped up and remove all unnecessary item of clothing e. g. jackets. These safety measures should be met to prevent any risk of fire. In the event of a fire take immediate safety precautions such as turning of the gas as soon as possible and call the teacher our a member of staff, if the fire is on any item of clothing you are wearing which cannot be easily removed stop drop and roll. If the fire is out of your control inform the teacher and evacuate the classroom. The inhaling of a micro biological culture could lead to serious internal injury such as infections that is why it crucial not to open the culture once it has grown and seal it tightly so it will not open without extreme force.