Molodova I - Paleolithic Mammoth Bone Hut in Ukraine

The Middle and Upper Paleolithic site of Molodova (sometimes spelled Molodovo) is located on the Dniester River in the Chernovtsy (or Chernivtsi) province of Ukraine, between the Dniester river and the Carpathian mountains. Molodova I has five Middle Paleolithic Mousterian occupations (called Molodova 1-5), three Upper Paleolithic occupations and one Mesolithic occupation. The Mousterian components are dated to 44,000 RCYBP, based on charcoal radiocarbon from a hearth. Microfauna and palynological data connect the layer 4 occupations with Marine Isotope Stage (MIS) 3 (ca 60,000-24,000 years ago). Archaeologists believe that the stone tool strategies appear to be either Levallois or transitional to Levallois, including points, simple side scrapers and retouched blades, all of which argues that Molodova I was occupied by Neanderthals using a Mousterian tradition tool kit. Artifacts and Features at Molodova I Artifacts from the Mousterian levels at Molodova include 40,000 flint artifacts, including over 7,000 stone tools. The tools are characteristic of typical Mousterian, but lack bifacial forms. They are blades with marginal retouch, retouched side-scrapers and retouched Levallois flakes. Most of the flint is local, from the Dniester river terrace. Twenty-six hearths were identified at Molodova I, varying in diameter from 40x30 centimeters (16x12 inches) to 100x40 cm (40x16 in), with ashy lenses varying from 1-2 cm thick. Stone tools and burned bone fragments were recovered from these hearths. Approximately 2,500 mammoth bones and bone fragments have been recovered from Molodova I layer 4 alone. Living at Molodova The Middle Paleolithic level 4 covers 1,200 square meters (about 13,000 square feet) and includes five areas, including a pit filled with bones, an area with engraved bones, two concentrations of bones and tools, and a circular accumulation of bones with tools in its center. Recent studies (Demay in press) have focused on this last feature which was originally characterized as a mammoth bone hut. However, recent re-investigations of mammoth bone settlements in central Europe have confined the use dates to between 14,000-15,000 years ago: if this was a mammoth bone settlement (MBS), it is older by some 30,000 years than the majority of the others: Molodova currently represents the only Middle Paleolithic MBS discovered to date. Because of the discrepancy in dates, scholars have interpreted the ring of bones as either a hunting blind, a natural accumulation, a circular symbolic ring bound to Neanderthal beliefs, a wind break for a long term occupation, or the result of humans returning to the area and pushing away the bones from the living surface. Demay and colleagues argue that the structure was purposefully built as protection from cold climate in an open environment and, along with the pit features, that makes Molodova an MBS. The ring of bones measured 5x8 meters (16x26 feet) inside and 7x10 m (23x33 ft) externally. The structure included 116 complete mammoth bones, including 12 skulls, five mandibles, 14 tusks, 34 pelves and 51 long bones. The bones represent at least 15 individual mammoths, and included both male and female, both adults and juveniles. Most of the bones appear to have been intentionally selected and assembled by Neanderthals to build a circular structure. A large pit located 9 m (30 ft) from the circular structure contained the majority of non-mammoth bones from the site. But, most importantly, mammoth bones from the pit and dwelling structure have been linked as coming from the same individuals. The bones in the pit show cut marks from butchering activities. Molodova and Archaeology Molodova I was discovered in 1928, and first excavated by I.G. Botez and N. N. Morosan between 1931 and 1932. A.P. Chernysch continued excavations between 1950 and 1961, and again in the 1980s. Detailed site information in English has only recently become available. Sources This glossary entry is a part of the About.com guide to Middle Paleolithic, and the Dictionary of Archaeology. Demay L, PÃ ©an S, and Patou-Mathis M. in press. Mammoths used as food and building resources by Neanderthals: Zooarchaeological study applied to layer 4, Molodova I (Ukraine). Quaternary International(0). Meignen, L., J.-M. Genest, L. Koulakovsaia, and A. Sytnik. 2004. Koulichivka and its place in the Middle-Upper Paleolithic transition in eastern Europe. Chapter 4 in The Early Upper Paleolithic Beyond Western Europe, P.J. Brantingham, S.L. Kuhn, and K. W. Kerry, eds. University of California Press, Berkeley. Vishnyatsky, L.B. and P.E. Nehoroshev. 2004. The beginning of the Upper Paleolithic on the Russian Plain. Chapter 6 in The Early Upper Paleolithic Beyond Western Europe, P.J. Brantingham, S.L. Kuhn, and K. W. Kerry, eds. University of California Press, Berkeley.

Cognitive Explanation of Gambling Addiction (10 Mark) Free Essays

Outline and evaluate the cognitive explanation of gambling addiction (4 marks + 6 marks) The cognitive explanation of addiction focuses on the way humans’ process information, viewing addicts as people who have faulty thoughts/judgements. The faulty thinking that surrounds a gambling addiction, according to the cognitive approach, is the belief that we will win, or at least be able to control the odds of winning, for example, a gambling addict, using his/her ‘lucky numbers’ on the lottery gives them some control over the outcome of the gamble. According to the cognitive model, a gambling addiction may be maintained by irrational or erroneous beliefs. We will write a custom essay sample on Cognitive Explanation of Gambling Addiction (10 Mark) or any similar topic only for you Order Now For example, some gamblers may misjudge how much money they have won or lost, or they may over-estimate the extent to which they can predict/influence gambling outcomes. Griffiths held a study looking into these irrational biases, using fruit machine gamblers. His aim was to discover whether regular gamblers thought and behaved differently to non-regular gamblers. He compared the verbalisations of 30 regular and 30 non-regular gamblers as they played a fruit machine. Griffiths found that regular gamblers believed they were more skilful than they really were, and that they were more likely to make irrational verbalisations during play, for example, regular players may say ‘putting only a quid in bluffs the machine’, or they would treat the machine as if it were a person, giving it emotions: ‘this fruity isn’t in a good mood’. Regular gamblers also explained away their losses be seeing ‘near misses’ as ‘near wins’, i. . they weren’t constantly losing but constantly ‘nearly winning’, something that justified their continuation. The cognitive model also uses heuristics as an explanation of addictive behaviour. Heuristics are used to simplify decisions and justify behaviour, for example, some gamblers will have ‘hindsight bias’, saying after a gambling sessi on that they knew what was going to happen. This makes gamblers feel empowered as it suggests they have some control over their wins/losses. Other gamblers may use flexible attribution; this is where they ttribute any wins to their own skill and any losses to other influences. Others may solely concentrate on how much they won ignoring how much they lost to get it. This is called absolute frequency bias. The theories of the cognitive approach are strengthened by the substantial amount of evidence that supports its general principles, for example, it has been shown that alcoholics, smokers, over-eaters, gamblers and opiate addicts were particularly likely to lapse when they experienced negative emotional states. A further strength of the model is that it has initiated implications for treatment, for example, the cognitive approach has made clear that the relapse prevention model must be tailored to each individual addict. However, the model is criticised as there have been claims that irrationality is an erratic predictor of addictive behaviour, irrationality does not appear to have a strong relationship with other observable assets of gambling, such as level of risk taking or reinforcement frequency. Therefore cause and effect of cognitive bias cannot be established. Cognitive explanations may also be limited to particular addictions, for example, it may be less relevant to chemical addictions like heroin, but is useful and effective explanation for gambling or video game addiction. It is also difficult to establish cause and effect over skill perception and gambling – beliefs about skill in gambling vary across individuals, such beliefs are not necessarily irrational either. How to cite Cognitive Explanation of Gambling Addiction (10 Mark), Papers

The Story Behind The Atomic Bomb Essay Example For Students

The Story Behind The Atomic Bomb Essay The Story Behind The Atomic Bomb Essay Atomic Bomb August 6th, 1945, 70,000 lives were ended in a matter of seconds. The United States had dropped an atomic bomb on the city of Hiroshima. Today many argue over whether or not the US should have taken such a drastic measure. Was it entirely necessary that we drop such a devastating weapon? Yes, it was. First, look at what was going on at the time the decision was made. The U.S had been fighting a massive war since 1941. Morale was most likely low, and resources were probably at the same level as morale. However, each side continued to fight, and both were determined to win. Obviously, the best thing that could have possibly have happened would have been to bring the war to a quick end, with a minimum of casualties. What would have happened had the A-bomb not been used? The most obvious thing is that the war would have continued. U.S forces; therefore, would have had to invade the home island of Japan. Imagine the number of casualties that could have occurred if this would have happened Also, our forces would not only have to fight off the Japanese military, but they would have to defend themselves against the civilians of Japan as well. It was also a fact that the Japanese government had been equipping the commoners with any kind of weapon they could get their hands on. It is true that this could mean a Japanese citizen could have anything from a gun to a spear, but many unsuspecting soldiers might have fallen victim to a surprise spear attack! The number of deaths that would have occurred would have been much greater, and an invasion would have taken a much longer period of time. The Japanese would have continued to fight the US with all of what they had; spears, guns, knives, whatever they could get their hands on, just as long as they continued to fight the enemy. As mentioned before, it is a fact that some civilians had been ready to fight our military with spears! What made it possible that the Japanese would resort to using spears? Why wouldnt they use guns or other weapons? Well, the truth was, the government just didnt have the resources to give out a gun to just any citizen. US naval blockades are one of the major reasons that Japan was so low on resources, and a main point opponents of the decision to drop the bomb constantly bring up. Japan obviously was very low on resources. Japanese civilians were ready to die with spears in their hands, surely the military would do the same. Besides, the Japanese military did still have some resources to go on. So again I must bring out the fact that Japan could have continued to fight, and they would have. And Im sure anyone can realize what would happen if the war continued; more deaths. Admiral William Leahy, Chief of Staff to President Roosevelt and President Truman, wrote, By the beginning of September 1944, Japan was almost completely defeated through a practically complete sea and air blockade. If that was true, how could they have continued to fight and rack up enemy kills? If the Chief of Staff to the President figured they would soon surrender around September 1944; why were they still fighting almost a year later? And how can we be so sure that any other estimates on when the war would end would be correct? Basically, we cant. For all anyone knows, Japan would have kept fighting. It was the atomic bomb that forced Japan to surrender and in turn saved thousands if not millions of lives. How can anyone be so sure that Japan would continue to fight? No one can say exactly what would have happened, because lets face it, no one really knows. .ue7044fdb4286b8ed21073f6c3f3c8498 , .ue7044fdb4286b8ed21073f6c3f3c8498 .postImageUrl , .ue7044fdb4286b8ed21073f6c3f3c8498 .centered-text-area { min-height: 80px; position: relative; } .ue7044fdb4286b8ed21073f6c3f3c8498 , .ue7044fdb4286b8ed21073f6c3f3c8498:hover , .ue7044fdb4286b8ed21073f6c3f3c8498:visited , .ue7044fdb4286b8ed21073f6c3f3c8498:active { border:0!important; } .ue7044fdb4286b8ed21073f6c3f3c8498 .clearfix:after { content: ""; display: table; clear: both; } .ue7044fdb4286b8ed21073f6c3f3c8498 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue7044fdb4286b8ed21073f6c3f3c8498:active , .ue7044fdb4286b8ed21073f6c3f3c8498:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue7044fdb4286b8ed21073f6c3f3c8498 .centered-text-area { width: 100%; position: relative ; } .ue7044fdb4286b8ed21073f6c3f3c8498 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue7044fdb4286b8ed21073f6c3f3c8498 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue7044fdb4286b8ed21073f6c3f3c8498 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue7044fdb4286b8ed21073f6c3f3c8498:hover .ctaButton { background-color: #34495E!important; } .ue7044fdb4286b8ed21073f6c3f3c8498 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue7044fdb4286b8ed21073f6c3f3c8498 .ue7044fdb4286b8ed21073f6c3f3c8498-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue7044fdb4286b8ed21073f6c3f3c8498:after { content: ""; display: block; clear: both; } READ: Prostitution Essay Its possible Japan was just about to surrender, but most evidence would not agree with that statement. Im sure most have heard of a group of men called the Kamikaze. Kamikaze were suicide pilots. They would load an airplane up with explosives and try to nose-dive it into an enemy target. Think about what must be on this pilots mind. Imagine the undying love he must have for his country. He would fight until the end, for his emperor and his country. The scary thing about this is the majority of the .

Analytical Essay Sample on “Snow Falling on Cedars”

Analytical Essay Sample on â€Å"Snow Falling on Cedars† The aim of literature is to entertain and inform. We see this in the novel Snow Falling on Cedars by David Guterson. Guterson uses stylistic language techniques to capture the reader and involve them in the text. By integrating flash backs into the murder mystery genre, the characters are made three dimensional, and the reader becomes involved. The story informs the reader by integrating important themes into the text. Literature aims to entertain. Snow Falling on Cedars is entertaining because it is written in such a way that the reader becomes involved with the characters. Guterson uses metaphors of the surrounding area, to give insight into the characters. For example, the radiator in the courtroom is sluggish and slow to get started, and is in a state of disrepair. This is a metaphor for the townsfolk, and by using it, Guterson has made the reader link the two together. Through using descriptive metaphors in the early stages of the book, when the same character traits are brought up later, they already feel familiar to the reader. The book is well written in the murder mystery genre, which creates suspense. The plot draws and captivates the reader. Guterson integrates flashbacks from different character perspectives, which make the murder mystery more intriguing. These flashbacks hold in them vital clues and insights to the plot and the reader is forced to think. The layers of plot are graduall y built up, giving the book a three dimensional quality. Subtle clues given by the author create a question about Kabuos innocence. This question creates curiosity in the mind of the reader, who is entertained by the suspense and drama, and finally the conclusion. Literature also aims to inform. Through different characters experiences in Snow Falling in Cedars, Guterson subtly informs the reader of several strong themes. The rising snowstorm is a metaphor for the building tension between the two communities on the island, and through this and Ishmael and Hatsues relationship we are shown racial tension. Through Carl and Kabuos lost friendship, Ishmaels missing arm, Whaleys personality, and the racial prejudice shown by the townsfolk, we are shown the impacts of war, both on communities and individuals. These are the prominent themes in the book, although Guterson weaves several others in as well. Through the suggested incompetence of the lawyers and law enforcers, and the run down courtroom, Guterson questions the human ability to pass judgement accuracy. Ishmaels phantom pains in his missing arm are a metaphor for his heart, which still aches for Hatsue, even though she is long gone. This and the comparison between Ishmael and Carl highlight s the theme that we need to learn and move on. These themes are interlaced and layered throughout the text unobtrusively, but in such a way that at the end of the book, the reader subconsciously takes away a new understanding of people and their cultures. Snow Falling on Cedars is a good example of Literature that entertains and informs. The way it is crafted in layers, using a good murder mystery plot with stylistic language makes it entertaining. The subtle integration of theme into this plot gives the reader a better understanding at the end of the story. The reader is captivated and this is what makes it such a good read.

Promoting A Healthy Environment For Children The Role of the Practitioner Essays

Promoting A Healthy Environment For Children The Role of the Practitioner Essays Promoting A Healthy Environment For Children The Role of the Practitioner Essay Promoting A Healthy Environment For Children The Role of the Practitioner Essay My first piece of evidence is a Cleves Cross dinner menu, which displays the food that will be served to the children throughout the week. It displays a variety of foods which will suit the childrens daily intake as they are rich is carbohydrates, sugars, vitamins and minerals. Every meal will come with clean drinking water to fulfil a childs right to clean water. Each meal now also comes with a health nutritious salad or numerous vegetables such as broccoli or carrots, this enables children to stay fit and healthy. It is the role of the practitioner to plan and cook these meals daily for every child to ensure that every child has a nutritious meal so that children get their Guided Daily Amount (GDA) of nutrients and so they have the energy to participate in fun stimulating activities. If children have allergies or disliking in the food then it is the role of the practitioner to plan suitable alternatives which will provide them with the necessary nutrition, for example in my first placement Child A was a vegetarian and does not like to consume any meat or fish and that he does not like milk which was being served, so my supervisor and myself had to plan a substitute food and drink to give to him instead of serving him the tuna. This was discussed with another member of staff that usually prepares the meals and we decided that providing him with cheese and orange juice would be a suitable substitute for the tuna and milk, as it will provide him with the necessary nutrition that tuna would, such as protein, calcium and Vitamin C. It is the role of the practitioner to review the Childrens Dietary Needs file before a meal is served, to observe any dietary needs of the children within the setting and appropriate planning and action must be taken to suit these needs. It is also my role to act as a role model and eat healthy food with these children, as they will witness me doing this and imitate me according to Skinners imitation theory. [E8] Practitioners must know the specific needs of every child so that they can suit these needs to help them develop to the best of their ability, so practitioners must listen carefully to parents to respect and act professional about these needs. I learnt that practitioners must also follow inclusions polices to stop a child from feeling excluded, for example when serving the cheese to the child many other child has asked for some cheese too but I explained to them that it was just for Child A as they all had tuna, and they were all happy to eat the tuna instead, this ensures that everyone felt included and all had something to eat and drink. My second piece of evidence in a Fire evacuation procedure, this clearly shows step by step instructions about what to do if a fire occurs; these are placed all over the school in case of a fire. It is the role of the practitioner to create and put up these instructions all over the school to protect the children in case there is a fire, practitioners must also have regular fire drills and tests to ensure that all the alarms work correctly and teach every child how to line up and evacuate the building without panicking or getting upset. In my placement the teachers also arranged a visit from the local fire fighting team to come and give and talk about their job and the dangers of fire, they had a quiet chat with a particular young girl how was very scared of fire and this helped her emotional well-being as it put her mind at rest. My third piece of evidence is a Health and Safety Policy which Aims to provide a safe and healthy environment for children, teaching and non-teaching staff and all other people who come onto the premises of our school According to the Health and Safety Policy. This document clearly states many aim, principles and responsibilities that a parent must read and sign for their child to enter the school as a student. This policy will create a safe and secure environment for all children to protect them from all dangers and hazards. It states many policies and procedures to keep each child intellectually, socially, emotionally and physically safe from all hazards. It is the role of the practitioner to write these policies and ensure they are put into practise by safeguarding each and every child. My fourth piece of evidence is a risk assessment taken from my setting when we were conducting a school trip to the local village, every member of staff on the trip would read and sign the document to accept legal responsibility. The United Nation Convention on the Rights of the Child 1989 means that I must legally provide clean water, nutritious food and a safe environment for the children in my setting, to do this I must carry out many risk assessments of the environment to ensure the setting is safe for every child to attend. During school trips, indoor and outdoor play, practitioners must always conduct risk assessments to ensure that the environment with be as safe as possible for every child. Practitioners must fulfil the childrens right to be healthy by providing them with healthy food, physical exercise and a happy environment. Practitioners must take steps to keeping children safe e. g. risk assessments and ensure that children can enjoy and achieve by providing them with fun and stimulating activities to develop and reach their full potential in life. There are many risk assessments carried out to manage every risk to provide a healthy environment to challenge each child. Safety procedures are carried out regularly such as first aid and fire drills and there should always be the correct staff to children ratio. According to the EYFS Practise Card 3. 3 the Learning Environment, Help children to understand how to behave outdoors and inside by talking about personal safety, risks and the safety of others. Ensure safety without stopping reasonable risk-taking. My final piece of evidence is an accident report taken from my setting. At my setting, there are many policies and procedures that must be followed by all staff members if a child has an accident. Each child has their own Safeguarding: Accident Log which should always be filled in for minor accident and injuries. Every time a child has an injury the Date, Time, Place of accident, Circumstances, Nature and Treatment must be recorded and then the Supervisor, Manager, Witnesses and parents must all sign the log to prove that they have all been notified. The accident must then be given a number and that number must be placed on a diagram to show where the child has hurt themselves, it is the role of the practitioner to fill out all these forms and record each accident. After every accident the manager must be informed about all the details and then must sign the accident log to prove that they have been informed. If a childs injury gets worse than an Injury Monitoring Log must be filled in and the childs health must be recorded every 30 minutes, this is for things such as concussions where the parents of the child must be contacted as soon as possible. Confidentially must be maintained at all times throughout a childs accident, for example a supervisor cannot disclose any information to a parent about any other child other than their own. As a practitioner it is my role to promote this healthy lifestyle by following legislation and acting as a role model, by eating and providing a variety of healthy food and snacks with the children so they can choose which ones they prefer as every child is different and would have a different opinion. As a practitioner I must follow initiatives such as the 5-a-day scheme which states that a child should have at least 5 fruits or vegetables a day to keep healthy. As a practitioner it is my role to ensure that I encourage children to clean their teeth and go to the dentist and doctors regularly and to produce hygiene routines such as hand washing or teeth brushing before or after lunch, this will become a habit to children and they will continue to do this throughout their life. The Children Act 2004 promotes the five outcomes of the Every Child Matters (ECM) legislation, one of these outcomes is be healthy and this ensures that every child has the right to have all of their dietary and nutritional needs met while at the setting, it is the role of the practitioner to ensure that each child gets the nutrients they need. Early years settings are all influenced by legislation to create strict policies and procedures to safeguard and protect their children and according to Beaver et al (2008:92) Operating against policy will often have serious disciplinary implications for staff involved. E10] The ECM legislation ensures that every child matters no matter what background/ gender or belief a child has, they all must be given equal support to thrive and develop. It is the role of practitioners to never discriminate against a child because of their disability, race, gender or beliefs; they must be treated fairly and given equal opportunities to succeed. According t o Tassoni P et al (2007:115) It is an accepted view in society and the early years sector that every child is special and should be given opportunities to fulfil his or her potential. This is the bases on anti-discriminatory practise and focus of many laws today. Practitioners should always challenge discrimination in practise, they must follow the settings policies and procedures to stop the abusive behaviour or language as the welfare of the child being discriminated against may be at risk, also other children will imitate this attitude and grow up to understand that everyone is different and should be valued. E8] Every child is different and has different likes and dislikes and cultural background, this personal information can be used to help plan specific activities to keep a emotionally and intellectually healthy, for example a child who likes trains can count toy trains to develop their maths skills as every child is unique and will have different interests and will need different activities planned to help them develop. There are many policies, procedures and legislations to ensure that inappropriate behaviour must be kept to a minimum to safeguard the children, for example EYPs must legally undergo regular safeguarding training and Ofsted requirements to ensure they are capable to protect a child. Another example is the Children Act 1989 which explains thats children must be protected at all times; this is the duty of a practitioner. Workers must follow many health and safety procedures to never put staff members or children at risk; they must constantly behave as professionals to safe-guard every child in a setting. For example it is the role of the practitioner to always carry a first aid kit when taking children off the premises, as children made need medication or medical assistance while they are out. In a nursery it is the role of the practitioner to suit all over the childrens care needs, for example feeding, clothing, bathing and putting them to sleep when they need it. Although this may be difficult as every child is different and may want to eat/sleep at a different time of the day. If a child is showing signs of sickness or illness then a practitioner must follow strict policies and procedures to protect the welfare of the child. A practitioner must immediately take the childs temperature and follow a specific procedure, depending on that childs temperature. When this childs temperature was first taken, it was above 37i C, so a Sickness Monitoring Log must be filled in to record the childs temperature every 10 minutes. After 10 minutes the childs temperature had risen to over 37. 5i C so emergency calpol had to be administrated and her mother was called and informed, the setting then isolated the child so the infection could not spread, following their procedure for prevention of infection. The settings polices state that if the childs temperature had rose to over 38i C then the parents would immediately have to come and collect the child and take them to the doctors. Every child has a Sickness Monitoring Log and it must be filled in every time a child is ill, a practitioner must declare the time, symptoms, the action taken, if the childs parents were informed and if they were collected early. The parents of the child, supervisor present and the manager of the setting then had to sign the log. Another example is the Children Act 1989 which explains thats children must be protected at all times; this is the duty of a practitioner. A worker must Honour the confidentiality of information relating to the child and their family, unless its disclosure is required by law or is in the best interest of the child According to CACHE. Workers must follow many health and safety procedures to never put staff members or children at risk; they must constantly behave as professionals to safe-guard every child in a setting. According to Bruce T and Meggitt C (2010:365) Practitioners, including students, should not discuss or otherwise share this information for example, when chatting in the staffroom or with friends at the weekend. . Practitioners must understand that Settings will have strict confidentiality policies which will compel them to keep all private information about a child in a safe, secure place and only disclose this information if that specific childs well-being is at risk. Practitioners must also understand that if this private information is revealed it may cause harm or distress to the child or family involved and the child may have problems trusting adults in the future, as staff must be aware of the importance of confidentiality in the roles of the key person as Anyone working with your children, whether in a nursery setting, a school or in the family home, will need to practise confidentiality. Confidentiality is respect for the privacy of any information about a child and his or her family. According to Bruce T and Meggitt C (2007:499). For example, when I carried out my dairy tasks and observations in my setting I had to sign a statement of confidentiality to ensure that I respected my settings policies of confidentiality and instead of naming the setting and the children I used names such as Child A and Adult B to refer to each child. Although I could improve my practise by keeping all my observation about the children in a safer location such as a lockable file cabinet instead of my current plastic folder.

Coconut Oil, although a saturated fat, is good for you Essay

Coconut Oil, although a saturated fat, is good for you - Essay Example For that matter, different data and information regarding the use of coconut oil for different applications can be found in abundance. The study conducted is related to the said accumulation of data and information that can present the benefits and useful applications of coconut oil in different field and aspects of the human subsistence. In addition, one of the important objectives is to be able to state the different nutritional and health benefits of coconut oil. The determination of the composition of coconut oil is one of the primary aspects that are needed to be studied to be able to present the reasons behind the benefits of the said oil. Coconut oil is composed of saturated fat (90%). Although this is the case, the said fats are primarily medium chain triglycerides that are considered less harmful that other types of saturated fats that are generally considered harmful. Specifically it is composed if saturated fatty acids (92%), monounsaturated fatty acids (6%) and polyunsaturated fatty acids (2%) (Fife, 2004; 2006; Holzapfel and Holzapfel, 2004). The kinds of fatty acid composition are presented in Table 1. The fat content of coconut oil can be considered to bring about false impression that it is bad for the health due to the word fat itself. On the other hand, the main compositions of coconut oil which are medium chain triglycerides are different from the saturated fat that can harm a person upon high intake. On the contrary, the components of coconut oil with the unique saturated fat composition had been proven for its positive effects (Fife, 2004). Based on different studies and researches coconut oil can be used for both the nutritional and health benefits. For that matter it had been described as â€Å"nutraceutical† due to the capability to cure ailments and help in the nourishment of the body (Holzapfel and

Food and Society Coursework Example | Topics and Well Written Essays - 3000 words

Food and Society - Coursework Example Issues falling under this heading involve such things as health and safety, food labeling and even what constitutes 'organic' food (Drake University, 2012). Food policy has many benefits, all of which are multiplied when the policies themselves are especially effective. Such systems spark changes in dietary energy and nutritional balance, in effect helping to promote child growth, while staving off all manner of diseases. Apart from this, having a good policy also helps to increase a country's income through agricultural development, which also works recursively by improving the nutritional status of people - a phenomenon most readily observable in developing countries. The need for food policy, on the other hand, should be readily obvious. Atkins and Bowler (2001) note the instrumentality of food in economic, political and socio-cultural issues, as well as its role in ensuring health and pleasure in everyday life. Lang and Heaseman (2004) add to this, talking of the significant impa ct of the emergence of global markets not only on the kind of food being consumed, but also on issues such as health, food security, social justice and overall quality of life. In fact, food policy has been globally acknowledged as an important facet of public policy (Cardwell, 2004; Conway, 1997; Coleman et al, 2004). Needless to say, while food policy is not quite as thrust into the limelight as other global issues such as terrorism, its far-reaching implications and consequences make it equally important, if not even more so. One especially important food policy issue in this day and age is malnutrition. Contrary to popular belief, however, malnutrition does not always refer to a lack of food, but may also come about as the result of eating too much of the wrong kinds of food, and too little of the right kinds. This means that while those who eat too little are most likely malnourished, it will not necessarily follow that one who eats a lot can automatically be assumed to be heal thy - on the contrary, one who falls under the latter description could very well be classified as obese. This paper, then, shall aim to connect the issue of obesity and, to a lesser extent, malnutrition to the hospitality industry, and to come up with ways in which it can be addressed. Malnutrition and Obesity: A Food Policy Issue Malnutrition in general is said to result from a poorly balanced diet, wherein one's consumption of nutrients is skewed in some way, shape or form (Sullivan and Sheffrin, 2003). A report by UN Secretary General Ban Ki-moon in 2009 told of more than a billion people dying of hunger, with 17,000 children specifically dying everyday (CNN, 2009). In fact, it has been attested that malnutrition kills upwards of 9.5 million school-aged children each year. Such a high body count becomes even more understandable - and more terrifying - when one accounts for the interaction between malnutrition and certain killer diseases. Malaria, for instance, is already known t o claim many lives on its own; combined with malnutrition, however, it becomes capable of racking up a mortality rate comparable to that of the infamous Black Plague. Malnutrition usually, but not always, refers to a lack of food intake; however, as Pinstrup-Andersen and Watson (2011) point out, malnutrition can easily be about taking in way too much food, or even not taking the