Academic Achievement and Physical Fitness

Academic Achievement and Physical Fitness Introduction Increased levels of obesity and poor health standards among students across the United States (US) has brought a lot of focus to student health and more so, the effects of bad health on academic performance (Chomitz, 2009, p. 30).Advertising We will write a custom thesis sample on Academic Achievement and Physical Fitness specifically for you for only $16.05 $11/page Learn More However, the debate on the correlation between health and academic performance has long been done and concluded. On the other hand, the debate on the correlation between physical activities (as a major health facet for students) and academic performance is only emerging. The benefits of regular physical exercise have been widely acknowledged throughout health and medical circles. For instance, research studies done on animals have come to a conclusion that physical exercising increases neural development while other closely related similar studies have affirmed that physi cal exercising leads to a greater development of neuronal synapses (Grissom, 2005, p. 1). Increased physical activity has also been affirmed to reduce stress levels and equally reduce anxiety, not only among students but also in the general human population as well. These factors have been associated with increased academic performance. In fact, there has been evidence of upcoming research studies suggesting that the lack of physical exercise or inactivity may in the near future overtake the detrimental effects tobacco is known to have on human beings (Grissom, 2005, p. 1). Some sections of the media have also identified that survivors of cancer have a higher likelihood of preventing the occurrence of the disease if they regularly exercise and observe a healthy diet. These findings are likely to develop a new relationship between the learning environment and student cognitive development but more questions still linger on whether the relationship between physical exercises and acade mic achievement can be linked to academic performance when standardized tests are applicable (Kirk, 2006, p. 203).Advertising Looking for thesis on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More This point of view is shared by Grissom (2005) who notes that â€Å"Few studies have used standardized fitness measures and standardized test scores in large urban populations or examined the relationship of academic achievement and fitness among elementary and middle school students† (p. 3). However, the same level of optimism about physical exercising in the media and health circles is not evidenced in the educational field as it is in other disciplines as well. In fact, in educational circles, physical education is seen as an extracurricular activity and if there is increased pressure on teachers to improve academic results, often, physical education is the first to be cut-back so that more time is created for ot her academic activities. Many researchers are against this sort of trend because they explain that if physical education exposes a positive correlation with academic excellence, then it would no longer be perceived as an extra curricular activity (Grissom, 2005, p. 1). This study essentially relies on this point of view because apart from the obvious health benefits associated with physical education, there is still a direct link it has to academic excellence. There have been very minimal research done to establish the relationship between physical fitness and academic achievement and those that exist have significant methodology problems that eventually result in the occurrence of significant doubts about their findings. Those that have had a conclusive finding have however suffered the problem of obtaining credible data to support their arguments and therefore their conclusions are not as strong as they should be.Advertising We will write a custom thesis sample on Academic Achievement and Physical Fitness specifically for you for only $16.05 $11/page Learn More Nonetheless, one of the main factors why many researchers have hit a dead-end in establishing the relationship between physical fitness and academic achievement is because of the fact that it is difficult to obtain valid and reliable measures for both physical fitness and academic excellence. Because of this challenge, this study will make use of the state testing criteria for both variables (academic achievement and physical fitness). From the understanding of the relationship between academic excellence and physical exercise, educationists can therefore be directed on the best channels to direct their resources. Considering the importance of this study in the establishment of positive academic outcomes in schools, this study establishes that there is a positive correlation between physical exercising and academic achievement. Importance of Understanding the Study Understand ing the relationship between physical fitness and academic achievement is very important for educationists and parents alike because it ensures they are aware of the dynamics that relate to the two variables and how it may affect students and children respectively. Teachers and educationists may find the information quite useful in drawing up an effective program that basically integrates both variables for optimum results (Science Daily, 2010, p. 4). In other words, they can be able to easily strike a balance between physical and academic activities for optimum results. This also entails facilitating the development of the right program mixes and policy balances which are overly sensitive to the upheaval of education standards. Also considering most educators are normally under immense pressure to improve academic performance in light of scarce educational resources, this study’s findings are likely to point such people in the right direction by identifying possible areas of effective resource allocation that will consequently lead to the proper utilization of academic resources (Science Daily, 2010, p. 4). Time is one such resource and many schools are often faced with the dilemma of allocating time to the most productive functional areas of education.Advertising Looking for thesis on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More From the understanding of the contribution physical education brings to academic performance, time can therefore be allocated to physical education if it is established that it has a significant contribution to academic performance, or on the contrary, time can be cut back if it is established that it does not have a significant contribution to academic performance. Since most educators have often been criticized for not providing holistic education and only focused on academic performance, the findings of this study will be useful to educators and policy makers in establishing the extent through which physical education will affect academic performance because physical fitness is an element of learning that encompasses a holistic education demanded by most people (Science Daily, 2010, p. 4). Moreover, its impact on academic performance will be accurately quantified because academic performance is normally perceived to be the pinnacle of education and most learning institutions woul d not compromise it if they do not have a correct assessment of the impact physical education has on it (academic success). Moreover, in today’s current era of increased competition, many learning institutions have been observed to cut back on the time allocated to physical education in order to have a competitive advantage over others institutions and so the information derived from this study will be useful to learning institutions which do not intend to take this strategy while still uphold good academic performance (Science Daily, 2010, p. 4). Literature Review The concern about children health has been a new issue of concern not only in educational circles but also in social circles. More so, there have been increased concerns about the increased rate of obesity among children and new research studies presented at the American’s Heart Association forum suggest that physical health concerns among students is correlated to the level of academic achievement (Cottrell , 2010). There have been closely related research studies done by Cottrell, an educational researcher at Wood County in America who was trying to establish the relationship between body mass index and academic performance. He suggested that students who had better grades (above average) in Mathematics, science and social studies were in an overall good physical state of fitness while those who were not in good physical fitness (in a period of two years) performed poorly in academics for the two years studied (Chomitz, 2009, p. 30). In affirmation of his findings, he explained that The take-home message from this study is that we want our kids to be fit as long as possible and it will show in their academic performance (Cottrell, 2010, p. 31). He further reiterated that But if we can intervene on those children who are not necessarily fit and get them to physically fit levels, we may also see their academic performance increase (Cottrell, 2010, p. 32). In complementing these findings , auxiliary studies (still done by Cottrell) suggested that students who regularly took part in physical exercises were bound to have a very vibrant adulthood (Cottrell, 2010). In response to these findings, it was established by the American heart association that students should do at least an hour of physical exercising a day so that they are in fit position to enhance their youth and improve their academic performance altogether (Science Daily, 2010). In summing their findings, Medical News (2011) concluded that â€Å"The study suggests that focusing more on physical fitness and physical education in school would result in healthier, happier and smarter children† (p. 11). However, studies done by Grissom (2005) expose an interesting underlying premise behind this positive correlation. In detail, he exposes the fact that the positive correlation between physical fitness and academic success is strongest among female students than males (Grissom, 2005). In the same manner, he observes that the positive correlation between physical fitness and academic achievement is also more evident among higher socioeconomic status than lower strata. Grissom was also involved in another co relational research study presented in the year 2005 and aimed at investigating the relationship between academic achievement and physical fitness. The research study affirmed that, there was a strong relationship between physical fitness and academic achievement (California Department of Education, 2005, p. 1). This conclusion sought to validate previous research findings which also established the positive correlation between physical fitness and academic achievement. The study was done with the knowledge that, previous studies established a positive relationship between academic achievement and physical fitness but it was nevertheless done because previous research evidence acknowledged a missing causal relationship between the two variables. To support the research’s fi ndings, data relating to a previous physical fitness test undertaken in the state of California during the year 2004 were used. The data used was obtained from the Fitnessgram test which is the standard California test used to evaluate students’ fitness levels. The test was administered from February to May of the year 2004 and it was administered to a large sample size of students sought from fifth, seventh and ninth grades. The students were sought from selected public schools in the state of California. With regards to the subject areas studied and the administration time-frame, California Department of Education (2005) explains that, â€Å"The CST scores were measures of academic achievement in English–language arts, mathematics, history–social science, and science. The CSTs were administered in spring 2004 to students in the second grade through the eleventh grade in California public schools† (p. 6). Before the test was undertaken, the demographical information of the respondents was collected according to the requirements of two testing programs used in the study (PFT and CST). The demographic data was used to create matching files to be equated to the various testing criteria of the PFT and CST. The files which posed a matching score had to have data relating to a respondent’s fitnessgram test and the CST test. In this regard, it was easier to compare data relating to PFT and CST. However, the PFT score determined six aspects of a respondent’s fitness including â€Å"the aerobic capacity, body composition, abdominal strength, trunk strength, upper body strength and flexibility† (California Department of Education, 2005, p. 7). These parameters abound, the performance of the respondents was determined in two levels, â€Å"(1) in the healthy fitness zone, which means students met or exceeded the fitness target, or (2) needs improvement, which means students failed to meet the fitness target† (Califo rnia Department of Education, 2005, p. 10). The PFT scores therefore ranged from zero to six, meaning that, if a respondent scored one on the fitness score, he or she would only have satisfied one of the fitness criteria. In the same regard, if a respondent scored six on the fitness score, he or she should have satisfied all the fitness criteria guidelines. In finalizing the methodological application of the research, California Department of Education (2005) establishes that: â€Å"Analyses first calculated the mean scale scores for the CST in English–language arts and the CST in mathematics for each overall PFT score. Second, analysis of variance (ANOVA) and linear regression was used to test the statistical significance of the relationship between the overall PFT and achievement scores† (p. 10). From the above methodology, it was established that, when the PFT scores improved, there was a resultant improvement in the scores of English language test. It was further e stablished that, for students who did not meet the average scale score of the English language, a score of 311 was recorded on the fitness scale (for fifth graders), while students from the seventh and ninth graders who also satisfied the above requirements scored and average of 300 and 304 ( for seventh and ninth graders respectively). Moreover, the California Department of Education (2005) establishes that: â€Å"The average scale score on the CST in English–language arts for fifth-grade students who achieved all six fitness standards was 355. The same scale score for seventh and ninth graders was 350 and 352, respectively. The change in average scale scores on the CST in English–language arts from those who achieved none of the fitness standards to those who achieved all six was around 50 points† (p. 12). These test results showed that, there was a positive relationship between physical fitness and academic achievement because as one variable increased, so di d the other. The mathematics scale scores showed nothing different with the English studies because as the PFT studies improved, the CST scale scores improved as well. This result shows that, there was a strong consistency in the results evidenced from mathematics and English test scores. However, in determining this outcome, it is important to acknowledge that, the analysis of variance and linear regression was important in establishing the statistical validity of the findings. In undertaking the research study, there was concern among the researchers to investigate if there were any significant variations in the character of the respondents (which would ultimately affect the relationship between physical fitness and academic achievement) (California Department of Education, 2005, p. 16). In this regard, the population sample was later broken down into subgroups of girls and boys. It was later established that, there was a consistency of outcome in determining the relationship betw een physical fitness and academic achievement because the relationship between fitness and academic achievement was consistent across the genders. However, though this relationship was considered solid up to this point, it was evidenced that, the change in achievement scores was greater for girls than for boys. Socioeconomic status was also used as a parameter for establishing the relationship between physical fitness and academic achievement and the National school lunch program acted as a proxy for the parameter. Through this proxy, it was established that, students who received free lunch came from a lower socioeconomic status and those who did not, came from a higher socioeconomic status. The same positive relationship between physical fitness and academic achievement was still observed under this parameter but it was established that the rate of scores in academic achievement was greater for students who were under the National school lunch program as compared to those who were not (California Department of Education, 2005, p. 14). The outcome of the study was predictably similar for mathematics and English test scores and in the same manner, the results of seventh and fifth graders were consistent with the results of the fifth graders. Collectively, the results showed that, the positive relationship between physical fitness and academic achievement was stronger for girls than for boys and in the same manner, it was stronger for students from a higher socioeconomic status than for students from a lower socioeconomic status. The biggest strength for the conclusions derived from this study emanates from the fact that, the researchers used the analysis of variance and linear regression as a test of the statistical variance of the conclusions derived. Both linear regression and the analysis of variance helped validate the data derived from the findings because linear regression in isolation implements a statistical model that when relationships between indepe ndent and dependent relationships almost develop a linear relationship, optimal results will be achieved, but in the same manner, linear relationships can be inappropriatekly used to model nonlinear relationships if caution is not taken. Grissom was also involved in another co relational research study (cited in Grissom, 2005) aimed at investigating the relationship between academic achievement and physical fitness. The objective of this research study was the same as the previous research study cited in this article because it was aimed at evaluating the relationship between physical fitness and academic achievement although different parameters were used. For instance, although the study used the Fitnessgram test, scores derived from this measure was compared to the standard achievement test which is an independent from of standardized test used to evaluate student performance. The respondents were also fifth, seventh and ninth graders, just like the previous study, but they amoun ted to 884,174 students, which was a large sample size for the study. The students were selected from California public schools through the state requirements for the Fitnessgram test. The large population sampled is a great strength of the study because it is affirmed that, large samples of study add to the credibility of the conclusion to be derived from a study because they expose a lot of variations in the conclusions derived. Moreover, there are less chances of error occurrence when large samples are used. Another strength evidenced from this study is the fact that, it relied on the Fitnessgram test which is guaranteed by the California law as credible and accurate. In fact, Grissom (2005) explains that: â€Å"†¦During the month of February, March, April, or May, the governing board of each School district maintaining any of grades five, seven and nine shall administer to each pupil in those grades the physical performance test designated by the state board of educationâ €  (p. 19). These regulations expose the fact that, the Fitnessgram scores were consistent and standardized. Moreover, the Fitnessgram test has several options which ensure that performance tasks are effectively completed with ease. For example, it offered unique features to ensure even disabled students are able to complete the task; the same way, other students do. This feature ensured that, the conclusion derived from the study was holistic. In this study, the Fitnessgram test was used to measure five fitness aspects: â€Å"aerobic capacity, body composition, flexibility, trunk strength, and upper body strength† (Grissom, 2005, p. 19). In obtaining accurate data for the above parameters, the Fitnessgram test was designed to collect data by requiring students to complete â€Å"one option from aerobic capacity, one option from body composition, the curl-up test, the trunk lift test, one option from upper body strength and one option from flexibility† (Grissom, 2005 , p. 19). To add to the strengths of the findings obtained from this research study, it is important to acknowledge that, the standards envisioned in the Fitnessgram test were validated by the Cooper institute of Aerobics research with the performance classified into two divisions: where students met the healthy division target and where the students failed to meet the fitness target (Grissom, 2005, p. 20). The score ranged from zero to six; whereby zero meant no target was reached and six meant all targets were attained. In collecting data regarding the Fitnessgram test, PFT and STAR programs were used. As a result, matched files were created; whereby data regardiong the matched files were used to account for the PFT scores and standardized achievement scores. The standardized test came in handy during the collection of demographical information regarding the respondents because information such as the birth date and gender were clearly documented. However, in the collection of suc h demographical data, there was a slight possibility of the occurrence of errors as is explained by Grissom (2005) that: â€Å"As such, these data were used to evaluate the relationship between overall scores on the PFT and the standardized achievement tests. There could be errors in the matching process but there was no reason to believe matching errors biased the results† (p. 20). The study also established that, the relationship between physical fitness and academic achievement was consistently positive; meaning that, as the scores in the fitness scale improved, the scores in the academic scale also improved. The researchers also did a subgroup study on the different demographical parameters of the sample population and consequently came up with socioeconomic status and gender as the defining parameters. The criteria to segregate the population along socioeconomic lines was the same as the previous 2005 study mentioned in this article because it was established that, stude nts who enrolled in the school lunch feeding program was from a lower socioeconomic status and those who did not, were from a higher socioeconomic status. In this regard, the study established that, the intensity of the relationship between academic achievement and physical fitness was stronger for female respondents than male respondents and therefore, in the same manner; the relationship was stronger in higher socioeconomic groups as opposed to lower socioeconomic groups. Nonetheless, the researchers identified that: â€Å"there may be other mental aspects attributed to the improvement in academic performance than just physical fitness. The average test score by way of PFT was an average of the indicator relationship between fitness and achievement but to validate the statistical significance of the findings, the analysis of variance was used to validate the relationship between overall PFT score and the achievement scores† (Grissom, 2005, p. 21). Only students who had comp lete sores on the PFT tests had their results tabulated because there would have been some inconsistencies observed in the conclusions if there were test results below six included in the findings. If this was done, it would mean that, there would be incomplete test scores included in the study and this would have dented the validity of the study because the minimal competency for the study would not have been attained. ANOVA tests affirmed that there was a statistically significant relationship between physical fitness and academic achievement. However, it was acknowledged that, this positive correlation was also subject to other variables not mentioned in the study. For example, it was established that the positive correlation between physical fitness and academic achievement in students from higher socioeconomic groups could have been brought about by the fact that, children from a higher socioeconomic status have better health, hail from a background of higher academic achieveme nt and generally live in better human conditions which probably contribute to their better physical fitness levels (Grissom, 2005). On the other hand, students who hail from a lower socioeconomic status are more likely to suffer family turmoil, and their households are bound to be more unstable when compared to students hailing from a higher socioeconomic status. Such students are also likely to live in deplorable conditions which ultimately affect their health and have less social supportive networks. Generally, they are also likely to have less cognitive enriching environments because of a collection of the above factors or a combination of two or more factors (Grissom, 2005, p. 22). In the same regard, it was established that, despite the positive correlation between physical fitness and academic achievement, causality cannot be established from this relationship. Grissom (2005) explains that: â€Å"There was no time or logical ordering that automatically leads from one event to the other. It is just as logical to believe that mental capacity affects physical ability. For example, there is evidence that mental stress can lower the effectiveness of the immune system† (p. 21). From this analysis, it was affirmed that, the study only represented a preliminary analysis into the relationship existing between academic achievement and physical fitness but it was also affirmed that the study’s findings presented a good ground for the development of future models and theories defining the relationship between academic achievement and physical fitness. Experimental designs were also identified to fail to expose the causality underlying various co relational relationships because they were assumed to be premature and bound to fail to expose the underlying factors affecting the relationship between physical fitness and academic achievement. This fact was supported by the assumption that, it was extremely difficult to increase academic achievement in subse quent time-frames (Grissom, 2005). Nonetheless, these insights were not an argument against experimental designs because conclusively, the study established that, there was a positive relationship between academic achievement and physical fitness. Other research studies done to dig deeper into the specific areas of academic achievement showed that academic achievement was noted to improve most in mathematics and science subjects. In the same studies it was established that there was no significant improvement in performance of subjects other than the two. For instance, in Canada it was established that an increase of physical exercises of one hour each day resulted in a significant improvement in mathematics scores for second, third, fourth, fifths and sixth graders (Chomitz, 2009, p. 35). It was also established that there was no significant changes of academic performance in other subject areas. However, for some reason, the studies caution users from making direct conclusions abo ut the positive correlation between physical exercising and mathematics. New York City’s health department has also reiterated the fact that physically fit students are bound to outperform their colleagues who are sedentary when it comes to academic performance. These findings had been derived from research studies evaluating the relationship among high school students using the state’s test measurement criterion the NYC Fitnessgram (Harutyunyan, 2009, p. 1). The study was necessitated by the rising obesity levels among children in New York. The statistics exposed that about 21% of students at kindergarten level (all through to the 8th grade) were obese and comprehensively, it was estimated that the city’s total student population had an obesity prevalence rate of approximately 18% (Harutyunyan, 2009, p. 1). It was estimated that children who highly performed on both variables in the NYC fitness score tremendously outperformed those who got a poor score in the fitness program scale. The difference was characterized by 36 percentile points (Harutyunyan, 2009, p. 1). After it was established that there was a positive correlation between physical activities and academic excellence, the city’s educational administrators decided to sensitize parents on the benefits of eating healthy foods and allocating at least 60 minutes a day of their children’s time to exercising. A number of activities were identified as appropriate exercises parents could encourage their children to engage in (they included, cycling, dancing skipping the rope, playing basketball or even taking a simple walk). Among these factors, a host of other recommendations were identified to be helpful in improving the students’ activity levels. They included limiting the time students spent on the computers (and more so the internet). This also included television and video game use. The second recommendation advanced to parents was to prepare healthy foods for their children such as vegetables, and fruits, at least two times a day. It was also recommended that the children should not drink beverages that have a lot of calories like sodas or juice; instead they should consume low-fat milk and water. Parents were also advised to encourage their children to avoid unhealthy foods and consider the healthy foods and diets provided at school The above findings can be explained by Scheuer (2003, p. 3) who identifies the fact that physical exercises significantly boost students’ brain nourishment, and revitalizes the students’ brain function to eventually increase the student’s ability to perform well in cognitive learning exercises. Complimentary findings have also established that physical exercising among students increases students’ self-esteem, concentration and encourages better behavior, thereby leading to an increased positive attitude among students who fall within this category (Bailey, 2000, p. 75). However, there has not been a strong relationship established to link the above mentioned factors with excellent academic performance, although it is presumed that students with a high self-esteem, better behavior and high concentration levels are likely to perform better than those who do not share the same attributes. However, it has been affirmed that physical exercising is bound to increase academic achievement more effectively in the short run rather than the long run. Interesting studies done on older adults note that physical activity is likely to increase cognitive function among this group of students in the same way it does younger students (Scheuer, 2003, p. 3). This observation therefore explains the findings observed by Cottrell because it was further established that physical exercising was bound to increase brain attributes which facilitated increased cerebral blood flow in the brain (which obviously complimented cognitive learning) (Corbin, 2010, p. 64). In addition, it was also established that increased physical exercising was bound to improve hormonal imbalance and therefore instances of better nutritional intake among students was bound to be boosted. This observation was seconded by research studies cited in (Medical News, 2011) which suggested that a trio of studies presented at the 2001 Society for Neuroscience Conference suggest that regular exercise can improve cognitive function and increase levels of substances in the brain responsible for maintaining the health of neurons (p. 2). These findings are also supported by other similar findings by Darla Castelli, an American professor in Illinois (cited in Medical News, 2011) who establishes that â€Å"students’ total fitness, as measured by passing all 5 components of the Fitnessgram, positively correlated with academic achievement, measured by the standardized Illinois State Achievement Test, particularly Mathematics and Science† (p. 5). Brain functions were further identified to significantly improve due to increased physical exercises because there were increased instances of energy generation brought about by physical exercises because physical exercises provided a break from the boring classroom environment, therefore resulting in higher attention levels among students. In conclusion to these findings, Medical News (2011) recommends that: â€Å"Enhanced brain function, energy levels, body builds/perceptions, self-esteem, and behavior have been attributed to physical activity and to improved academic performance. One cannot make direct correlations from the information offered. However it is obvious that many positive relationships have been suggested. Perhaps instead of decreasing physical activity, school officials should consider developing enhanced physical activity programs† (p. 3). Studies done by John Gardner centre (cited in Gardner, 2009, p. 1) also show a positive correlation between physical fitness and academic performance based on demo graphical factors. Comprehensively, they identify that students who managed to pass the California Physical fitness test also showed a similar higher performance in the state’s standardized test (Rahl, 2010, p. 81). It was further established that the positive relationship exhibited between physical exercising and positive academic outcomes did not start at the time the studies were done, but at a year before the studies were undertaken. Moreover, upon close follow-up of the research, it was established that the same observations were evidenced throughout the academic life of the studied students (Gardner, 2009, p. 1). Since the study was undertaken within two years, it was affirmed that students who showed increased physical activity between their fifth and seventh grades showed a significant increase in academic achievement as well, but the opposite was observed with students whose physical fitness declined within the two year period. However, it was established that the ac ademic achievement observed among highly fit students was only evident when general fitness was studied and not a specific fitness measure (Gardner, 2009, p. 1). Regardless of the conclusions derived from the above findings, it should not be assumed that physical fitness is the magical solution to students who do not enjoy high academic performance (Biddle, 2008, p. 186). For instance, students who take part in academic programs hampered by limited facilities cannot enjoy high academic excellence even if they are physically fit. To reiterate this sentiment, Biddle (2008) notes that â€Å"We’re not suggesting that if we run more laps it will make us smarter†¦but there does appear to be a correlation† (p. 4). This fact therefore implies that academic achievement is just one segment of the academic achievement puzzle. Because of the interesting intrigues about physical fitness and academic achievement, it is affirmed that a number of strategies can be adopted to impr ove students’ fitness even though a learning institution may be faced with other educational problems such as a lack of resources. For starters, learning institutions should endeavor to maximize existing opportunities in the school curriculum to improve the physical fitness of the students. This can be achieved by making use of the instructional time available for teachers in effecting physical education through the integration of physical fitness activities with other subject activities (Gardner, 2009, p. 1). This recommendation has been touted by many educationists after it was established that students find the above strategy quite beneficial if the instructional time is used to undertake a given rigorous activity. Another alternative could be revamping the conventional school menu to give room for healthier diets (especially if there is very limited time to allocate for traditional physical exercising). Expanding partnerships between communities and learning institutions has also been advanced as one way through which institutions of learning can provide fitness related programming which is out of the boundaries of normal instructional time (Gardner, 2009, p. 1). The partnerships can be forged with community foundations, organization and even the state, through existing sport programs that may be beneficial to the students. Lastly, learning institutions can pursue a strategy of engaging the community to increase physical activity among the students. The community also includes parental involvement which is very important in the exercise because parents normally wield a lot of control on their children and most of them are also mentors to their children in their own light. Conclusion This study contributes to the growing body of knowledge which identifies that there is a positive correlation between physical fitness and academic achievement. It is also important to note that most of the empirical evidence gathered in this study is derived from a numb er of socioeconomic parameters across the globe, meaning that the same conclusions have been evidenced in a number of places around the world and across a number of demographical strata. There is a stronger evidence of a positive relation between physical fitness and academic achievement when analyzed in a number of subjects but more especially mathematics and sciences. The reason this observation is stronger in this group of subjects is not yet established and perhaps this should be the new frontier for future research studies. Although not many studies bother to touch on the real factors behind the positive relationship between physical exercising and academic performance, there is already speculation among educational circles that personal motivation may be a factor to watch considering physical exercising may actually portray a sense of personal achievement which may be mirrored through academic achievement (Chomitz, 2009, p. 35). This means that students who are highly motivate d at a personal level may as well strive to expose the same in physical exercising as well as academic excellence. Secondly, there has been speculation that physical activity may actually be a mirror of overall fitness of health where factors like nutrition, physical and weight status may actually portray a healthy student and such parameters are likely to lead to high academic achievement. This would essentially mean that academic achievement is probably evidenced because of overall good health as opposed to physical activity per se. In fact, there are already existing research studies exposing the link between good health and high academic achievement where factors like weight status, food sufficiency and such like general health status have been studied. This should be analyzed as its own distinct area of study and therefore its conclusions should not be augmented when analyzing physical fitness as a distinct independent variable. However, it should also be acknowledged that vari ous socioeconomic parameters play a big role in the increase of academic standards. This analysis is important because numerous studies have consistently mentioned the input of a student’s background because it extensively determines students’ academic performance. This also poses as a new area of research considering the relationship between physical fitness and academic performance could be done based on various socioeconomic statuses. Conclusively, this study points out that there is a positive correlation between physical exercising and academic achievement. Expressly, it also identifies how learning institutions can be able to maximize this benefit through partnerships, effective utilization of institutional time and such like factors. Allocating at least an hour a day to physical exercises is a commendable move according to medical experts because it improves brain activity and this consequently leads to an improvement of academic standards. Thus, in light of the positive influences physical activities has on academic progression it is in order to recommend that learning institutions should allocate more time to physical activities to improve educational performance because there is an obvious positive correlation between physical exercising and academic achievement. References Bailey, R. (2000). Teaching Physical Education 5-11. New York: Continuum International Publishing Group. Biddle, S. (2008). Psychology of Physical Activity: Determinants, Well-Being, and  Interventions. London: Routledge. California Department of Education. (2005) A Study of the Relationship Between  Physical Fitness and Academic Achievement in California Using 2004 Test Results. Retrieved from: www.cde.ca.gov/ta/tg/pf/documents/2004pftresults.doc Chomitz, V. (2009). Is There a Relationship between Physical Fitness And Academic Achievement? Positive Results from Public School Children in the Northeastern United States. Journal of School Health, 79(1), 30-36. Corb in, C. (2010). Fitness for Life: Elementary School Guide for Wellness Coordinators. New York: Human Kinetics. Cottrell. (2010). Students Physical Fitness Associated With Academic Achievement;  Organized Physical Activity. Retrieved from: physorg.com/news186776754.html Gardner, J. (2009). Exploring the Link between Physical Fitness and  Academic Achievement. Retrieved from: http://gardnercenter.stanford.edu/current_initiatives/youth_archive.html Grissom, J. (2005). Physical Fitness and Academic Achievement.  Journal of Exercise Physiology, 8(1), 11-24. Harutyunyan, R. (2009). Physical Fitness Associated With Higher Academic  Achievement. Retrieved from: emaxhealth.com/2/81/32246/physical-fitness-associated-higher-academic-achievement.html Kirk, D. (2006). The Handbook of Physical Education. London: SAGE. Medical News. (2011). Strong Relationship between Kids Academic Achievement And  Fitness. Retrieved from: news-medical.net/news/2004/10/19/5684.aspx Rahl, R. (2010). Physic al Activity and Health Guidelines: Recommendations for Various  Ages, Fitness Levels, and Conditions from 57 Authoritative Sources. New York: Human Kinetics. Scheuer, L. J. (2003). Does Physical Activity Influence Academic Performance?  Retrieved from: sports-media.org/sportapolisnewsletter19.htm Science Daily. (2010). Students Physical Fitness Associated With Academic  Achievement; Organized Physical Activity. Retrieved from: sciencedaily.com/releases/2010/03/100302185522.htm

Newspaper Sections and Terms

Newspaper Sections and Terms Many people become interested in reading the newsaper as young adults. Students may be required to read the newspaper to search for current events or to research sources. The newspaper can be daunting for beginners. These terms and tips can help readers understand the parts of a newspaper and help them decide what information could be helpful when conducting research. Front Page The first page of a newspaper includes the title, all the publication information, the index, and the main stories that will capture the most attention. The major story of the day will be placed in the most prominent position and contain a large, bold-faced headline. The topic could be of a national scope or it could be a local story. Folio The folio includes the publication information and is often located under the name of the paper. This information includes the date, volume number, and price. News Article A news article is a report on an event that has taken place. Articles may include a byline, body text, photo, and caption. Typically, newspaper articles that appear closest to the front page or within the first section are those that editors consider to be the most important and relevant to their readers. Feature Articles Feature articles report about an issue, person, or event with added depth and more background details. Byline A byline appears at the beginning of an article and gives the writers name. Editor An editor decides what news will be included in each paper and determines where it will appear according to relevance or popularity. The editorial staff determines content policy and creates a collective voice or view. Editorials An editorial is an article written by the editorial staff from a specific perspective. The editorial will offer the newspapers view of an issue. Editorials should not be used as a main source of a research paper, because they are not objective reports. Editorial Cartoons Editorial cartoons have a long and fascinating history. They offer an opinion and convey a message about an important issue in an amusing, entertaining, or poignant visual depiction. Letters to the Editor These are letters sent from readers to a newspaper, usually in response to an article. They often include strong opinions about something the newspaper has published. Letters to the editor should not be used as objective sources for a research paper, but they could prove valuable as quotes to demonstrate a point of view. International News This section contains news about other countries. It may address relationships between two or more countries, political news, information about wars, droughts, disasters, or other events that impact the world in some way. Advertisements Obviously, an advertisement is a section that is purchased and designed for selling a product or idea. Some advertisements are obvious, but some can be mistaken for articles. All advertisements should be labeled, although that label might appear in small print. Business Section This section contains business profiles and news reports about the state of commerce. You can often find reports about new inventions, innovation, and advances in technology. Stock reports appear in the business section. This section could be a good resource for a research assignment. It will include statistics and profiles of people who have made an impact on the economy. Entertainment or Lifestyle The section names and traits will differ from paper to paper, but lifestyle sections typically offer interviews of popular people, interesting people, and people who make a difference in their communities. Other information concerns health, beauty, religion, hobbies, books, and authors.

Workforce Design Literature review Example | Topics and Well Written Essays - 1750 words

Workforce Design - Literature review Example Downsizing lay-offs have very devastating effects not only on the employees but also on the economic, political and social condition of the country. In this economic climate workforce redesigning with special emphasis on organizational values is one way to handle this situation in company’s benefit. Latest trends and approaches identifies HR as a strategic partner of the business. Workforce/job design is considered the building block for the smooth running of the human resource processes. There are many approaches regarding workforce/ job design are available all of them provides vehement support that a work design chosen appropriately keeping in view organizational needs and values do contribute positively for organizational success. There is no one best approach towards the workforce design. Organizations need to create and find the best fit between its environment, competitive strategy and philosophy with its organizational structure and design. The changing world of work, which is marked by increased competition, information and communication technology, workforce dynamics, has enforced many changes in organizational structure. In the wake of new economy and emergence of knowledge workers and the challenges of economic and financial crunch, intense competition, changing employment legislation, social and demographic trends organizations these days are battling to stay alive by doing more with less employees. (De Ceiri) There are many approaches surrounding workforce design and organizational structure we will focus our research on few approaches such as Competency Analysis, knowledge management, changes in organizational structure/workflow etc. Workforce/Job design Approaches There are many approaches for workforce/job design but as already discussed there is no one best approach. Organizations have to seek the best fit between organizational demands and environmental demands for any effective job design. Let’s dig deep into what are these dem ands and how job design is actually practiced. One of the organizational demands is that job design approach adopted should be derived from the organizational strategy which determines the duties, breath of task and responsibilities. Formalization of jobs and breadth and depth of task is determined by the company characteristics. Culture of the company and the society needs to be taken into account before deciding the managerial choices for job design tactics and employee’s acceptance of these job design decisions. Organizations also demand that employee’s concern should also be fulfilled regarding need for flexible work arrangements and perceptions of fairness in job duties. Environmental demands also cannot be ignored while deciding for the job design. Many environmental forces have their strong impact on job design such as influence of labor force which determines skill availability to perform task and demographics of workforce such as aging labor, influence of tech nology such as virtual teams and telecommunicating, influence of globalization such as workforce diversity, cross culture issues, influence of ethical and social responsibilities such as concerns for physical condition of job design and type of tasks, the influence of economic conditions such as growing economy or downturn economy. (David) Workforce planning, job analysis and job design play an important role in Human Resource management and the interaction between them is the key to success. The recent global financial crisis that was least predictable has led to certain downturn in the economy. Volatility in oil prices is also affecting the businesses. Recent trends and developments such as these has emphasized the role of business plan that not only anticipates but also helps in coping with such situations. For HR it means

Research Essay on TV shows Example | Topics and Well Written Essays - 2000 words - 1

Research on TV shows - Essay Example During 1999-2000, reality shows such as Big Brother and Survivor were a boom in the silver screen. Watching real people competing with each other or struggling against a personal battle can be great entertainment as well as inspire and motivate viewers. Makeover programs are a significant sub category of reality television where home, garden, behaviour, appearance, wardrobes are drastically transformed to meet certain standards. There is a wide range of makeover programs such as Swan, Queer eye for the straight guy, How to look good naked, Amazing Race, etc. that project peoples personal struggles with relationships, career, sports, fear, weight and physical appearance. Similarly, home improvement makeover programs such as BBC’s Divine Designs or ABC’s most popular Extreme makeover: home edition are some of the most popular programs highlighting home improvement struggles. TV ratings have proved that people love watching makeovers or transformations undergo in the matter of an hour (reality-TV. find the best). To viewers at home anything seems possible when they watch ordinary people achieve their goals. On the flip side, beauty makeover programs have also created a culture where beauty is seen as a commodity ,that ca n be bought and sold, and that a perfect physical appearance is important for self-confidence, happiness and sense of belonging. This paper will delve into two of the most important makeover shows in the history of television – ABC’s Extreme Makeover and Extreme Makeover: Home Edition. Differences and similarities based on identity, appearance and transformation will be discussed in details. ABC’s Extreme Makeover series, first started airing in November of 2002, offers both female and male contestants a complete physical transformation that centers on thousands of dollars’ worth of cosmetic surgery. (Davis,

Service Quality Standards in Health and Social Care

Service Quality Standards in Health and Social Care In health and social care services, quality is an essential component and a concept with many different interpretations and perspectives. It is important to both users of health and social care services and external stakeholders. While completing this unit I have gained knowledge of these differing perspectives and considered ways in which health and care service quality may he improved. I have tried to explore the requirements of external regulators and compare them with the expectations of those who use services. I have also learnt about few methods that can be used to assess different quality perspectives, and develop the ability to evaluate these methods against service objectives. I have also focussed on concepts of managing service quality with an aim of achieving continuous improvement and exceeding minimum standards. I have made a sincere attempt to understand strategies for achieving quality in health and social care services. By completing this unit, I sincerely hope that I have learnt basics of as to how to evaluate systems, policies and procedures in health and social care services. I have learnt about methodologies for evaluating health and social care service quality. TASK 1 Stakeholders are essential in health and social care regarding quality; discuss analysing the role of external agencies in setting standards. (1.1; 1.2) Stakeholder as one who is involved in or affected by a course of action. Patients are part of the stakeholder group that both pays for our health care system and are the end-user of it. The interests of health care organizations, medical professionals and other health care providers are represented through various government bodies, professional organizations and labour unions. We must try and understand quality considering the perspectives of staff and also perspectives of those who use services. Quality might have the same outcome but opinions of the health and social care staff and the patients might be quite different. In simple terms, quality is fitness for purpose. Quality is about meeting the service users requirements. If quality is about meeting service users requirements, it is important to discover what these requirements are. If we provide services with extras that service users dont want, we will not be adding quality. Stakeholders can be the external agencies eg Care Quality Commission; Supporting People; National Institute for Clinical Excellence; Health Service Commissioners; local authorities; users of services eg direct users of services, families, carers; professionals; managers; support workers. There are many organisations in the UK known as health and social care regulators. Each organisation oversees one or more of the health and social care professions by regulating individual professionals across the UK. These organisations, also known as regulators, were set up to protect the public so that whenever you see a health or social care professional, whether private or in the NHS, you can be sure they meet the standards set by the relevant regulator. To practise profession in health and social care, people must be registered with the relevant regulator. If they are not registered and still practise, then they are breaking the law and they may be prosecuted. These registers are made up of only those professionals who have demonstrated that they have met the standards set. These registers are open to the public. So if you want to check your professional is registered, you can do this either online or by calling the relevant organisation. In health and social care, professionals, clinicians and others, whose work is informed by traditional bodies of knowledge, are increasingly aware of the need for continuous personal development. High- quality services cannot be sustained unless health and care staff are consistently engaged in learning, individually and together. All care services need to work to standards and have a system for measuring that they are meeting standards. The health care system has audits which check that services meet quality standards, while social services have inspection units which register and inspect services. Standards are influenced by laws, subsequent regulations, codes of conduct and values. All organisations such as homes, day centres or community services, need a system to monitor how effectively services are being delivered and whether service users are having their needs met. Organisations may have their own quality monitoring systems. At a local level, quality assurance groups may seek to clarify, prioritise or set standards. Different parts of the system and external agencies need to work together, as part of a culture of open and honest cooperation, to identify potential or actual serious quality failures and take corrective action in the interests of protecting patients. Explain what the potential impacts of not appropriately managing quality in health and social care settings might be? (1.3) If quality in health and social care settings is not appropriately managed, this could lead to serious consequences. It could lead to inability to improve the health and social well-being of people in the area for which they are responsible; Planning and commissioning health and social care will be unable to meet the needs of people in that area. It will cause inability to secure the delivery to people in an area of health and social care that is safe, efficient, co-ordinated and cost-effective. Also the availability and quality of health and social care in that area will deteriorate. The development of standards, guidance and strategic targets will be stagnant. This would mean that local targets will not be achieved. It would mean that patient satisfaction will diminish and targets and expectations will not be met. Obviously, if the quality is inappropriately managed, it would have a significant impact on all three basic criteria. It would lead to poor clinical effectiveness. Safety of the patient ill not be guaranteed and this would lead to poor outcome in terms of patient experiences. Where the regulatory bodies find that providers are not meeting the standards, they require them to improve and has a range of enforcement powers they can use. These powers include warning notices, penalties, suspension or restriction of a providers activities, or in extreme cases, cancellation of a providers registration which effectively means closure of a service. Providers who train healthcare professionals also have a responsibility to deliver training in a safe and effective way in line with the standards set by the professional regulators. The professional regulators have an interest where the quality of training may put patients at risk. I. What are the major quality issues that were identified in the last State of Social Care (CSCI, 2009) standards report? What might be the implications for service users? (2.1) CSCIs report, The State of Social Care in England 2009, concludes that services do not meet the expectations. The report is believed to highlight that social care services are struggling to meet peoples needs. Fewer people are receiving the care they need to enable them to live independent lives in their own homes. It is all so understood that the report will say there are continuing and chronic difficulties in recruitment and retention of staff throughout the whole care sector. People, whether they pay for their care or are publicly funded, are not always getting the individualised help that they need to make decisions about their support which in the long term can be costly to individuals, family carers, councils and the NHS. People are not always getting quality personalised support, particularly those with multiple and complex needs, some of whom may have little, if any, choice about their care. There are concerns about people who are lost to the system because they are ineligible for publicly funded support or are self-funders. There is an increased demand and resources are limited which is putting a lot of pressure. The report states that people who have complex needs are not getting personalised care. It notes excellent examples of people receiving the support they need but adds that too many people are not getting the right amount of personalised care. Many people do not get the information, advice or support they need to help them make informed choices about their care. Implications for service users: Poor quality service can disrupt funding, damage the reputation of organisations and individuals and lead to inappropriate planning decisions. Improving quality improves patient care and value for money. It is important to improve quality because it will lead to preventing ill health and provide patient-centred care. It will also help to manage increasing demand across all programmes of care and to tackle health inequalities. Improved quality will lead to deliver a high-quality. People who would be affected the most because of poor quality will be mainly the older population, people with long-term conditions, people with a physical disability, maternity and child health, family and child care people using mental health services, people with a learning disability acute care and palliative and end of life care. There are many different approaches to understanding quality. Describe any three approaches of your choice highlight a particular strength of each approach. Different understandings of quality: A common quote is: Some things are better than others; that is, they have more quality. It is a grade of goodness or excellence. Quality therefore means free from defects. In my opinion, quality means patients satisfaction. After reading and learning more about quality, I have realised that quality can be understood with variour approaches. It can be measure in terms of the exceptional (highest standards) or in terms of conformity to standards. It can also be described as fitness for purpose, as effectiveness in achieving institutional goals; and as meeting patients needs. Quality as exceptionality This is the more traditional concept of quality. It is associated with the idea of providing a service that is distinctive and special, and which confers status on the owner or user. Many institutions emphasise that health and social care must have exceptional standards. However, it is not possible for the agency to condemn all other institutions. This approach is not always possible. Quality as conformance to standards The word standard is used to indicate pre-determined specifications or expectations. As long as an institution meets the pre-determined standards, it can be considered a quality institution fit for a particular status. This is the approach followed by most regulatory bodies for ensuring that institutions or programmes meet certain threshold levels. Quality as fitness for purpose This approach has the following questions Who will determine the purpose? and What are appropriate purposes?. The answers to these questions depend on the context in which quality is viewed. The purposes may be determined by the institution itself, by the government, or by a group of stakeholders. Quality as effectiveness in achieving institutional goals In this approach, a high quality institution is one that clearly states its mission (purpose) and is efficient in achieving it. This approach may raise issues such as the way in which the institution might set its goals (high, moderate or low), and how appropriate those goals could be. Quality as meeting customers stated or implied needs This is also a variation of the fitness-for-purpose approach. This is where the purpose is customer needs and satisfaction. Quality therefore corresponds to the satisfaction of the patients. Which approach to quality (you may choose one that isnt above) do you feel is more often used by providers of health and social care services users and why do you think that this is the case? (2.2) Standards-based understanding of quality In my view, I think health and social care providers use an approach which is conformance to the standards. Many regulatory bodies set goals and aims for a particular healthcare setting and the organisation works hard to achieve these goals. Implementing quality needs planning. There should be policies and procedures. Government should set some targets. An audit can be an excellent tool to check if appropriate quality of care is being delivered. There should be constant monitoring and review should take place at regular intervals. Good communication is the key to implement good quality. Proper information should be shared especially when shifts finish, hand over should be done adequately. We all should be open and ready for adapting to change. Standards: minimum standards or best practice should be the goal or certain benchmarks should be set. We must have measurable performance indicators. All health and social care settings should have codes of practice. There should be legislation in place which could either be local, national or European legislation. In the standards-based understanding of quality, health and social care institutions must demonstrate their quality against a set of pre-determined standards. These standards will set a threshold level of quality. However, quality assurance today has changed. While in the past quantitative criteria was enough to demonstrate that a standard had been met, more qualitative criteria is now incorporated and institutions may thus be able to more easily maintain their individuality. IV Suggest the potential barriers to delivering quality at this scheme and other health and social care services (2.3) There are a number of barriers to improving quality. It could be due to lack of proper implementation of documented procedures. There is a lack of incentives to change traditional ways of providing care. Also a lack of a patient-centered culture and values. One of the biggest problem is lack of relevant training and support. Also we dont have enough expertise in interpreting survey data. Sometimes it is just the resistance to change which can be quite difficult to overcome. We shall discuss relative impact of a range of potential barriers. The biggest constraint is the time available to focus on improving the quality of services, followed by a lack of leadership. People need to be identified, trained and supported to provide leadership and commitment. Lack of leadership in delivering quality is an important barrier. Training if not received properly could lead to poor quality in health and social care. We know there could be few health and social care workers who received no training, few who were trained in all the identified areas of quality, some who had been trained in only one area (predominantly clinical governance and audit) and the remainder received an inconsistent mix of training in different areas. A consistent package of core training in all facets of quality is needed for all NHS staff. Staff must be rewarded through the appraisal process, this could lead to a morale boost and lead to better quality of work. How does legislation (relating to quality) impact on the delivery of quality in health and social care service(s) offered in England and Wales? (3.1) Rules and regulations must be followed because safety depends on them. They usually come from one of two sources as they may be local and designed by the employer or they may have been designed by the government. Hospitals have their own policies and they also follow rules set by the NHS and the government. Wherever they come from, it is important that they are followed as they are put in place for the good of everyone. One of the main sets of rules and regulations is The Health and Safety at Work Act 1974. This act provides the basis of health and safety law. It places general duties on all people at work, including employers and employees. All places of employment are subject to health and safety law. Employers must have relevant policies in place. These must be designed for health and social care so that all of the staff can follow them and comply with the safety laws. Most care establishments have the following policies like fire policy, lifting policy and hazardous waste policy. When running or managing a care service and carrying on a regulated activity there are certain things you have to do by law. Though the legislation should be used as guidance only, and is not legal advice. Another important act is Health and Social Care Act 2008. The Health and Social Care Act 2008 established the Care Quality Commission as the regulator of all health and adult social care services. It is important to be aware of all the up to date provisions. We should try to describe quality and safety from the perspective of people who use services and place them at the centre of the registration system. It is important that anyone registered to provide or manage a regulated activity is aware of the guidance that has been produced. It is very important to be aware of the legal side of things so that we can ensure the safety of patients and also ourselves. Identify other factors that might influence the achievement of quality in health and social care services (3.2) How to deliver high-quality healthcare in the most efficient manner possible is the question that is very important. In my opinion, healthcare delivery should be clinically effective, focusing on treatment outcomes, including survival rates, symptoms, complications and patient-reported outcomes. In my view, health and social care must be safe: avoiding harm, looking after people in clean, safe environments, and reporting any medical errors or adverse events. One main goal should be ensuring that healthcare is available to all according to need and avoiding financial barriers that prevent access to necessary care. It is important that health and social care is efficient: paying attention to value for money, avoidance of unnecessary interventions, and careful use of limited resources. Health and social care should be responsive: providing personalized, patient-centred care, delivered with compassion, dignity and respect; measuring, analysing and improving patients experience and satisfaction. How can health and social care workers ensure their knowledge base is up to date and that their work is of a quality standard and what role and responsibilities do health and social care service providers have in relation to this. (3.3) As health care or social care workers, we must endeavour to keep our knowledge base up to date and ensure that our work is of quality standard. Ideal care workers will go out of their way for patients, they try to understand what its like for the service user and carer; they are happy and interested in their work and knowledgeable about their jobs and are always ready to help. Good communication is the key. We must attend seminars, meetings, group discussions and do online studying along with regular text bok reading. Group discussions and team work will help us to realise the gaps in our knowledge. Care workers should have knowledge of services and legislation relevant to users and carers needs. They must know about the benefit system and sources of funding, or who to refer to if they dont. It is of utmost importance that they know when and whom to ask for extra help. Health and social care workers should know about the people they are caring for. They should be familiar with the roles of other people in relation to meeting service user and carer need. Health and social care workers must understand their limitations and have up-to-date knowledge. It is recommended that care workers review their learning over the previous 12 months, and set their development objectives for the coming year. Reflecting on the past and planning for the future in this way makes your development more methodical and easier to measure. Care workers may already be doing this as part of their development review with an employer. CPD is a personal commitment to keeping our professional knowledge up to date and improving our capabilities. It focuses on what we learn and how we develop throughout your career. As a professional, we have a responsibility to keep our skills and knowledge up to date. CPD helps us turn that accountability into a positive opportunity to identify and achieve our own career objectives. CPD is an opportunity to do ourselves some good; the nature and scale of the benefit depends entirely on us. I. Identify method used to assess quality, evaluate the method with two more methods of your choice (one external and internal (4.1) Measuring the quality of health care has become a major concern for funders and providers of health services in recent decades. One of the ways in which quality of care is currently assessed is by taking routinely collected data and analysing that data. The use of routine data has many advantages but there are also some important pitfalls. The Measurement of Quality: Methods for assessing quality can be various. We could use questionnaires, focus groups, structured and semi-structured interviews, panels, complaints procedures, feedback forms and road shows. Nice questionnaires should be prepared which should be given to the patients to fill in their own time. This could give us a fair and honest opinion about our services. Small focus groups and interviews can also be a good technique. To achieve good levels of quality service, we must have complaints procedures in place. Feedback forms could be an excellent measure for quality of any service provided. This could also prove beneficial in improving the quality by acting upon any suggestions made by the patients. Scientific methods of measurement are increasingly necessary. Evaluation requires good methods in order for the resulting data to be useful. Further, data from evaluations are being used to create significant change within organizations, so faulty data based on inaccurate measurement methods carry a great risk. Quality will not be improved simply as a result of inspection. It must be built into the people and the processes carrying out the work of the organization. In health and social care setting we must all define quality, measure its achievement, and create innovations to constantly improve. This requires active involvement of all within the organization, from the mailroom to the boardroom. Visible, supportive leadership is essential. II. If quality is about meeting customers or service users requirements, it is important to discover what these requirements are (Martin and Henderson, 2001 p. 178) Quality is most easily recognised in its absence and many public perceptions of healthcare are based upon measuring the absence of quality for example, waiting times, waiting list sizes, even illness itself are all measurements of the absence of quality. The client/patient: the client/patients view of the quality of their experience will depend upon two factors: a successful outcome and a positive experience before, during and after treatment. However, some procedures which may be deemed clinically desirable to maximise the probability of a successful outcome may be highly uncomfortable and inconvenient for the patient. Increasingly, the separation between these aspects is being questioned as it is recognised that clinical outcomes are influenced by a patients general state of well-being. This increases the need to take account of what has been traditionally considered as non-clinical aspects of care. Service quality is more difficult for patients to evaluate than goods quality. A patients assessment of the quality of health care services is more complex and difficult for them as well. Patients do not evaluate service quality solely on the outcome of a service; they also consider the process of service delivery. The antibiotics may have resolved the throat infection, but if discourtesy and an uncaring attitude marked the patients interaction with the provider, the perception may well be poor service quality. The patient defines the only criteria that count in evaluating service quality. Only patients can judge service quality; all other judgments are irrelevant. Patients requirements, in my opinion, are: Access: approachability and ease of contact. Communication: keeping patients informed in language they can understand. Listening to them is equally important. Less use of of medical jargon. Competence: possession of the required skills and knowledge to perform the service. Courtesy: politeness, respect, consideration, and friendliness of health and social care worker. Credibility: trustworthiness, believability, and honesty of the service provider. Reliability: the ability to perform the promised service dependably and accurately. Responsiveness: the willingness to help patients and to provide prompt service. Security: freedom from danger, risk, or doubt. Understanding of the needs of a patient: making the effort to know patients and their needs. III. Service user involvement has become a buzzword in policy aimed at achieving quality. Discuss strategies used to involve service users and their effectiveness. (4.2) Service user involvement is a two way process that involves both service users and their service provider in the sharing of ideas, where service users are able to influence decisions and take part in what is happening Patients, carers, parents and advocates of the sick and vulnerable should have input into the kind of health service we have. They should be consulted about changes to services, and they should be involved in the design of those services. They should help to set the standards by which services are judged, and help to assess whether a particular aspect of the service meets those standards. At every stage, the users of the health service should be offered the opportunity to play an active part in developing, delivering and evaluating their service. Involvement can be achieved by using the following methods. Information sharing This may include letters, posters, newsletters, videos, tapes, text messages and forums. Listening This may include: one to one interviews, group interviews, focus groups, and service user meetings, one off events, questionnaires and workshops Consultation This may include: one to one interviews, group interviews, focus groups, questionnaires, one off specific focused events, workshops, and video or drama events. Participation This may include: user panels focused on specific topics, resident groups, inclusion in organising events, videos and other media to give information to other service users. Patients should be involved in making decisions about their own health care. They should be actively involved in co-designing services, redesigning services, developing services or change management. The government should be undertaking peer education and support. More patients should be taking part in research. These strategies could be used to involve service users.

Discrimination against Black and Whites :: Essays Papers

Discrimination against Black and Whites This story, Black Boy is a great book that describes how the author, Richard Wright, suffered in the South of the United States during the time when there was still a lot of discrimination throughout the country. Since the author explained many of his horrible experiences in the past, this book cannot be written in a thin book. This thick book is full of his great experiences that wanted to be read by many people in the world in order to let everybody know the disasters of racism. This racism affected Richard Write a lot and he had to adapt to the environment that he was in, although he didn’t know how he should act in front of white people in the beginning of the story. There are not many examples in the beginning of the story since Richard was a little boy, and he still didn’t know about racism. He did know that something was different between black and whites, but he wasn’t able to understand it since he was too young. He even talks to himself in Pg. 49 that â€Å"I had heard that colored people were killed and beaten, but so far it all had seemed remote. There was, of course, a vague uneasiness about it all, but I would be able to handle that when I came to it. It would be simple. If anybody tried to kill me, then I would kill them first.† After this, he realized the harshness of racism around his society when Uncle Hoskins got shot by a white man when he was at the saloon. And the reason is just because a black man was earning a lot of money and the white man became jealous. Also after this scene, there is an another example in Pg. 172 where he met his classmate, Ned Greenley who had lost his brother since the whites shot him for a specific reason. Ned said, â€Å"Th-they said he was fooling with a white prostitute there in the hotel.† Richard was shocked since he could be in those kinds of situations at any time. Richards starts to think of really going to North soon as possible now. In Chapter nine, there is a scene that is really harsh where Richard sees it, but could do nothing. This scene is at the clothing store for black people where Richard worked.

Living and working in the foreign country Essay

Discuss the advantages and disadvantages of living and working in the foreign country. Currently, many people like going to different countries for working and living. It leads to that there are many positive and negative effects while people live and work in vary foreign country. Some main effects will be discussed in this essay. The first advantage is salary because people are really need money to support their live. Some Vietnamese people, for instance, they like to move to US or Australia for living and working because they think they will get the higher income than in Vietnam and enjoy the standard life. Furthermore, people who want to travel are the poor people and live in the developing country. They may improve their current life and work in the new environment to get more experience. Finally, working and living in a foreign country may have some good benefit by the government after people retire. On the other hand, working and living in a foreign country may bring some disadvantages. Traditional culture is the first disadvantage. It is really hard to live in a country which has a lot different culture. In UK, for example, the state food is very difficult to eat and the cost is very expensive. Next, people will be got homesick because their families are so far from them. Lastly, it is very dangerous when people go abroad for working and living because they do not understand about the new environment that they have to adapt quickly for the short period of time such as the new neighbors or the new law of the area. In short, people should think clearly about this problem. It effect not only on their future life but also their family and the government. They should chose the best advantage for their own business. Revised Currently, many people like going to different countries for working and living. It This leads to that there are many positive and negative effects while which people experience when live living and working in vary a foreign country. Some of these main effects will be discussed in this essay. The first advantage is salary because people are really need money to support their lives. Some Vietnamese people, for instance, they like to move to the US or Australia for living and working because they think they will get the a higher income than in Vietnam and enjoy the a higher standard of life. Furthermore, the people who want to travel are the poor people and who live in the developing countriesy. They may can improve their current life and by working in the a new environment to get more experience. Finally, working and living in a foreign country may have some good benefits by for the government after people retire. On the other hand, working and living in a foreign country may bring some disadvantages. Missing your tTraditional culture is the first disadvantage. It is really hard to live in a country which has a lot very different culture. In the UK, for example, the state local food is very difficult to eat and the cost is very expensive. Next, people will be got get homesick because their families are so far from them. Lastly, it is very dangerous when people go abroad for working and living because they do not understand about the new environment that and they have to adapt quickly for thein a short period of time to things such as the new neighbors or the new laws of the area. In short, people should think clearly about this problem. It effects not only on their future life but also their family and the government. They should choose the best advantage for their own business. Good job with organization and content. Take care with sentence structure and be sure to proofread more carefully.