Food sec Essay Example for Free

Food sec Essay Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 1. Food availability good agricultural productions and marketing to provide enough food in all climates and seasons. 2. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 3. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 4. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger 1. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 2. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 3. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 1. Natural disaster 2. Cash cropping 3. Lack of education 4. Unequal Distribution of Resources 5. Disease 6. Government 7. War/Conflict Food Security Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 5. Food availability good agricultural productions and marketing to provide enough food in all climates and seasons. 6. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 7. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 8. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger 4. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 5. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 6. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 8. Natural disaster 9. Cash cropping 10. Lack of education 11. Unequal Distribution of Resources 12. Disease 13. Government 14. War/Conflict Food Security Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 9. Food availability good agricultural productions and marketing to provide enough food in all climates and seasons. 10. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 11. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 12. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger 7. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 8. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 9. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 15. Natural disaster 16. Cash cropping 17. Lack of education 18. Unequal Distribution of Resources 19. Disease 20. Government 21. War/Conflict Food Security Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 13. Food availability good agricultural productions and marketing to provide enough food in all climates and seasons. 14. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 15. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 16. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger. 10. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 11. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 12. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 22. Natural disaster 23. Cash cropping 24. Lack of education 25. Unequal Distribution of Resources 26. Disease 27. Government 28. War/Conflict.

Fundamentals of Teaching :: Education Teaching Philosophy

Fundamentals of Teaching As a teacher, children are my primary focus and responsibility. While I am a teacher of history, I am more importantly a teacher of children, no matter what class I am teaching. To lose sight of the needs of children is the surest way to fail as an educator. To succeed as a teacher, I must remain focused on the students at all times. Children are surely our greatest assets. Their ability to grow is astounding – a well-taught child can make leaps that would not have seemed possible at the beginning of the year. While they are amazing, children can also be very difficult for a teacher who cannot keep them focused. Maintaining control of the classroom is vital – no learning can happen without control. While children can make the teacher’s life difficult, this should not frustrate the teacher. Education is, despite its difficulty, a vital task. Education prepares our children for potential success in a difficult world, a world in which education is vital. Ideally, education should also help to reduce the class inequality that is so pervasive in our society. It is my hope that, education can provide students with an opportunity to get out of poverty, instead of maintaining the poor quality of life that many students experience. As a teacher of history, it is also important for me to make history interesting and immediately relevant for my students. For too long, history has been taught as a boring mass of facts that students must memorize, repeat and then forget. Few students ever really remember, much less understand, the history that they learn in high school. Instead, they often hate history, and see it as a dead discipline and a waste of time. One of my goals as a history teacher is to change this perception and to make history an interesting and engaging subject that students will like. This will not be an easy task; however, I am dedicated to getting my students interested in history. In order to make this happen, my primary resource will be a higher-level approach to history. My students will be exposed to the causal nature of history, and asked to consider the causes and effects of historical events. My students will be able to place historical events in context and, as a result, will understand why they happened.

Personal development Plan Essay

A Personal Development Plan is a useful tool to ensure your skills are up to date. It also gives you the opportunity to identify areas which you find difficult to carry out and which need improving. Please take a moment and reflect on how your training and ‘on job’ experience have developed since joining the company. What training and development activities (including work experience) have you done? What did you learn? Training, development activities Learning outcomes Training for: –Peristeen bowel management Training for-diabetic /insulin management Training for-Tracestronomy /nebulizer Training for-Oxigen saturation/Suction machine Update training To use a several kind of equipments: -cough assistant -splints -oxigen sat. Monitor -suction machine -nebulizer -tilt table search to web for the following subjects: Abuse-Safeguarding Adults Diseases-Brain injury,Celebral Palsy,infections(MRSA,HiV,TBC,Hepatitis) Codes of Practice for SocialCareWorkers DataProtection Person-centered Care Murder of Michael Gilbert Service users rights Pa testimonials -It has need a longer experience with this ,itself the training not enough without experience,That is the best If the client able to instructions me what need to do ,and how. -big responsibility to take a deal and to manage a diabetic client †¦.not just about the insulin ,but about everything,because this disease does bad effects on every way of the client life/health(how cook and often to check ,daily more times their sugar limit) It was the most complicated knowledge for me ,because so much depend on the clients personally needs .And there are to carry out just some minutes my duty if the client is in emergency situation. -It was so useful to repeat my previous knowledge to fresh up what I have  learned before,first of all the handling and moving part of the the training what I have enjoyed†¦etc ,how I can to move somebody if I can not rolling them. -very helpful to keep a health/strong breathing ability ,this is an exercise to the breathing muscles of client -this keeps in correct position the client arms and legs -keep in focus the oxigen limit of client and this does and alarm if this is low,so then the Pa has time to act with this. -keeps clear the client’s airway. – This will helps to breathe deeply and cleans the airways -a good and safe and also a comfortable equipment to stand up and take balance,stimulaing the musc les. What part of your job are you really good at? What gives you greatest pleasure? I have been in more countries and I have worked there as a carer †¦with very different type of clients in different languages ,different lifestyle†¦so in this way I accept everyone easy way I’m flexible and I learn quickly in new situations. I can help in their life my clients to keep them independent as possible,because the little things can takes a lot day to day.I could make it easier to manage their lifestyle and to provide them confident feelings,because they can controll their life. Feedback: (to complete by assessor) What parts of your job do you find difficult? What parts of your job do you want to improve? If somebody is disabled then they have a hard situation in their life ,because their life more complicated like to others. So this situation can lead stressful and impatient personality ,†¦It is not always easy to tolerate.This has been more times when the client was angry,nervious,impatient ..etc or just They had a bad day†¦and a part of the clients has a propensity to deduce it on the Pa†¦. -try to be more accepting and patience -develop the English language and acquire more knowledge in my work Feedback: (to complete by assessor) Why did you decide to complete your Diploma? What goals have you set yourself which can be achieved by the completion of the Diploma? I have 7-8 years experience as a carer but I had no any education about it ,so this is the high time after several years of experience to take some qualification. And also in this way I can improve in my job and I can provide a higher quality care for my client ,and probably I can take more knowledge in wider part of care job. Furthermore Some clients are also to prefer to take a Pa ,Who has a diploma. Please complete at the end of your Qualification Have you achieved the goals you have set yourself by completing your Diploma? Has it improved your practice and how? What is your next goal?

Open Class Words - Definition and Examples

In English grammar, open class refers to the category of content words—that is, parts of speech (or word classes) that readily accept new members, as contrasted with closed class, which do not. The open classes in English are nouns, lexical verbs, adjectives, and adverbs. Research supports the view that open-class words and closed-class words play different roles in sentence processing.  Ã‚   The Importance of Open-Class Words Open-class words comprise a large portion of any language. Unlike closed-class words, which are finite, the possibility of creating and adding new words to an open word-class is practically infinite. All the words in a language can be broadly divided into two categories, open and closed, writes Thomas Murray in The Structure of English, explaining that the closed category does not readily accept new words. Its members are fixed and do not usually change. Nouns, verbs, adverbs, and descriptive adjectives are, as he puts it, exactly those parts of speech that remain open to new additions. Murray goes on to say that words in the open category are usually divided into simple and complex words. Simple words contain just one morpheme (for example, house, walk, slow, or green), whereas complex words contain more than one morpheme (such as houses, walking, slowly, or greenest). Open-Class Words in Telegraphic Speech One archaic form of language in which the distinction between open-class words and closed-class words is especially evident is whats known as telegraphic speech. The term telegraphic is based on the wording style that was commonly used in telegrams. (Western Union sent the last telegram in the U.S. back in 2006. The final telegram in the world was tapped out in India in 2013.) The format required senders to squeeze as much information into as few words as possible. Its hard to imagine now, but back in the day, every letter and space in a telegram cost money. The less said, the more powerful the message, and also the more economical. Telegrams also had a sense of immediacy. Even though they had to be hand-delivered, they were the closest thing to instant communication available prior to the invention of the telephone and were generally sent to impart important information that required a timely response. For example, if a college student traveling abroad wanted to make sure his parents were at the airport to pick him up upon his return, he might send them a telegram along the lines of: HAVING WONDERFUL TIME; HOTEL GREAT; RETURNING THURSDAY; FLIGHT 229 KENNEDY; MEET ME. As you can see, in the telegraphic forms of language, the crucial open-class words take precedence, while the closed-class words are edited out whenever possible. Telegraphic language has evolved to include many forms of information exchange inherent to the Internet and texting. Tweets, metadata, SEO (search engine optimization), and texts all rely heavily on abbreviated content similar to the format once used in telegrams (although, leaving your caps-lock on is no longer a preferred or even desired choice stylistically speaking—unless youre YELLING!). How Open-Class Words Become Part of a Language One of the ways by which new open-class words become part of a language is a process known as grammaticalization, which happens, usually over the course of time, when a word or set of words undergoes a semantic change  that results in a revised  lexical  meaning or  grammatical  function. Keeping up with this word evolution the reason dictionaries are routinely updated. In Grammatical Analysis and Grammatical Change Edmund Weiner cites the verb ought as an example: [Ought] has evolved from being the past tense of to owe to the condition of a pure auxiliary. Weiner goes on to explain that open-class words can develop senses that constitute fully grammaticalized lexical items while retaining their original character in their other senses. Another method open-class words are developed notes Weiner, is from compounds that start out as straightforward  syntactic constructions, for example, as and also from all so. Portmanteau Open-Class Words One form of open-class words that are finding their way into more and more dictionaries are portmanteau words, which are what happens when two words are merged together to create a meaning that carries aspects of the two original words. The word portmanteau is itself such a combined word, taken from the French verb porter, meaning to carry, and manteau, meaning cloak or mantle. When applied to luggage, the combined phrase means something in which one carries an article or two of clothing. When applied to language, it means one word packed with two slightly altered meanings. While modern technology is rife with open-class portmanteau words— email  (electronic mail), emoticon  (emotions icons), podcast (iPod broadcast) freeware  (free software), malware  (malicious software), netizen  (Internet citizen), and netiquette (Internet etiquette), to name just a few—there are plenty of portmanteaus you might not even know are portmanteaus. Smog? Thats smoke plus fog. Brunch? Breakfast plus lunch. Of course, the most amusing class of portmanteau words are those that developed as a result of sharp minds and wicked senses of humor, and include such gems as chillax (chill relax), bromance (brother romance), mockumentary (mock documentary), and finally, ginormous (gigantic enormous), which made the cut with the keepers of the Oxford English  Dictionary  in 1989, albeit as â€Å"slang† (although Merriam-Websters counts the relatively new open-class word as â€Å"authentic†). SPAM ® (as in the trademarked canned-meat product from the Hormel Company) is a portmanteau word that originally combined the words spice and ham. Now, however, thanks to open-word evolution, the word is generally defined as mass unsolicited junk email. If youre wondering how SPAM became spam, etymologists give credit to the crew from Monty Python and their SPAM sketch, in which every item on the menu of a particular eatery contained ubiquitous and sometimes copious amounts of the prefab canned meat product. Other Relevant References Complex WordsGrammaticalizationMental LexiconMonomorphemic WordsWord Classes Sources Murray, Thomas E. The Structure of English. Allyn and Bacon. 1995Akmajian, Adrian; et al., Linguistics: An Introduction to Language and Communication. MIT. 2001Weiner, Edmund. Grammatical Analysis and Grammatical Change.  The Oxford Handbook of Lexicography. Durkin, Philip: Editor. Oxford University Press. 2015