Nutrition for Infants, Children, and Adolescents Essay -- Papers Healt

Nutrition for Infants, Children, and Adolescents Works Cited Not INcluded Each child is a unique individual whose heredity and environment shape the course of his or her life. Woven into the daily life are aspects of food and nutrition. What childhood memories of food do you have? Are these memories healthy or unhealthy? Foods and their nutrients are essential to life. In the beginning years of life an infant’s nutritional health depends on the family unit. Parents must have knowledge of the changing food needs of the child and must also have sufficient resources to provide food, shelter, and clothing for the family. Equally important, parents create the cultural and psychological environment that influences the development of food habits, setting the patterns for later years. During the preschool years some children depend solely on family caregivers for their nutritional needs. For other preschooler children the responsibility for meeting nutritional needs is shared by the family and others, such as caregivers in child-care centers and babysitters. The child entering school becomes influenced by teachers and peers, and learns to broaden his or her experiences with food. For many people, the adolescent years often are turbulent as the teenager seeks independence and freedom from adult rules and standards. In this research, I will focus on nutrition, in retrospect to growth and development in infants, preschoolers, school children and adolescents. Infants Infants vary widely in their growth patterns, so it would be unwise to compare one infant with another. Yet there is value in being familiar with typical patterns of growth and development. At birth, the fetus makes an abrupt transition to... ...oisoning can be harmful, obesity occurs, and hyperactivity can result. †¦Ã¢â‚¬ ¦. Preadolescents and Adolescents A third and final period of rapid growth and metabolism occurs during this stage. At this stage, teenagers have many interest in their physical and emotional development. For example, important topics are the size and shape of their bodies; their complexion, their overall appearance; and physical activity. Girls express a particular need for a good figure, healthy skin, and beautiful hair. Boys are more likely to be interested in tall stature, muscular development, and athletic vigor and stamina. The RDA’s for adolescents are somewhat higher than those for adults men and women, with corresponding higher allowances for most vitamins and minerals. These increases are to satisfy the increased nutrient needs caused by their adolescent growth spurt.

German social life between 1933 and 1939 Essay

Using all Sources and your own knowledge, assess the view that the Nazis successfully managed to control all aspects of German social life between 1933 and 1939 [70] The Nazis tried to control all aspects of German social life so that they would support the Nazi party thus giving them more power. This meant they wanted to control who the followers spoke to and who they were friends with. They did this with many different techniques; the main one being propaganda. The Nazis used propaganda to control the beliefs of the German people. The used many different ways to control aspects of a person’s social life to gain popularity and power. These included: radio, music, literature, art, film and festivals. Most of these are aspects of a German’s social life. They also tried to control who the German’s interacted with and who they had relationships with. For example they would portray Jews as ‘bad’ people to stop others from socialising with them, thus pushing them out of society. They did this by showing the Jews as evil and influential to others on posters and other propaganda documents. But some people were not influenced by these techniques and if they didn’t up rise against the Nazi takeover, they just carried with their lives as usual. This is shown in Hitler Youth organisations, many of the children who joined didn’t actually ‘love’ the Furher like they were meant to and did not hope to serve the country; they joined purely because they wanted to have fun and join in with activities they couldn’t do at school. However, once they had joined most of them were indoctrinated and sucked into the Nazi lifestyle. The Nazis knew that a majority of Germans listen to the radio and so gained control over it. In 1934 regional radio stations were removed from the control of the lander and the Reich Radio Company took over. This meant that any music or anything that was played on the radio had been accepted by the Nazis and so was probably Nazi-related. For example the radio was used to transmit Hitler speeches to everyone across the country. This is shown in source B where a journalist reports on the response of Germans to a Hitler speech in a Berlin cafà ¯Ã‚ ¿Ã‚ ½. This implies that important things like this were played in local places so that everyone could hear. This is an aspect of a German’s social life because they used cafà ¯Ã‚ ¿Ã‚ ½s to socialise with people. The Nazis managed to control this by installing radios and loudspeakers so things such as the speech could be heard. This was successful because Hitler was a very good public speaker and managed to win over masses of supporters with his inspirational talks. In spite of this, source B suggests that this was not very successful. ‘No one else in the crowded cafà ¯Ã‚ ¿Ã‚ ½ listened to Adolf Hitler’. This shows that although Hitler was an extremely good speaker, some people did not react to this and so this part of their social life remained uncontrolled. Moreover, to gain control over the German people, the Nazis tried to get through their sub-consciousness. This meant using propaganda through things such as music and film. These were things that the Germans would watch or listen to and take in whatever information that was played, but this was done sub-consciously, as they were not aware of the information they were actually taking in. Source D shows this ‘National Socialist doctrine’ was in ‘every painting, film, stamp†¦, public building†¦, toys†¦, people’s houses, in tales and costumes†¦, songs†¦, poems†¦, in schools’ and ‘even in household goods.’ This source shows that this propaganda was literally everywhere , people could not get away from it. Therefore because it was everywhere the Germans would have sub-consciously taken in all of these things, and started to believe and support the Nazis. Source D also suggests how successfully they did this ‘ everyone played a part. Discipline, obedience, self-sacrifice, loyalty, duty†¦ The penetration of Nazi culture into every sphere of social life never ceased.’ This suggests that this technique worked; everyone was ‘indoctrinated’ by the Nazis and supported them. They did whatever they could for their country and Furher. However this source could be questioned as it was written in 1992, therefore the author: P. Adam, was not there at the time and the information he may have gathered may be false. In contrast to this as it is a book purely on the Nazis: ‘The Arts of the Third Reich’ the author would’ve researched for the book a lot. He would have made sure that all information was from a reliable source and that it was a true as possible. Both source B and D speak about the response to the Nazi propaganda. Yet, they contradict each other; source B talks about how the public showed no response to the speech that was being played in the cafà ¯Ã‚ ¿Ã‚ ½. Whereas source D says that the Nazis successfully managed to win over everybody, and these people sacrificed everything for them and their country. Another part of a German’s social life the Nazis took over was a child’s education. Source D talks about how ‘National Socialist doctrine’ was in ‘the songs and poems taught in schools,’ this shows how the Nazis tried to indoctrinate children while they were young. When they are young they are more vulnerable and more influential. This means the Nazis have more chance of making the children support them. This was successful because most children, when they finished school, were true Nazis. The boys became soldiers for their country and were willing to die for it. The girls became the perfect housewives and mothers. Nonetheless most of the children joined groups like the Hitler Youth because they thought it was fun; they could do activities that they wouldn’t usually do at school. This is another example of the Nazis controlling another aspect of a German’s social life. However, the real question is whether this actually impacted on the German population. Source C shows it did; as it shows in the provenance that ‘99% of the 48 million votes cast in Germany and Austria voted in favour’ of the union of Germany with Austria. This shows that the Nazis had successfully completed the task of making people follow them; almost the whole population. However, many of these votes may have just voted for to follow the rest of the country. Moreover, the voters may have felt pressurised into voting which is also shown in Source C. The poster shows a lot of soldiers in uniform saluting. This would make people feel intimidated because of the power the soldiers have over them; if instructed, they have the authority to take away anybody’s life. People may feel pressurised into following them, just to keep peace with the Nazis and just because everyone else is. This shows that although the Nazis were successful in controlling German social life, they were unsuccessful in gaining true followers. In contrast to Source C, Source B speaks how ‘No one else in the cafà ¯Ã‚ ¿Ã‚ ½ listened to Adolf Hitler’ when his speech was played on a loud speaker. This shows the Nazis successfully controlling this part of the population’s social life. But it also suggests that some of the public were not swayed but this, and they just chose to go on with their lives a usual, and ignoring the changes around them. In conclusion, Nazis did control almost all aspects of a German’s social life. They did this to gain popularity and more followers. Through controlling a German’s social life they were able to indoctrinate them, with the thought that the Nazi party was the best for the country, and to make them become a follower of them. Furthermore, the more fans they gained the more of the German population would follow their example. Overall the Nazis were successful in controlling all aspects of a German’s social life, which is shown in source D. In which a modern historian describes how ‘National Socialist doctrine’ was in literally every part of German social life. Although this shows they were successful in controlling the social life, it does not show whether this domination actually swayed the public into following the Nazis.

Origins Of The Cold War - 1465 Words

18.1- Origins of the Cold War †¢ Allies Clash o After World War II finally came to an end, the United States and Soviet Union had conflicting ideas of how to restore the world back to normal. ï‚ § Stalin wanted complete and ultimate control over the countries that were within the borders of the Soviet Union, spreading communist regimes. ï‚ § Meanwhile, the United States wished for all these states that were under Nazi rule to have self-determination. o This essentially formed a rivalry between the ideals of capitalism versus the beliefs of communism. o Yet, Stalin and Truman were very skeptical of each other and for good reasons too. ï‚ § The United States knew Stalin was not trustworthy as he turned for American aid only after Hitler invaded†¦show more content†¦o Due to his inexperience and being successor to someone as great as FDR, the people had much doubt in him and waited to see if Truman could prove himself as a worthy president. o Tensions between Truman and Stalin would begin to unveil at the Potsdam Conference, months after the Yalta Conference in which FDR was at. ï‚ § Stalin took advantage of the situation and made it clear he would not keep his promise of allowing Eastern Europe to be free, as he banned democratic parties and elections. o In addition, both the Soviet Union and the United States were enduring boom of industry, requiring more natural resources from other parts of the world. o This caused Stalin to tighten his rule over Eastern Europe, as he felt he deserved it as reparations due to the damage of World War II. ï‚ § The Cold War, a conflict in which Capitalism and Communism indirectly fought each other, had begun and would continue for almost a century. †¢ Fight Against Communism o Stalin began to build several communist regimes all throughout Eastern Europe in countries such as: Albania, Bulgaria, Czechoslovakia, Romania, and Poland. ï‚ § This region became known as satellite nations in which Stalin announced that capitalism and communism cannot exist in peace together. o The United States responded with the policy of containment, which meant to take any measure to prevent communism from further spreading. ï‚ § Europe was

Reflection Paper On Culture And Structure - 1309 Words

Reflection Paper Culture and structure do contribute to or reinforce racial inequality. Cultural traits which are among others the common outlooks, method of behavior, values, etiquette and beliefs that emanate from patterns of intragroup relations in situations brought about by discrimination and segregation. These traits are a reflection of collective experiences in those situations. Racism has in the past been one of the most rampant cultural frames in in the United States. It has also been a major contributor in the determination of the manner in which the whites view and act towards blacks. Racist ideologies are still very present in the world today and are slowly being embedded in the practices and norms to institutions (Wilson 2009). For instance, I have witnessed the practice of school tracking which leads to the segregation of African American students and also leads to the placement of these students in lower-level classes. This may be the case although they may possess the cultural capital, which is a necessary skill in learning for the purpose of competing with higher-level classes. Culture is closely related with social relations in terms of provision of tools which include habits, styles and skills and the creation of restrictions on conducts or outlooks. This is in patterns of social interactions. These constraints comprise of cultural frames or he common visions of human conduct, which have been developed over a long time. The of developing has been done byShow MoreRelatedThe Goals Of The Organizational Culture807 Words   |  4 PagesReflection Paper #1 For this week’s reflection paper I have decided to reflect upon how the goals of the business and the goals of the organizational culture are often not compatible, resulting in unethical business ethics. 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Motivation At Work Place For The Workplace - 2668 Words

Motivation at Work Place Name of student Institution affiliation Contents Abstract 3 Introduction 3 Problem 4 Analysis 6 Maslow hierarchy of needs 7 Alderfer’S ERG theory 8 Acquired needs theory 8 Cognitive evaluation theory 8 Two factor theory (Herzberg) 9 Equity theory 9 Reinforcement theory 10 Expectancy theory (Vroom) 10 Recommendation and conclusion 10 Conclusion 10 Recommendation 11 Develop a positive work climate 11 Employee development 11 Focus more on intrinsic and extrinsic motivators 11 Adopt strict hiring practices 11 Recruit managers and supervisors with the right characteristics and leadership skills 12 Develop incentive-based programs 12 References 13 Abstract This report will explore the problem of motivation at the workplace. Human resource practitioners now consider motivation as the biggest challenge to the modern workplace. Numerous surveys done in the UK and elsewhere in the world suggest that only a fraction of total employees is happy with their job. This is problematic because employee output is dependent on their level of motivation. Demotivated workers impose a cost on the employer due lost productivity. In other words, companies can improve performance of their organization by investing in improving employee motivation at work. From a theoretical perspective, employees lose their motivation if their needs are not met. Maslow hierarchy of needs suggests that employees can be motivated by meeting their needs. This paper also examinesShow MoreRelatedThe Impact Of Motivation On The Workplace861 Words   |  4 PagesOnce I would like to start off explaining what motivation in the workplace. Motivation is an employee s intrinsic en thusiasm about and drive to accomplish activities related to work. Motivation is that internal drive that causes an individual to decide to take action. 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The Aim of Education in Indonesia free essay sample

The Aim of Education in Indonesia By Daenuri Suhendar Many people in Indonesia believe that success in education is measuring the academic values. Therefore, their efforts have focused only on how much academic value that can be achieved, we may often forget the real purpose of education that it is not to get a course of academic and other achievements. However, the purpose of education is to improve the multiple intelligence and cognitive students. In other words, a school can’t be successful if it can’t facilitate the students’ multiple intelligences and complex cognitive processes. Indonesia has not focused on the purpose of education because Indonesia is still has problem in education. Such as, Final exam is still a benchmark of successful of education, the materials which tested in the exam only cover a few subjects and a lot of teachers who have a low quality of teaching. We should quickly fix our education system and we must focus on facilitating students multiple intelligences. We will write a custom essay sample on The Aim of Education in Indonesia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What is the meaning of intelligence? Stenberg (2005) argues that intelligence is include 3 things. They are experience, cognitive processes and ability in environment adaptation. While cognitive is the process of understanding through thought. Gardner (1983-1993) defined intelligence as the ability to solve problems and produce new products in a setting that variety of situations and in real. Therefore, ability can be called intelligence if showing proficiency and skills of a person to solve problems and difficulties found in his life. Intelligence is divided into seven categories namely linguistic, logical-mathematical, visual, musical, kinesthetic, intrapersonal, interpersonal, Naturalist, and existential. If we look at to the context, Educational benchmarks in Indonesia should not be viewed only from the cognitive side because intelligence is not only about cognitive. We can take an example as happened during the final exam national. As we have seen in recent years that the final exam is often used as a benchmark of educational success. However, final examination does not guarantee of success of the learning process. Rofiq (Secretary of Education Board of Central Java) said that final exam was an indication of increase the level of achievement. However, it had not shown the successful of the overall studying or teaching process in education of Indonesia. I also agree with a statement from Amir (Managing Director of School of High / Scope Indonesia) who has an opinion that the goal of true education is to make students able to choose the way of life with creativity and high morality and it is not based only on academic values. In the national final exams, students are tested only in a few lessons and their daily value is not calculated. Therefore, many of them only focus on passing the final exam. Besides that, Indonesia has another problem. It is about teacher quality. Many teachers in Indonesia still have low quality in teaching. Samosir (2009) said that there are many teachers of Indonesian who served in elementary school, junior high school and senior high school are not in accordance with the educational background provisions and subjects which they teach. Therefore, how multiple intelligences can be facilitated if the quality of the teachers is not satisfactory? For solving these problems, we should change the education system in Indonesia, especially about the National Final Examination that is not a determinant of students achievement and we should concentrate on improving the quality of teachers. In addition to teaching, teachers must have abilities to facilitate students intelligences. Although Indonesia has many problems in education like final exam is still a benchmark of success in education, the materials in the exam which tested only covers a few subjects and a lot of teachers who have a low quality of teaching. What should we do?

The Decision That Changed My Life Essay Example For Students

The Decision That Changed My Life Essay As children, adults always ask the same question â€Å"What do you want to be when you grow up? † When we were five, they asked and our answers would be astronaut, president, firefighter, princess or in my case a doctor. When we were ten, they would ask again and we answered with cowboy, singer, or in my case Command Officer. But know that we’ve grown up, they asked again and they wanted a serious answer. Well I answered RN. They were quite intrigued with that answer and hoped that my â€Å"dreams† will come true. To be honest, Science is such a big deal in my family. We will write a custom essay on The Decision That Changed My Life specifically for you for only $16.38 $13.9/page Order now Everyone had some type of a degree in Science the expectations were high for me. I would get lectured what I should do in order to succeed my â€Å"goal†. So I made a plan for high school to take all the courses that were required to get into University and see what will go from there. Despite all the Science courses, I took a Communications Technology courses thinking â€Å"it will be that one easy course that will bring up my average†. Taking that course was the most eye and mind opening decision that I have ever made, and it changed my life forever. I took that Communications Technology course thinking that it will help bring up my average, which it did incredibly, but it also helped open my eyes on what I am truly passionate about which is design. In that course, I learned how to use Photoshop, Flash and Illustrator as well as Photography skills. It helped me think of ideas that were out of the box. It helped challenge me to my fullest and to the extreme. Because of this course, I gave up on my â€Å"dream† of becoming an RN and decided to fulfill my dream of becoming a Graphic Designer in Advertisement. Becoming a Graphic Designer is no easy job; it consists of leadership, teamwork, time management, creativity and lots of focus and organization. The strengths that I can bring to this career in this field are multiple skills. For one, I am a great leader as I am able to instruct what others should do in order to get the job done. As well as, I have such a creative mind when it comes to thinking out of the box. Another skill that I have is that I am great with time management, as I am able to stay organized about what should be done at what time or date. Using these skills help me think about how the workplace will be like as a Graphic Designer. I imagine it being filled with all these artistic and inspiring people who have been in this profession for years. As wanting to achieve my goal as a Graphic Design, I believe Communication also plays a big part in success. Communication helps Designers to explain their artwork when promoting it to a client. Also it helps with professional meetings when describing and inspiring others on their â€Å"masterpiece†. I believe Communications helps sell and encourage others when it comes to Graphic Design. If I could go back in time and were asked the same question again â€Å"What do you want to be when you grow up† I would have said Graphic Designer. I would have saved so much more time with my life if I had known what I am truly passionate about in life. Realizing that becoming an RN was not a good decision and Sciences was not my desire in life. In Conclusion, by taking Communications Technology it has changed my life for the better rather for the â€Å"stereotypical worse†.