Results of Asthma Related Problems Due to Air Pollution Essay

Results of Asthma Related Problems Due to Air Pollution - Essay Example These allergens are mostly contained in the atmospheric air. The disease has no cure meaning that it can only be reduced by preventing the symptoms and reducing asthma attacks (Tabaku et al. 10). Therefore, studying and understanding how air causes asthma is essential because it will help in finding solutions to the illness. Issues of Concern One of the issues that cause concern for the disease is the fact that it is prevalent in a high population in the society. Twenty million people have been treated with asthma at least once in their life time, in America while in China 4% of the population suffers from the disease. The Center for Disease Control argues that asthma mostly affects children, for example, in America, 14million out of the twenty million people that suffer from the disease are children. 64% of the children living in urban cities such as Beijing in China also suffer from the illness (Krushnan, Kauffman and Hoek 30). Thus, it means that children are the more susceptible to asthma than adults. The effects of the disease in children include obstruction of their learning in school, avoidance of physical exercise, which is essential for growth, and destruction of their cardiovascular system. Adults on the other hand suffer financial losses and absenteeism from their jobs (Cassee, Mills, and Newby 68). This indicates that asthma may cause further destruction in the society such as increasing the number of school drop outs and high employee turnover, if the causes of the illness are not dealt with in time. Factors of the Problem The air pollutants that cause asthma may either be indoor or outdoor. Indoor pollutants are those that are present in the air that people breathe in while inside buildings; while outdoor are those that are in the exterior of buildings. The Environmental Protection Agency argues that the highest population in the world spends more than twelve hours of a day while indoors. The agency also postulates that indoor causes of air pollut ion are more destructive than outdoor pollutants (Haerens 78). This explains the reason for the high prevalence of asthma in major regions of the world such as China and the United States. The indoor air pollutants include bacteria, fungi, tobacco smoke, nitrogen dioxide, and allergens from dust, cats, and mites. The outdoor causes of air pollution that cause asthma include lead, carbon monoxide, ozone, nitrogen, and sulfur dioxide (Haerens 87). Sulfur dioxide originates from the burning of coal and crude oil such as diesel that is used to drive motor vehicles. Nitrogen dioxide, on the other hand, is produced from factories, and it settles on the lower layer of the ozone forming smog that also causes asthma. Nitrogen and sulfur dioxide combine with air in the atmosphere and form tiny particles that cause breathing difficulties in victims (Sudd 77). Some products that consumers use in their indoors activities, and cause asthma include cleaning products and air fresheners (Krishner, K aufman, and Hoek 74). These products have effects similar to those of the atmospheric indoor and outdoor pollutants. Impact on the Health of Humans The health impacts of indoor and outdoor pollutants may be determined according to the causes of pollution. The airborne particles that are produced from the combustion of fuels from exhaust fumes and tobacco

Attention Deficit Hyperactivity Disorder (ADHD) Treatments Essay

Attention Deficit Hyperactivity Disorder (ADHD) Treatments - Essay Example Ritalin, however, is not the most effective way to treat ADD and ADHD. This essay, then, will discuss what Ritalin is, what its side effects are, why it is still being used, and what alternatives parents have to medicating their children. According to www.ritalinsideeffects.net, Ritalin is a Schedule II substance also called methylphenidate. It is not tested in children under the age of six. "In 1998, 26,800 prescriptions were issued for Ritalin. Last year, that figure had grown to 461,000" (Sale, 2008). There is much evidence that many children who take it are simply being over-medicated, since the medication shows no signs of helping them. Some parents, however, don't know what else to do when ADD or ADHD affects their children The side effects of Ritalin are well documented. They include skin rash, fever, anorexia, nausea, increased or decreased blood pressure, chest pain, abdominal pain, irregular heart rhythm, weight loss, anemia, and difficulty sleeping (www.ritalinsideeffects.net, para. 2). Ritalin is also addictive, and easy to abuse (Rasminsky, 2008). Older students admitted that sometimes they take the prescriptions of other people, or more than they are prescribed, to "get loads done in a concentrated period of time" (Rasminsky, 2008). ... She said she only used once, but knows others who "can't stop after that first drug experience or that first A" (Rasminsky, 2008). Another admits, "You feel horrible coming down. All the reasons you're taking drugs are so amplified. It makes you depressed, so that's why you want to do more. It's a vicious cycle" (Rasminsky, 2008). Rasminsky is careful to point out that an electrocardiogram (EKG) is necessary when taking Ritalin because of the negative effect it has on the heart and the likelihood that sudden death could occur from cardiovascular death. Positive Effects There is no doubting that there might be some benefit in Ritalin for some child. A study was done of an 11-year-old boy. He'd been diagnosed with ADHD two years prior by his physician, but not given medication. During the study, he was given 20 mg of Ritalin on some mornings, but not on others. Every day he received a pill that looked exactly the same, so he had no way of know when he received the placebo and when he received the actual medicine. Someone administered the medicine other than the teachers or the observers, so the observations would not be biased. His behavior was monitored for the first four hours of the day. The study lasted three weeks. In the end, the findings showed that the student was much more focused, and well behaved on the days he received the 20 mg dosage of Ritalin (Smith et al.) This is no ace-in the-hole, however. This is one student. This student had an above average I.Q. There is no data to suggest how well Ritalin works on students of average intelligence. The student was only observed for 15 days and plenty of other studies show that Ritalin does seem to be effective in the beginning stages, but the faade quickly

Young People: Leaving the care system

Young People: Leaving the care system Literature reviewed for this study has included articles from academic journals and textbooks, government policy, guidance and briefings and other guidance produced by non-statutory organisations such as the National Care Advisory Service. Key themes within the literature reviewed have included the experiences of young people in care that contribute to their leaving care experiences, the effectiveness of services aimed at care leavers, social work practice with care leavers and the views of young people themselves on how prepared they feel when leaving the care system. Background Studies about young people leaving care point to the different life experiences that many care leavers have in contrast to their peers and argue that these have an impact on how prepared young people are to leave care. Whilst in the care system they face disadvantage plus a greater risk of social exclusion and poor outcomes such as low educational achievement and homelessness, unemployment and mental health problems (Stein et al 2000, Courtney et al 2000). Particular groups of care leavers can also face specific types of discrimination and disadvantage. Black and ethnic minority care leavers face identity problems due to a lack of contact with family and community (Barn et al 2005), young disabled people in care may encounter problems with poor planning in relation to their housing in the transition period from care (Priestly et al 2003) and young women in care are at greater risk of teenage pregnancy and the associated risks of poor outcomes (DfES 2006). Jones (2002) noted significa nt qualitative differences between young parents who have family support and those living away from home. The life history of looked after children also plays a part in their preparation to leave care. Many looked after children can have complex needs that are related to their earlier childhood experiences. These experiences can impact on how they settle into their looked after placements and the level of educational achievement that they reach at school. Their educational achievements will affect how they manage in life after care. Looked after children often have a number of social, emotional or behavioural difficulties such as challenging behaviour, low self-esteem and poor concentration skills, which again can affect their transitions into adulthood (Soan and Lee 2010). Transition Everson-Hock et al (2009) attempted to analyse the effectiveness of transition to adulthood support services (TSSs) to leaving care and their impact on outcomes including education, employment, substance misuse, criminal and offending behaviour, parenthood, housing and homelessness and health (Everson-Hock et al, 2009). The study, based largely on US quantitative studies found that young people leaving care were more likely to complete compulsory education if they received TSSs; that there was moderate evidence that TSSs improved employment prospects and; moderate evidence that TSSs lessened the likelihood of negative impacts from substance misuse, offending behaviour, homelessness or early parenthood (Everson-Hock et al 2009). Whilst accepting that US based studies could not simply be transferred to UK experiences, the study conclude that TSSs do have a beneficial effect on the adult outcomes of looked after young people, in particular for education, employment, parenthood and housi ng (Everson-Hock et al 2009, p52). A study in Scotland identified planning transition to adulthood as important and noted that leaving care at an early age can be a concern. Moving from residential care to supported carers and then allowing young people to move in a planned manner that allows them a say in when they leave care is also important (Kendrick 2008). This study also identified failures by local authorities to make adequate preparations. Many care leavers did not receive a programme of preparation, particularly those in foster homes or being cared for at home. It was also identified that 60% of the young people surveyed had not received a formal leaving care review (Kendrick 2008). Evidence elsewhere also suggests that care leavers are often hurried out of care with the Director of the Office for Childrens Rights commenting a common theme among those young people consulted was in their having remarkably short periods of notice to leave, together with their sheer lack of preparation to do so(Morgan and Lindsa y 2006). Stein found that since the 1990s there has been more of a focus on outcome studies (Stein, 2006). Nonetheless, the wide variation in both research and the collection of statistical outcome data by the government has been highlighted by international leaving care work (Stein, 2006). Likewise Simon and Own (2006 citied in ibid) stated that the information base for those in care and leaving care has immensely enhanced since 1998. However, they have also found three existing weaknesses. Firstly, the dates mainly have short follow up times. Secondly they focus only a small parameter of young peoples lives. And finally, they are mainly available for England. Stein differentiates that the transition itself, is crucial to getting young people ready for the risk of society, by giving them the time for independence, discovering, thinking, risk taking and character exploration (Stein, 2006). He says that coming across danger is possible through chance, so in order to identify valuable and harmful effects, by the revelation to these problematic situations, it allows for opportunities emerge for both problem-resolving skills and emotional coping skills are provided (Newman and Blackburn, 2002, cited in Stein ibid). Steins study analysis significantly shows that care leavers as a group are more likely to be socially excluded and that there are still huge gaps in research knowledge, particularly nothing in terms of using experimental and quasi-experimental methods (Stein, 2006). Therefore, there is a high demand for the usage of cohort experiments in giving a refined understanding of risk and protective elements over time. Furthermore, he openly shows that there is also a high demand to develop connections between empirical and theoretical work, this is because most of the studies do not involve research from theory in regards to context, theoretical investigation and theory making. In view of the concerns and increasing awareness of the poor outcomes of young people leaving the care system, the Government produced a consultation paper (Care Matters: Transforming the Lives of Children and Young People in Care 2007). Care Matters (2006) detailed a number of government initiatives to assist the transition into adulthood for care leavers. Included in the proposals were a pilot scheme to allow young people to live with foster families until they were 21; establishment of a capital investment fund to improve supported housing options; top-ups of Child Trust funds for young people in care and national bursaries for young people in care that go onto higher education. One of the key principles of Care Matters echoed research elsewhere into transition that young people should enter adult life when they are ready rather than when a local authority social worker decides that they should do so. Most young people are supported by their families until their early twenties ye t those in care often lack that sense of security they should expect no less from a corporate parent in terms of help in the transition to adulthood than their peers who live with parents (Care Matters 2006). Rainer (2007:2) states The DfES Green Paper Care Matters, and the Next Steps document, set out a range of extremely promising proposals to improve services to young people as they move through and out of the care system. However, there is evidence that when it comes to housing support care leavers are not yet consistently receiving the service they are entitled to under current legislation. His reports analysed the scale of the issues and highlights the terrible conditions in which some care leavers are expected to set up their first home. Similarly, Broad (2005 cited in Stein, 2006) found that for young parents, young accompanied asylum and refugee seekers and young people remanded, their services were mainly described as staying the same since the introduction of the Children Leaving Care Act 2000. The DH (Department of Health, 2003) found that some young people are drawn to the concept of independence and will have a strong drive to leave, however that urge is driven by various factors, these including a placement breakdown, the limited placements available, issues with challenging behaviour management, traditional expectations and tight transitions. DH (ibid) realises that inconsistent planning for adulthood is common for young care leavers, furthermore, the specific needs have not been consistently given to certain groups like ethnic minorities or single parent. However, having said that, some young people do have positive experiences whereas some experience hardships, this sometimes even included high risk of homelessness. Stein (2006) debated that a holistic approach needs to be considered when preparation is made for leaving care, that it each element needs equal amount of importance, practical skills are equal to emotional wellbeing as well being equal to interpersonal s kills. Housing Support with accommodation is also identified as an important issue for care leavers and they should have access to appropriate housing options. For many leaving residential care or foster placements, issues such as coping with finances, shopping and self-care were challenging and practical support in developing life skills is something that will help better prepare care leavers for adulthood (Kendrick 2008). The National Care Advisory Service (NCAS) also stresses that suitable and stable accommodation for young people preparing to leave care will enable them to develop their skills and options in other areas such as education, employment and social networking (NCAS 2009). NCAS identified the importance of pathway planning and highlighted an example of good practice in Barnsley where pathway assessments have a specific section relating to accommodation which considers things such as a young persons current arrangements; their practical knowledge; awareness of tenancy rights and respo nsibility to be a good neighbour; budgeting skills and the care leavers ability to access housing advice (NCAS 2009). Care matters (2006) highlighted the negative consequences of frequent changes in foster care. In 2005/6, of 23,000 children under 16 looked after for more than 2.5 years; 65% had been living in the same placement for at least two years or were placed for adoption. While this is 1% higher than the previous year, unless the rate increases dramatically the government is unlikely to achieve their target of 80% by 2008 and currently 12% of children in care still experience 3 or more placements (Care matters, 2006). Care Matters made a number of proposals about commissioning; increasing choice and training and support for foster carers and residential workers. While these are all positive steps they will not necessarily address the issues of shortfall in foster carers and the poor status of residential work as a positive option for staff. (Barnardos,2007,p4) ref:bernardos.org.uk Lack of stability was also highlighted as a barrier to social bonding and support, emotional well-being, and educational success. The social worker would be responsible for the budget of each child. Care plans need to be revised. In interview with children in care, one placement was top on their list of what they desired (Morgan, 2007). Employment, Education and Training The educational under achievement of children in care up to year 11 is well researched and documented, but despite the long standing recognition of this issue there appears to have been no substantial improvement in recent years. Care Matters recognises the importance of stability in education, particularly in years 10 and 11, but does not go far enough in outlining a schools responsibilities to ensure looked after children are not denied access to their education through temporary or permanent exclusion. Given looked after children are disproportionately more likely to have their education disrupted through exclusion we are concerned about the degree of discretion in individual schools as to the interpretation of last resort. (Barnardos,2007,p7). While 56 percent of all children attained 5 good GCSEs of A to C in 2005, only 11 percent of children in care attained these levels (DfES, 2006); this level was 12 percent in 2006 (DfES, 2007). A study of care leavers in the UK found that only 23 per cent were in full-time or part-time education (Everson-Hock 2009). The age that young people leave care can be a factor that leaves them ill-prepared for independent living. Many do so between the ages of 16 and 17, at a time when they also manage the move from education into training, work or unemployment. Their peers go through this transition most often whilst living at home with family support and the advantages of a stable home environment (Jones 2002). The importance of attempting to achieve positive educational outcomes is stressed by a number of commentators as crucial in effective preparation for leaving care. Newman and Blackburn (2002) and Sinclair et al (2005) emphasise that having positive experiences at school and reaching an adequate level of educational achievement is strongly associated with resilience in young people in care and in getting them ready for adult life. From a wider perspective, it makes sense for local and central government to invest in the future of care leavers and in England there is evidence in recent years of a change in philosophy so that supporting children and young people that are at risk of poor outcome is desirable so that that can maximise their potential in future (Stein 2008). Providing education and training focussed on future employment is crucial to this. Health Health services have an important role in supporting young people leaving care. Low levels of care leavers report seeing health professionals and high number report engaging in unhealthy behaviours such as smoking (Everson-Hock 2009). As part of effective partnership working, Directors of Childrens Services should ensure that health services, particularly mental health services are on hand to work with social workers and accommodation providers to assist care leavers (NCAS 2009). Young people with mental health needs especially might need help in locating suitable places to live. A further important health issue is for social workers to help young people to understand the importance of healthy living and have access to suitable cooking facilities (NCAS 2009). Unfortunately, young care leavers are at a disadvantage here. For many 16-17 year olds, parents take on responsibility for arranging medical consultations, promoting a balanced diet, identifying ill health and discussing the dangers of smoking and drinking local authorities as a corporate parent often take a less proactive role in this area (McLeod and Bywaters 2000). Added to the poor housing and deprivation that many care leavers experience and a consistent picture often emerges of malnutrition, infections, mental illness, drug use and susceptibility to physical attack (McLeod and Bywaters). Being a young parent can have a great impact on people as they leave care. The prevalence of teenage pregnancy among looked after girls in England is around three times higher than that their peers under 18 in England (DfES 2006) and a study carried out by the Teenage Pregnancy Unit (2001) found that a quarter of looked after young people had a child by the age of 16 and nearly half had a baby within 24 months of leaving care. These young people in general are exposed to a number of risk factors associated with teenage pregnancies, including educational failure, socio-economic deprivation and involvement in youth offending (Kirton 2009), all of which have a negative impact on their preparation for independent living after care. Quantitative research into young mothers leaving care was completed by Maxwell et al (2011). The studied acknowledged that the likelihood of pregnancy increases significantly in care leavers and used interviews and diaries kept by young mothers to try and identify how they were prepared to leave care as a parent. The study identified that young women wanted to provide a better childhood than they had experienced to their own baby and found motherhood as something that helped build a positive image (Maxwell et al 2011). Again, the research highlighted that the earlier lives of care leavers and the subsequent low esteem that they have can be a significant hurdle in preparing for life outside of the care system Care matters (2006) propose that local authorities provide free access to sports and clubs, as well as opportunities for personal development and volunteering. The Healthy Care Programme supports this pledge, stating, This supports the National Healthy Care Standard entitlement for looked after children to have opportunities to develop personal and social skills, talents and abilities and to spend time in freely chosen play, cultural and leisure activities (DfES, 2006b, p. 3). More than 50 percent of the children who responded to the Green Paper reported having problems gaining access to such activities. (DfES, 2007).156 children in care rated the governments ideas for what councils should promise to them. A right to do leisure and sports activities and a chance to do a volunteering activity were fifth and sixth on their list, respectively (Morgan, 2007, p. 33). Support Biehal et al (1995) also studied the impact of different leaving care services on the young people involved. This study found that specialist leaving care services were most likely to have an impact on those who came into care from the most disadvantaged starting point. Biehal et al found that many young people were unprepared to leave care, but that this could be affected by their earlier family relationships and housing experiences. Like other studies, it was identified that the best leaving care services should include making a contribution to improving accommodation options and helping young care leavers with life skills such as budgeting, negotiating and self-care (Biehal et al 1995). Stein (2008) examined how to promote the resilience of young people in care and better preparation for adulthood, suggesting that this could be better achieved through provision of stability in care, a holistic preparation for transition and the provision of comprehensive services throughout their time in care which promoted a positive sense of identity. Stein also developed a theory that carer leaves fall into three distinct groups which can be shaped by their level of preparation to leave care young people moving on, survivors and victims (Stein 2008). Qualitative research into the views of young people on their preparations to leave care was undertaken by Morgan and Lindsay (2006). This identified that the assistance they were given in preparing to leave care varied greatly. Some identified good practice such as young people preparing to leave care gradually by spending a couple of days a week living independently in their new accommodation, and the rest of the week back in care. Support to learn practical skills such as cooking, doing laundry and housework was also seen as important but support in helping them learn these skills varied. Morgan and Lindsay also identified that practical help received from local authorities when leaving care was often lacking. Only 52% received support for education and accommodation, 53% were offered continued support from social services and only 33% offered practical help with training or benefits and grants (Morgan and Lindsay 2006). There is evidence that many young people feel largely unprepared for leaving care. Morgan and Lindsays study identified extremely short notice periods given to young people for leaving care, or young people being forced to leave care at a time when they did not feel ready to do so. In some of the worst examples, young people were given only 24 hours to leave a placement, they had no plan for the future, they had no home-keeping skills and little choices as to where they would move onto (Morgan and Lindsay 2006). Many saw a leaving care worker as important but some saw their leaving care worker as unhelpful and unsympathetic. Young people were able to identify what they wanted from leaving care workers often simple things such as to be there to support but not to interfere, and to offer support in finding adequate accommodation. Again, a key point is that provision of effective leaving care support appears to vary greatly Morgan and Lindsay summarise the overall impression conveyed was distinctly that of a lottery, with some young people enjoying excellent preparation and support, whilst others received little or no help at all (Morgan and Lindsay 2006, p22). Mentoring groups or peer mentors i.e. former care leavers to assist care leavers have also been identified as useful in preparing young people to live independently (Clayden and Stein 2005). Young people leaving care can need support from different sources at different times and a range of support networks can be useful in helping them overcome the disadvantages that they face. KEY FINDINGS The key findings from the literature review have been firstly à ¢Ã¢â€š ¬Ã‚ ¢The accelerated process and young age of care leavers as opposed to other peers is a result of push factor such as placement breakdown, limitations in the supply of placements, problems in managing challenging behaviour, traditional expectations and personal choice. à ¢Ã¢â€š ¬Ã‚ ¢ Limited housing resources and the unsuitable allocation and condition of various accommodation provisions. à ¢Ã¢â€š ¬Ã‚ ¢ LA as a corporate parent take a less proactive role compared to the parents of young people who are not in care in regards to their health which continue patterns of instability were particularly vulnerable to poor housing outcomes and were more likely to experience post care instability and homelessness. à ¢Ã¢â€š ¬Ã‚ ¢ Young people who have left care are over-represented amongst young homeless people, including those who are sleeping rough. à ¢Ã¢â€š ¬Ã‚ ¢ Entering the care system can prove to be highly problematic by disrupting a young persons education progress due to placements complexities and the personal negative experiences of young people pre and post entering care. à ¢Ã¢â€š ¬Ã‚ ¢ The lack of practical experiences and skills present during the transitions to independence presented as one of the main difficulties in conjunction with the issues of budgeting and housing as a main factor effecting a successful and stable transition. à ¢Ã¢â€š ¬Ã‚ ¢ The research reviewed emphasised that young people would prefer and benefit from gaining support and experience in undertaking practical tasks prior to leaving care. It is important to note that that the provision of leaving care services across the UK varies and young people in different areas will have different experiences and levels of support. Most commentators agree that the experiences of young people both before they come into care and whilst in care can have an impact years later when they are preparing to leave care and that effective leaving care services are important in preparing care leavers for independent living. Support with accommodation emerges as one of the most effective ways to prepare young people to leave care along with provision of help and information on basic life skills such as budgeting, organisation and self-care. There is certainly room for further research in this area, particularly based on the experiences of UK care leavers at this point there is relatively little qualitative research into how young people feel about their preparations to leave care. The period before people leave care allows is an important period where carers and statutory organisations can make a positive impact on their lives fully understanding the impact of TSSs can be a valuable tool in delivering better outcomes.

A Little Commonwealth Essay -- essays research papers

The modern image of the New England Puritans, as one perceives, is a dark one: the Puritans, religious dissenters who valued propriety and order, are seen as a witch-hunters, suspicious tribe, and their very name carries connotations of grimness and primness. Where as the book â€Å"A Little Commonwealth† reflects the scenario in which the Puritans lived. Most of the houses in the Puritan Colonial time were small, dark, brooding and sparsely furnished. This allowed the Puritans to use every available space in the home. For examples, most of the furnishings and utensils used by the Puritans had more than one use†¦a trunk would be used not only for storage but also for sitting upon or maybe even a table. Moreover because of their lifestyle, they had to carry inventories, which were bulky and were stationed at the corner. In a way to demonstrate his/her standing in the community and to confirm his/her own self-image, the Puritans viewed their wealth by material and tangible acquisitions. Their modest clothing showed just what their standing was in the community. More clothes, books (even if they could not read), linens and such things were viewed as â€Å"money in the bank†, although jewelry, even wedding bands, were not considered tangible wealth in the Puritans. The families were very tight knit. While they lived in such cramped quarters they seemed to be able to live peaceably and by communicate with each other. Rather than squabble amongst themselves the Puritans, by way of displac... A Little Commonwealth Essay -- essays research papers The modern image of the New England Puritans, as one perceives, is a dark one: the Puritans, religious dissenters who valued propriety and order, are seen as a witch-hunters, suspicious tribe, and their very name carries connotations of grimness and primness. Where as the book â€Å"A Little Commonwealth† reflects the scenario in which the Puritans lived. Most of the houses in the Puritan Colonial time were small, dark, brooding and sparsely furnished. This allowed the Puritans to use every available space in the home. For examples, most of the furnishings and utensils used by the Puritans had more than one use†¦a trunk would be used not only for storage but also for sitting upon or maybe even a table. Moreover because of their lifestyle, they had to carry inventories, which were bulky and were stationed at the corner. In a way to demonstrate his/her standing in the community and to confirm his/her own self-image, the Puritans viewed their wealth by material and tangible acquisitions. Their modest clothing showed just what their standing was in the community. More clothes, books (even if they could not read), linens and such things were viewed as â€Å"money in the bank†, although jewelry, even wedding bands, were not considered tangible wealth in the Puritans. The families were very tight knit. While they lived in such cramped quarters they seemed to be able to live peaceably and by communicate with each other. Rather than squabble amongst themselves the Puritans, by way of displac...

High School Compared with Collge

A good education is an important part of life. To achieve a good education a person must graduate from high school and then college. High school prepares students for college, but each student must define his or herself to succeed in college. The many similarities and differences between high school and college can help and hinder each student in his or her goals to achieve a good education. Some of these similarities and differences between high school and college are the type of students, the difficulty of the classes, and the differences in class scheduling.The differences of students in high school and college begin with high school being a world where a person attends school with most of the same classmates that he or she has grown up with. No one has a true identity except the reputation or image that a person has built for themselves over the years. Most of the people in each grade are around the same age and live in the same community and are friends inside and outside of cla ss. College is usually a new world to students. Many students move to different parts of the country to attend college and move away from their friends and community.This gives each person an opportunity to create a new identity for his or herself and make new friends. Also, students in college are various ages including some right out of high school and some being older adults continuing their education later in life. A common theme in high school and college is bringing a group of students together to learn. Students are all attending classes to achieve a piece of paper that will help them in their future. Most students attend classes in high school and college because they want to be there, but the difficulty of the classes determines each student’s success.The difficulty of high school contrasted with college can be hard on students. Many high schools work to pass students through the various grade levels and onto graduation without the students having to work very hard t o complete tasks and assignments. On the contrary, college is a place where students must work to achieve their grades and pass classes. Professors expect students to complete tasks, homework, and exams to achieve a grade and pass the college class. Classes in college are usually harder on students because they require more work, studying, and dedication.Many students goof off and do not take high school classes seriously. Often students copy each other’s work and tests in high school, but college students must work hard to make sure that their work is individualized and not plagiarized. Some high schools do offer college level classes to students that are more difficult and prepare students for the difficulty of college courses. Each student determines how the difficult the class really is by taking the time to study and complete the work in both high school and college.One of the biggest differences between high school and college is the schedule. Both high school and colle ge offer schedules for students to sign up for. Students are able to take courses that interest them and will help them achieve a diploma or degree. In high school students become accustomed to a strict daily schedule. School begins and ends at the same time each day and classes are held during this time and each class is the same length. College classes are very different. Classes are spread throughout the week and each class can be a different length.Students must learn to take advantage of down time in between classes to study and complete assignments. On the contrary, in high school, students are given time during class and study periods to do work. The transition between a strict high school schedule into a more lenient college schedule can be very hard on many students. Many times the scheduling difference between high school and college is the reason why students to do excel their first year of college. Students were not taught how to plan and make good use of their time with the too strict high school schedule.Even though students in high school are given an opportunity to choose certain classes to take each semester, scheduling in the biggest difference there is between high school and college. In conclusion, high school and college are very different, but they do share a few similarities. High school prepares students for college, and college is a mature version of high school. The types of students, difficulty in classes, and differences in schedules can be very alike and very different in high school and college. Success in high school and college depends on the effort each student applies in accepting the similarities and differences.

Practicum Format

In partial fulfillment of the requirements for the course BHRM450P : Practicum II for degree in Bachelor of Science in Hotel & Restaurant Management Hotel & Restaurant Management Department College of International Hospitality Management De La Salle University – Dasmarinas Dasmarinas, Cavite Presented to: Name of the Practicum Coordinator Presented by: Complete Name of Students Date Submitted TABLE OF CONTENTS PAGES I. Introduction 3 Name and General Location 3 Ownership / Management 4Facilities, number of rooms and type, functions rooms 5 Outstanding characteristic of the establishment 5 II. Discuss of findings / Analysis / Recommendation 6 Areas of concern Organizational structure 6 Operations systems and procedures 6 Facilities, equipment, etc. 6 Man power – scheduling work, method, styles of communication 6 Work atmosphere, inter – personal relation 6 Use of material resources 6 Strength Improvement Areas / weakness 6 Recommendations 7 Introduction Crown Rege ncy is the name to trust when it comes to  Cebu city hotels.Establishing itself asan extraordinary hotelier, the Crown Regency name become synonymous with the word comfort. This tradition continued to exacting standards in  Crown Regency Residences  boast of unmatched accessibility with its strategic location along V. Rama Ave. Guadalupe, Cebu City. This places the hotel minutes away from the provincial capitol, historic Fuente Osmena and Guadalupe Church. Ambience is everything. Each of Crown Regency residences’ 167 guest rooms are designed to provide a homey ambience to ensure your utmost comfort.All our accommodations are fully air conditioned and are fitted with modern amenities such as coffee and tea – making facilities, 21† cable televisions, full baths, living and dining areas – everything you need to experience the best of Cebu. World class facilities and services Crown Regency and residences provides all the essentials for comfort. Weâ€℠¢ve thought or every need a seasoned business or leisure traveler could want. Whether your looking for a night restful sleep, a day of sports, an afternoon of total relaxation or an evening of fabulous feasts, you’ll always find something at crown regency.Add in our special blend of authentic hospitality and you have the makings of a great day. Location map Ownership / management J. King and Sons Company incorporated is a privately owned company headquartered in Cebu City, Philippines. It operates luxury hotels in top business gateways and leisure destinations nationwide. The company portfolio includes new properties, registered historic land marks, exceptional convention hotels and a spa and lifestyle club. It also operates a laundry service provider. Drive – in hotels strategically located in key cities ationwide, condominium towers, and condominium hotel projects, indoor sports and fitness facility and soon more vacation destination in the island of boracay. J. King and sons incorporated operates national sales offices in Makati and Cebu City; it services clients in major destination in Luzon, Visayas and Mindanao and employs around 1000 employees. The company still remains J. King and Sons Trading which was founded in the 1950’s. another affiliated company is Yok Impex Incorporated, an import and export company based in Clark economic zone. J.King and Sons company inc. has also venture into health supplement business with VITA – C HEALTHS PRODUCTS INC. , a company engaged in the distribution of top quality and world class vitamin c sodium ascorbate with its eye on optimizing economic growth. J. Kimg and Sons is a major shareholder of this fast rising health supplement network company. Mission and Vision Our Mission Our mission is to be at the forefront of the hospitality and real estate industry in the country. We are determined to deliver quality products and services to exceed our clients’ satisfaction.We constantly ach ieve to reward them with superior experience and value for their money. Vision J. King and Sons company inc. sees itself as a globally recognized company that offers consistent products and services in key business and leisure destinations. Facilities, Number of Rooms and Type, Function Rooms Each room at the Crown Regency residences is designed to provide you with the utmost comfort. Following in the tradition of all crown regency accommodation, the Crown regency residences aims to amazed guest with its 167 well – appointed guest rooms.Each fully air – conditioned guest room is equipped with living and dining areas, full sized posture – pedic beds, fully equipped modern kitchen with cookware and dinnerware, complete bath facilities in – room broadband internet access and 21† colored television with cable services and remote control, all designed to help you enjoy business or pleasure while in cebu. All Crown Regency Residences rooms have: * Air con ditioning * Cable television * Full bath with bath tubs * Full sized beds * Refrigerator * Rates are inclusive of breakfastAn accommodating business partner * Full service business center * Five function rooms with sound proof partitions are ideal for small gatherings. These are convertible into an elegant grand ballroom perfect for large volume functions. Delectably delightful dining options * Sarimanok coffee shop * Cassanova lounge and Sports bar * Fabulous Fifties cafe * Sun Court Pool and Bar * Courtyard Grill and restaurant First class facilities * Swimming pool * Game room and sports bar * Regency day spa * Music box family ktv Services to exceed your expectations Concierge * Housekeeping * Laundry and pressing services * Valet * 24 – hour room service * Transportation * Wake – up calls * Telephone operator * Baby sitting services * Foreign currency exchange FINDINGS /ANALYSIS/ RECOMMENDATIONS Department: Food and Beverage Food and beverage service is the servin g of food made in the kitchen and drinks prepared in the bar for the customers or guest at food and beverage premises, which can be restaurants, bar, hotels, airlines, cruise ship, trains company, schools, colleges, hospitals, prison, takeaway, etc.Housekeeping House keeping services is the service provides by the hotel to their guest for the guest’s comfort and to maintain the cleanliness of the hotel. The housekeeping is the heart of the hotel. Front office Front office is the first place you will see when you entered in hotel facility. Every detail of hotel will be found in front office. And every complain or request of guest can be found in front office. Areas of concern Facilities and equipment Whether you’re a business or a leisure traveler, our facilities and services are sure to impress.A wide selection of sumptuous spreads, a state of the art fitness center, business centers and function rooms – these are only the few of the facilities we’ve made sure to include as integral parts of the crown regency tradition. And they all serve one purpose; to ensure your comfort and convenience. An accommodating business partner * Full – service business center * Five function rooms with sound proof partitions are ideal for small gatherings. These are convertible into an elegant ballroom perfect for large volume functions. WI –FI hotspot is inside the function rooms only First – class facilitiesCrown Regency is equipped with numerous facilities as comfortable and enjoyable as possible. * Swimming pool * Game room and sports bar * Regency day spa * Music box family ktv Services to exceed your expectations * Concierge * Housekeeping * Laundry and pressing services * Valet * 24 – hour room service * Transportation * Wake – up calls * Telephone operator * Baby sitting services * Foreign currency exchange Internet connectivity The function rooms are WI – FI hotspot with minimal fee Recommendations I r ecommend this for the students who are looking for an establishment to take their practicum/OJT.I also recommend this for the people who are looking for the best hotel for their leisure and relaxation. Conclusion Crown Regency and Residences can provide an additional knowledge for the students to be well trained and well discipline when it comes to professionalism in work environment. The company teaches the student not only to be a professional but also they will learn and know what is the real world is, how to have a confidence is career they chose and to appreciate the art of being a hotelier whether it is in kitchen, in food and beverage, in housekeeping and in front office.