Population Management Strategies Essay Example for Free

Population Management Strategies Essay China has one of the largest population densities in the world. In Russia there is a decline in population which is observed to increase drastically. In Western Europe as well, the population decline is as a result of the social and economic lifestyle that the natives lead. Varied measures are therefore taken against the population growing trends. This study compares and contrasts the population management strategies of the above mentioned nations (Gordon, 2005). 2. 0 Population growth in Russia Presently, there is a remarkable decline in population and this is a major problem in Russia. Russia’s population is estimated to be 143 million, however, in every year there is a turn down of about seven hundred thousand people; calculations indicate that this decline is about one hundred people dying every hour; this has led to predictions that the country’s population by the year 2050 could be as low as one hundred and twenty million. It could also have an economic and geopolitical impact (Gordon, 2005). a) Causes of the population crisis The observed high mortality rate, short life expectancy and an increasing number of deaths from causes that are not natural; are the major factors contributing to the population decline in Russia. Russia’s number of deaths per 1,000 people is at 16, compared to Western Europe which is 5. Out of the 150,000 people who die in natural deaths, 46,000 are suicidal cases, 40,000 killed in road accidents, 36,000 murdered and 36,000 are as a result of alcohol poisoning. High abortion in Russia contributes to the low birth rate. However there is a great decline in abortion since the Soviet times when abortion was utilized as a method of birth control (Gordon, 2005). The official statistics survey indicates that there are 1. 6 million abortions in Russian women, which is higher than the birth rate. Generally, there is a low birth rate in the country attributed to high rates of alcoholism and economic hardship. Currently, Russia’s birth rate is 1. 34 children per woman of fertile age, which is less compared to the required 2. 14 children per woman. Additionally, the estimated life expectancy in Russia is about 58 years for men and 72 for women, thus thirty percent of the men population do not reach the beginning of their pension age (Gordon, 2005). Russian experts also suggest that the depopulation in the country is due to political and economic upheaval experienced in the country in the 1990s. Due to bad planning and implementing of liberal economic reforms, social insecurity was evident among the nationals and thus they sought to have fewer children. The rate of foreigners moving into Russia is low; little relocation is observed within the former republics of the Soviet Union. However the rate of movement of nationals outside Russia to Western Europe and other places is high and it’s usually for search of a better economic situation (Gordon, 2005). b) Management strategies In 2005, there was an increase in the number of births which was due to a large number of girls born in the 1970s-1980s who could bear children by then. Thus the birth rate can be stimulated, the maternal and infant mortality rates reduced. By enhancing the reproductive health and quality of the population, the population growth can be boosted. A new demographic development concept is essential for it will outline the national goals such as average increase of life expectancy in the nationals and increase in birth rate. Russia has a chronic occurrence of cardiac and oncological diseases. The average life expectancy can be boosted by six more years if an initiative is taken to reduce deaths that arise from such disorders (Gordon, 2005). 3. 0 Population growth in China and management strategies China is among the world’s top nations that experience a very large population with a relatively small youth cohort which is attributed to the People’s Republic of China’s one –child policy. Except for the population policies implemented in China in 1979, the current population in china would be reading at 1. 7 billion. It is recorded that china’s population in 1953 was 582 million; however by the year 2000, the population was twice as much, estimated at 1. 2 billion (Peng, Guo, 2000). The first leaders in China believed that a large population was a great investment, yet, as the population grew rapidly it became a liability and this led to a mass campaign effort for birth control by the Ministry of Public health; though this was in vain. Again, a rapid population was experienced after the interval of the ‘Great Leap Forward’. In the 1960s, emphasis was laid on late marriage and in 1964; birth control offices were established in the central government and at the provincial level, contraceptives were used in family planning. This campaign was seen to be successful until the Cultural Revolution era (Peng, Guo, 2000). In 1972 and 1973, birth control resources were distributed countrywide. At administrative and in various collective enterprises, committees were launched to ensure implementation of the birth control programs; both rural and urban areas were covered. Mao Zeodong who was behind the family planning movement died in 1976, and the government failed to acknowledge that economic growth and improved living standards are affected by the population growth. However, in the 1970s the fast growing population of China prompted the government to establish a limit in the number of children born; the highest suggested family size was two children in cities and three or four in the countryside (Peng, Guo, 2000). Since 1979, the one-child policy that was widely in use. The policy had different guiding principles on national minorities and only one child was permitted to the married couples. The policy helped China to achieve its goal of stability and a fertility rate that was greatly reduced; an average of 5. 4 children per women was reported. Those who observed the one child program were rewarded by getting a one-child certificate that permitted them to get cash bonuses, better childcare, longer maternity leave and good housing allowances; and they were to pledge that they would not bear children anymore. The population in the rural areas however, determined the efficiency in the policy implementation program; since they accounted for 60% of the total population (Peng, Guo, 2000). Studies indicate that coercive measures were used in order to make the one-child policy a success. The assumed methods included psychological pressure, use of physical force, and in some cases forcing abortions and infanticide. However, the government officials insisted that the family planning process was on voluntary basis and measures applied in implementing the programs were persuasive and economic based (Peng, Guo, 2000). Between 1970 and 1980, there was a drop in the crude birth rate from 36. 9 per 1,000 to 17. 6 per 1000, which was due to â€Å"wan xi shao† birth control campaign,-late marriages, longer intervals between births and fewer children. In addition, the social and economic changes that had taken place, amongst which was the high level of employment of women in rural and urban areas and low mortality rate in infants, may have contributed to the aforementioned. Nonetheless, in the countryside, people valued large families, especially sons, for assistance in the fields and support during old age. This seems to have applied to the rest of China as a whole; there is a gender imbalance in China; the 2000 census report showed that 119 boys born of every 100 girls. The government was thus forced to ban the selective abortion for female fetuses in July 2004 (Peng, Guo, 2000). 4. 0 Population growth in Western Europe Since the 1960s, there is a substantial decline in Western Europe’s population which is accredited to low fertility rates. By 1999, the total fertility rates had dropped so much; an average of 1. 45 was recorded in the fifteen European Union countries. A total fertility rate at 1. 5 is presently experienced by eight out of fifteen of the western European countries. However, there are immense disparity among these countries in terms of timing and the level of when the decline started as well and in the rate and decline duration. Socioeconomic and demographic factors have contributed to the differences in pattern of West European fertility levels. There are concerns pertaining to the imbalance of the population age structure, ability to maintain European welfare state systems and consistency in social affairs. This has les to the implementing of family policies in order to safeguard the nations’ populations (Caldwell et al. 2006). a) Management strategies i) Maternity protection: this was a step towards creating an opportunity for women to give birth because of the demand from employment, differences in gender and equality; protection of labor and regulation. The Western European countries thus introduced compulsory maternity leaves for women who are working. Other countries such as France introduced a policy in support of women in reconciling employment with motherhood. In Scandinavia, greater emphasis was put in leaves and protective labor legislation. The recommended maternity leave period is 14weeks; however it varies between 20weeks in Italy and 16-18 weeks being the common length in other countries (Caldwell et al. 2006). ii) Parental leave: the government has amended the parental leave regulations and different parental-leave schemes have been implemented. These leaves are available only to parents and they vary from one country to another. The benefits also vary significantly; in some countries they are either unpaid or given a low pay (Caldwell et al. 2006). iii) Childcare services: at the beginning of industrialization, childcare services were instituted to cater for the orphans and children who were unattended due since their mothers were working. However up to the 20th century, childcare services changed to charity education to promote social and individual development. The catholic institutions were pioneers in provision of this kind of service. Presently the services offered differ athwart the nations (Caldwell et al. 2006). iv) Child benefits: this system came up as wide array of policy intentions. Its major role was to cater families in need for instance widows who had children and divorced or single mothers. However these support systems vary in terms of services offered across the countries (Caldwell et al. 2006). 5. 0 Conclusion In Russia and Western Europe, population decline is the major crisis which is as a result of varied factors. Russia’ decline is caused by inappropriate standards of living and in Europe, the level of industrialization that has created working opportunities has denied women the chance to bear children, hence population decline. In China, the challenge is high population that is caused by uncontrolled popular growth. The future population in China is likely to face gender imbalance and besides it has an increasingly aging population. There is a limitation in the way services are offered in the family systems. A cross-national variation in family policies’ provisions and modalities is evident in Europe. Hence it is difficult to look into the effects of family policies on individual childbearing behavior in order to make a comparison between the countries. Some countries share fertility advances, and family policy systems. The countries in West Europe are clearly divided (Caldwell, et al. 2006). References: Peng, X. , Guo, Z. (2000): The Changing Population of China, ISBN 0631201920, 9780631201922, Blackwell Publishing. Caldwell, B. K. , Caldwell, P. , Caldwell, J. C. , Caldwell, P. Schindlmayr, T. McDonald, P. F. (2006): Demographic Transition Theory. ISBN 1402043732, 9781402043734, Springer Gordon, E. E. (2005): The 2010 meltdown: solving the impending jobs crisis. ISBN 0275984362, 9780275984366, Greenwood Publishing Group

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Over the years, there have been multiple studies on the stimulation effects on the brain from brain exercises. Some of the more prominent studies are the IMPACT, ACTIVE, and IHAMS studies. First off, the IMPACT study which had 487 participants. It is the largest experiment ever to examine whether or not brain stimulants are able to improve cognitive abilities in adults. Led by distinguished scientists from Mayo Clinic and the University of Southern California, the IMPACT study proves that people can make statistically significant gains in memory and processing speed if they do the right kind of scientifically designed cognitive exercises. Studies prove that people can make statistically large gains in memory and processing speed if they do certain brain exercises. The study was conducted on the original Posit Science Brain Fitness Program, which contains six of the auditory exercises in BrainHQ: Sound Sweeps, which was called â€Å"High or Low†, Fine Tuning, Memory Grid, Syllable Stacks, To-do List Training, and In the Know. Those who participated in the study trained with these exercises for a total of about forty hours. Specifically, the IMPACT study found that the people that used the exercises became more efficient in the exercise tasks. This was an expected result, seeing as how the exercises would make the people think quicker to respond to the tasks. The improvements included better memorization, quicker response, and just overall increased efficiency. â€Å"Gold standard† memory assessments—tests that are widely known to and accepted by doctors—showed that the Posit Science exercises genuinely improve memory overall.(Posit Science, 2013) This was a major achievement because it showed that the exercises don’t just teach shor... ...ctive control group, who followed a computer-based program of active learning. The IMPACT study proves that cognitive decline is not inevitable and irreversible. Adults—regardless of their education level, IQ, or other demographic factors—can improve their cognitive abilities. Just as every adult can benefit from physical exercise, every adult can benefit from the right kind of cognitive fitness as well. Using Posit Science exercises available as part of BrainHQ can effectively strengthen and build memory and processing speed. These improvements help people perform better at work, connect better with others, enjoy their favorite activities more, and keep up with daily tasks efficiently. There have also been studies to show that physical training helps stimulate the brain as well. Sports, working out, simply running can help the brain get into a routine and learn

Cypop 24 Essay

Phonics enables children to experience regular, planned opportunities to listen and talk about what they hear, see and do. Phonics is a six phase learning programme that is incorporated within nurseries and primary schools. It enables children to blend phonemes for reading and segmenting for spellings. Phase one is aimed at the Early Years Foundation Stage (EYFS) as it falls within the communication, language and literacy section. This phase recognises the importance of developing speaking and listening skills. This enables children to start a systematic programme then they are more likely to succeed. Within nurseries and primary school they carry out jolly phonics. Jolly phonics enables the children to learn the sounds of letters, this can be incorporated within a song to represent each letter of the alphabet for example for a you say; A A A Ants up my arm, you would say this doing a pinching movement up one of your arms. Within jolly phonics there are five skills that are taught, these include; learning the letter sounds this is when children are taught the 42 main letter sounds. This includes alphabet sounds as well as digraphs such as sh, th, ai and ue. Learning letter formation this is when children are able to use different multi-sensory methods, they learn how to form and write the letters. Blending is when children are taught how to blend the sounds together to read and write new words. Identifying the sounds in words (Segmenting) is when the children are able to listen for the sounds in words gives children the best start for improving spelling. And then there is tricky words, Tricky words have irregular spellings and children learn these separately away from the other words. Jolly phonics helps to support children by learning within a fun environment. http://jollylearning. co. uk/overview-about-jolly-phonics/ Phase 2 is the beginning of the systematic programme. These phonics are best being taught in short, discrete daily sessions. Stage 2 starts with an approach to start learning some letter formations e. g. ‘S’ ‘A’ ‘T’ ‘P’ ‘I’ ‘N’. Within settings this could be incorporated by burring letters in sand of bubbles for the children to find and tell you what sound that letter makes and then put it back in for other children to find. The systematic programs are not designed to control the teachers but to control the presentation of information in order to help children manage and master the complexities of our language. The purpose of a systematic program is to help the child learn. ’ http://www. righttrackreading. com/dsphonics. html Phase three completes the teaching of th e alphabet and helps children to move on to sounds that consist of more than one letter e. g. ‘he’ ‘the’. Phase four enables children to learn to read and spell words containing adjacent consonants, e. . ‘the’ ‘black’ within the word black, ‘bl’ are adjacent consonants because they are two different consonants containing different sounds whereas ‘ck’ at the end of the word black aren’t adjacent consonants because both letters contain the same sound. Some children may pick up phonics really well and may need this stage earlier than other, in which case they should not be held back. Phase five extends graphemes and phonemes. Graphemes are the names of all the individual letters in the alphabet, phonemes are the sounds the letters make. It shows children that words may sound the same but are spelt differently with different meaning e. g. meet and meat. Phase six should enable children to read automatically usually spellings lag behind reading, so children may still find it difficult to read. Spelling needs children to recall the word from memory and recompose it without being able to see it. Children who are in secondary school aged between 11-16 carry out spelling activities. During nursery and primary school they learnt the basic phonics to help them read, write and spell. Spelling help to further develop each child and young person’s skills. For example within my setting I was working with the nurture group and they received ten spellings every week. Most of the children within the nurture group had SLCN. The children with SLCN always struggled with their spellings, so therefore I provided my support to whoever wanted it. All the spellings they received every week had the same sound in common, e. g. heat, meat, cheat, great. All of these words have ‘eat’ in common. Within my support I explain to the children that the words may sound differently but the spellings they always received had sounds in common so therefore pointing this out they was able to think of the starting of the word and knew each work has the same sound in and was then able to achieve more marks out of ten on their spellings. This helped to boost their confidence and self-esteem because they knew they could do it. Young people that attend college and university aged between 16-25 may carry out key skills/functional skills. Once you leave school and set out to go to college, there are some skills that young people are going to be better knowing and understanding than not having those skills. Once young people have learnt them, then their day-to-day life will be a lot easier. Whatever children and young people do their going to have to know how to communicate and work with numbers, because literacy and numeracy are a very important when wanting a job as they are a must. Children and young people are going to need to know the basics when it comes to ICT. When young people are ready to apply for jobs or college courses, they can’t just state what they are good and aren’t good at, they will need to prove it. They can do this by completing a set of courses that assess how well they do at the skills they need to get their dream job. These set of course are called Key Skills. These courses include; communication, application of number, information and communication technology (ICT), problem solvi ng, improving own learning and performance, and working with others. These skills will help children and young people to further develop their skills. If young people have SLCN then they may receive support to complete these skills to enable them to go on to college or to get a job. | Adults can help to extend the speech, language and communication development by simply involving them in conversations using a child language instead of an adult language. This enables the children to understand you more when you ask them questions. For example if you asked ‘How are you feeling today? they may not fully understand as it is a complex question whereas if you asked ‘Are you okay? ’ this is a simpler question and will be easier for them to understand. If you interact children with SLCN they are more likely to improve their vocabulary and social communication because they are involved within an activity and may start to communicate with other children without really noticing. Adults could also work with parents/carers by communicating with them and possibly sending SLCN activities home with the child or young person to complete at home with their parent/carer. This enables the parent/carer to see where their child is at within their development and also enables them to help their child further develop their skills. Phonics, spellings and key skills all have positive effects on a child and young person’s life. Phonics enables children to understand the names and sounds of letters and help them learn to read, write and spell. Learning phonics enables them to progress through primary school to secondary school. Being able to read and write enables the children and young people to complete their work and their SAT’s. Completing spellings enables children and young people to develop their writing skills and their vocabulary as they may know how to spell a word without maybe knowing that it is a word. Key skills effects young people’s lives because it teaches them six different skills to help them apply for college courses and gain a further education to get a job that they want. Doing all of these things is improving their speech, language and communication needs and also their vocabulary. 3. 3 – Apply research evidence to planning an environment that supports speech, language and communication Within my work setting I worked closely with children with additional needs. Within my work setting we always got told that if a child I was there to support was getting too frustrated within lessons to remove them from that lesson and take them to a calmer and quieter environment and work 1:1 with that child. For example child T has SLCN and he doesn’t like noise and gets frustrated and distracted very easily so my setting enables him to receive brain breaks which enables him to leave the classroom with his TA and have a little walk and a drink to calm him down until he feels ready to return to the classroom. If he feels he can’t go back to the classroom because of the atmosphere then it is down to the TA to return to the classroom and collect the work he needs to complete and liaise with the class teacher to inform them how child T is feeling and wanting to complete his work in a quieter environment as he feels he will work better and will be able to complete his work to a better standard. When a child is removed to a quieter environment the work is broken down into small steps for them to complete one after another. This enables the child or young person to understand the work and remain on task as they won’t get frustrated because they don’t understand it. Providing these sessions with child T enables him to enjoy coming to school as he knows if he starts to struggle then staff can make it easier for him. This also enables him to achieve his set targets within his lessons as we are providing support for him to complete his work.

Regulating Violent Video Games - 998 Words

Regulating Violent Video Games Introduction: I. A. Whose place is it to deal with the problem? 1. Parent should censor their children. 2. Why parents should censor children. 3. The possible result if our children are not censored. II. A. Should the Government regulate violent video games? 1. What would happen if the government regulates video games? 2. Why I am against the government’s involvement in regulating video games. 3. Regulating ourselves. Conclusion/Closing: Regulating Violent Video Games An African proverb says, It takes a village to raise a child. But in this society the child barely has a mother or father to truly depend on. When I was I child I was fortunate to have a family so†¦show more content†¦But believe that we would somehow become a communist state over night. Somehow the liberties we take for granted would become the reason people would fight for the wrongness of such violent images. We should as a nation take responsibility for our actions and our children’s actions. If we did this there would be no need for the government to regulate our lives in such ways as banning the things that allow for self expression. And even though violence may or may not touch our lives sometimes daily there is no reason keep those that like the blood and guts from their idea a fun. If you not portraying the serial killer you are watching or playing there is no need for my concern or the government’s regulation on suc h matters. In conclusion, I am against violent video games but I understand the need for others to participate in such activities. I also understand that taking away such rights to play these games would cause chain reaction of government control of not only what is played but viewed and voiced. I believe if we are able to have full knowledge of the things we bring home, and then maybe we wouldn’t bring them home. But if we do then we are prepared for the consequences. 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