Nsd 225 Study Guide

Review for test #3 1. Calcium is not well absorbedless that 30% 2. A major mineral means you need more of it. 3. The six major minerals are calcium, phosphorus, magnesium, sodium, potassium, and chlorine. The rest are trace minerals, which are not less important, but you just need them in less amounts. 4. Minerals are 0 calories. 5. The best source of iron is beef, liver, or meat. 6. The best source of zinc is beef, liver, or meat. 7. Vitamin C will help you absorb iron twice as much (double the absorption). 8. Sea salt, they say, contains iodide, but it is silly to pay more and get nothing extra for it.Sea salt is not better than table saltiodine leaves as a gas (sublimes from solid to gas form). 9. We need iodide to make thyroid hormone, which is important because it influences our overall metabolism. Also, if you don’t have enough iron, you will be fatigued, and children that are deficient won’t grow. Finally, you need it to prevent goiter, an enlargement of the thyr oid (around the Great Lakes and west = the goiter belts). 10. The major function of zinc: for many enzymes systems to work, for sexual maturation and growth, for wound healing, for protein metabolism and immune system. 1. Fluoride deficiency will result in dental caries (holes in teeth). 12. There is 500 mg of calcium carbonate in Tums, but since calcium carbonate is only composed of 40% calcium, there is 200 mg of pure calcium in Tums. 13. Iron is VERY POORLY absorbed; only 5-10% of iron is absorbed by normal adults. 14. The best source of potassium is potatoes. 15. If you don’t have enough potassium, it may result in cardiac arrest or an irregular heartbeat (death) [also caused by too much]. 16.The major function of magnesium that it is needed as part of bones and part of muscle; also, it is an activator of more than 300 enzymes, and it’s necessary to maintain electrical potential of nerve and muscle and for transmission of never impulses. 17. The major function of c hromium is that it acts as a cofactor for insulin, which is needed for maintaining normal glucose metabolism (chromium in humans declines with age). 18. Phosphorus is present in all foods especially milk and milk products and liver and other animal-food protein sources. About half the phosphorus in the USA diet comes from milk, meat, poultry, and fish. 9. The main sodium food source is table salt. Only 10% of salt intake comes from natural content of foods, 15% is from salt added during cooking and at table, and 75% from salt added during processing and manufacturing. 20. To decrease high blood pressure, lose weight. Also, eating salt doesn’t help for high blood pressure. 21. Folate RDA is over twice non-pregnant RDA (for increased blood supply and for growth of baby) so folate supplements are often prescribed. Also, need zinc for growth, B-12 for red blood cells, calcium, phosphorus, and magnesium for bones.In addition, iron supplements during pregnancy and after delivery ar e recommended (baby should have enough to last 3-6 months**); fluoride is needed for teeth to begin in the 5th month of pregnancy. Nutrients to double during pregnancyfolate and probably iron. 22. You can NOT make up nutrients from a skipped breakfast. 23. Teenagers need to snack to get nutrients. 24. Adolescents aren’t well fed because they are too busy, eat out with their friends, skip breakfast, poor choice of snacks, avoid milk because they falsely think it is fattening, fear of becoming fat, use of fad diets especially by girls, and girls don’t get enough milk,. 5. Vegetables should be added first to an infant’s diet (after about 4-6 months). 26. Nutrition advice for anorexia patients included increasing caloric intake slowly (start at 800-1200 kcal), balanced diet, vitamin/mineral supplements, small frequent meals, use liquid supplements if necessary, and reduce caffeine. Also, don’t overload food, and persuade them they are thin enough. 27. Do not drink alcohol during pregnancy because even one binge may increase the risk of fetal alcohol syndrome (brain damage and physical retardation in infants). 28. The biggest advantage of breast milk during pregnancy is its immune factors. 9. Parents shouldn’t tell children to clean their plates. 30. How do you encourage children to try new foods? 31. In order to encourage a child to eat, be positive, when they are finished take their plate (they will snack later), don’t tell them there are people starving, don’t give rewards for eating. 32. Older folks who have baby aspirin every day bleed more in the gut (gastrointestinal bleeding), so they need more iron. 33. As you age, BMR decreases, you need less food and more exercise, your appetite decreases, and usually you don’t get enough nutrients. 34.The primary function of water is as a solvent; it transports nutrients to cells and removes waste. Also, it lubricates joints, food in the mouth, and helps lubricate food as it moves down the digestive tracts. Water is needed in the chemical reactions of digestion and must be available for digestion to occur. Water helps regulate body temperature by secreting sweat and is a structural component of the body (it is necessary to retain the shape of cells and tissues). 35. Complex carbs are: bread, cereal, pasta, and vegetables. 36. Thirst is not an adequate guide for infants, those who are sick, and athletes. 7. 50-75% of body weight is water. 38. Hyperactivity in children is caused by caffeine, not sugar. 39. There is NO nutrient herbal preparation that will cure cancer. 40. The best advice to prevent cancer is to eat a variety of foods, get all nutrients, and help prevent too much harmful junk getting into you. 41. RDA for calcium for adults 51 and older is 1200 mg. 42. There are 300 mg of calcium in a glass of milk (it doesn’t matter whether it is skim, whole, 1%, or 2%). 43. Common food allergies are nuts, soy, milk, and eggs. 44. When u nder stress, the hormone cortisol produces fat. 45.A critical period during pregnancy defines a time early in pregnancy when an event happens and will never happen again. It is a certain time during development in which the event occurs that will have irreversible effects on later developmental stages (it is usually a period of cell division). 46. Colostrum contains immune factors and anti-infection that will help a baby. 47. The WIC program is a nutritional education component that takes care of people who can’t take care of themselves. 48. The major function of phosphorusit has more functions that any other mineral. 49. Advantages of infant formula = father can feed. 0. Your peak bone mass is from 25-30 years old. 51. 5 reasons girls get osteoporosis: girls live longer, guys drink more milk, girls get pregnant and breastfeed, girls are smaller (have smaller bones). 1. Iron is NOT a major mineral. 2. Females need more iron—it is almost impossible for females to eat a diet providing the RDA for iron and stay within 2000 kcal. 3. Iron deficiency anemia may be the most prevalent deficiency disease in humans. 4. PICA = eating non-food items (laundry starch, clay, ice cubes), may denote low iron intake 5. OJ would help you absorb more iron from your diet (double the absorption). . Iodide toxicity also results in goiter. 7. Copper deficiency hardly ever happens. 8. Fluoride is not essential, but is essential for teeth. 9. Chromium deficiency results in impaired glucose tolerance. 10. Sodium has a small role in high blood pressure. 11. Monosodiumglutamate (MSG) adds sodium big time. 12. The major function of iron is that it is a constituent of hemoglobin in red blood cells and myoglobin in muscle. Also, iron is essential in transportation of oxygen from lungs to tissues and it’s needed for oxidation-reduction reactions. 13. Minerals are essential, but do not provide energy (no calories).Many are needed to make body structures such as bones, need ed as activators for enzyme systems, and they are poorly absorbed and can definitely be harmful if taken in excess. 14. 99% of calcium is in the bone with 1% in body fluids. 15. Dairy council said calcium may have an effect on weight loss. 16. Phyates acid in seeds, nuts, and grain decrease calcium absorption. 17. Females do not have enough calcium! 18. You MUST get enough calcium from childhood to age 25. 19. Calcium is enriched in some sources such as OJ and bread. 20. Most people don’t know what’s in the supplements they take. 1. 10 million Americans over 50 have osteoporosis, 1. 5 million have a bone fracture, 1 in 5 who have a hip fracture die. Women lose 6 inches from osteoporosis. 22. Phosphorus in excess in the diet probably does not negatively affect calcium absorption. The problem is that high carbonated beverages/soda take the place of milk intake. 23. The FDA cited over 18 manufacturers of Coral Calcium for making false claims that the supplement is a cure- allthe U. S. Marshalls seized $26 million worth. 24. Phosphorus is an essential component of bone mineral, where it occurs in the Ca:P of 2:1.About 85% of the phosphorus in the adult body is found in bone. Phosphorus is absorbed very well by the small intestine as free phosphate. 25. Availability of phosphorus in grains, especially bran, is doubtful because of phytates in grain which will bind with phosphorus. 26. 4 functions of calcium: bone formation, response to nerves, blood clotting, normal rhythm of heartbeat. 27. Functions of phosphorus (more functions than any other mineral): absorption of glucose, transport of fatty acids, buffering system. 28. Phosphorus is very well absorbed70% 29.Functions of magnesium: bones, muscle, enzyme activator, electrical impulse. 30. Americans age 15-24 have a HIGHER death rate than 20 years ago, not nutrition related but due to violent death and injury, alcohol and drug abuse, unwanted pregnancies, STDs. 31. By 18 months, the brain growth is 90 % complete and by 10 years, 95% complete, so there is no real adolescent spurt in head circumference. 32. The two major complications related to teenage pregnancy are low birth weight infants (LBW) and pre-eclampsia, which is toxemia of pregnancy characterized by hbp, albuminuria, edema of feet and legs. 33.Over 90% of adolescents snack. 34. There’s NO scientific evidence that foods such as chocolate, soft drinks, or peanut butter cause acne. 35. Peer pressure influences eating behavior. 36. Eating disorders increase among college-aged females and ballet dancers because they want to be in control. 37. Eating disorders should not be treated by amateurs—you need a team of health professionals: psychiatrist, dietitian, physician. 38. No particular nutrient of type of food can retard the aging process. 39. Buillion is clear soup—no nutritional value. 40. Stories of unusual longevity in other countries were found to be untrue. 1. Lactose intolerance = eat cheese, yog urt, or lactaid milk. 42. The elderly need to either increase calories or decrease calories, depending upon whether they are skinny or fat. 43. As you age, basal metabolic rate decreases each decade after maturity (you need less calories to stay alive, need to move more). 44. No RDA for 100 year olds, only for 70 and under. 45. Dehydration is the worst thing for you because you can die from it, especially athletes. 46. Infant birthweight is the single most important indicator of the infant’s future health status.A low birthweight (LBW) baby is defined as weighing less than 5. 5 lbs. 47. Risk factors for pregnancy include heavy smoking, alcohol abuse, age 15 or under, among others. 48. You need . 4 mg of folic acid/day (pregnancy). 49. Effects of nutrient deficiencies during pregnancy include: calories (low infant birthweight), vitamin D (LBW), folate (miscarriage and neural tube defect—brain and spinal cord defects) 50. During pregnancy, women should be under the care of a health professional. 51. One of the smallest increases recommended is for energy.Pregnancy requires only 300 extra kcal per day during the 2md and 3rd trimesters. 52. During pregnancy, women should select foods of high nutrient density. 53. Weight gain should be in second half of pregnancy. 54. 25-30 lbs. = total weight gain for pregnant women. 55. Practices to avoid during pregnancy: limit caffeine, stop smoking, do not take any prescribed medications, do not use street drugs, do not diet, do not drink alcohol. 56. Advantages of breast feeding: nutritionally superior to any alternative, contains a variety of anti-infectious factors and immune cells, mother’s uterus shrinks faster. 57.Colostrum: a yellow milk-like secretion from the breast, rich in protective factors that comes into the breast before milk is ready for secretion. It starts in first day or so—may be present for up to 2 weeks. 58. The infant doubles his/her birth weight in the first 3 to 4 months; tr iples before year one. 59. For the first four months, 1/3 of the calories are needed for growth. During 4-12 months, the baby needs 10% or less for growth and the rest for activity. 60. Start new foods one at a time so that allergies can be detected. Rice cereal is usually started first mixed with formula to make it very dilute. 1. Never feed honey to an infant since honey may contain botulina spores. 62. Don’t feed baby skim milkbabies need calories and the fat for growth. 63. Age infants should start having table food = 1 year. 64. Reducing the risk of cancer = eat cruciferous vegetables (broccoli, cabbage, kale, turnips, brussel sprouts). 65. Red wine MIGHT help cancer (not sure). 66. Exercise when you are feeling stressedprevent cortisol from building up body fat. 67. Men eat less during stress and women eat more. 68. Mild depression or chronic stress harms immunity. 69.There is a link between stress and the urge to eat. 70. Over 75-90% of all doctor’s office visit s are for stress-related ailments and complaints. 71. Water is the most important nutrient. 72. You can live 30 days without food, but only 3 days without water (except in the desertless). 73. The average adult’s body weight is from 50-60% water, most controlled by hormones. 74. There’s no RDA for water. Sources of water include most beverages except those containing alcohol and caffeine; fruits and vegetables are 75% to 96% or more water, bread is 36% water, beef is 72% water. 5. Much water is lost through the skin, which cools the skin by evaporation. 76. Weight loss of over 20% by water leads to death. 77. Water intoxication is rarely seen in healthy people. 78. High altitude = low oxygenneed more water. 79. There is low chlorine in bottled water. 80. Football players in summer practice may lose 6-8% of body weight by water. 81. Drinks with more than 10% sugar won’t get into the body as fast (Gatorade has about 10% sugar). 82. You lose water through breathing out, sweating, and through excretions. Nsd 225 Study Guide Review for test #3 1. Calcium is not well absorbedless that 30% 2. A major mineral means you need more of it. 3. The six major minerals are calcium, phosphorus, magnesium, sodium, potassium, and chlorine. The rest are trace minerals, which are not less important, but you just need them in less amounts. 4. Minerals are 0 calories. 5. The best source of iron is beef, liver, or meat. 6. The best source of zinc is beef, liver, or meat. 7. Vitamin C will help you absorb iron twice as much (double the absorption). 8. Sea salt, they say, contains iodide, but it is silly to pay more and get nothing extra for it.Sea salt is not better than table saltiodine leaves as a gas (sublimes from solid to gas form). 9. We need iodide to make thyroid hormone, which is important because it influences our overall metabolism. Also, if you don’t have enough iron, you will be fatigued, and children that are deficient won’t grow. Finally, you need it to prevent goiter, an enlargement of the thyr oid (around the Great Lakes and west = the goiter belts). 10. The major function of zinc: for many enzymes systems to work, for sexual maturation and growth, for wound healing, for protein metabolism and immune system. 1. Fluoride deficiency will result in dental caries (holes in teeth). 12. There is 500 mg of calcium carbonate in Tums, but since calcium carbonate is only composed of 40% calcium, there is 200 mg of pure calcium in Tums. 13. Iron is VERY POORLY absorbed; only 5-10% of iron is absorbed by normal adults. 14. The best source of potassium is potatoes. 15. If you don’t have enough potassium, it may result in cardiac arrest or an irregular heartbeat (death) [also caused by too much]. 16.The major function of magnesium that it is needed as part of bones and part of muscle; also, it is an activator of more than 300 enzymes, and it’s necessary to maintain electrical potential of nerve and muscle and for transmission of never impulses. 17. The major function of c hromium is that it acts as a cofactor for insulin, which is needed for maintaining normal glucose metabolism (chromium in humans declines with age). 18. Phosphorus is present in all foods especially milk and milk products and liver and other animal-food protein sources. About half the phosphorus in the USA diet comes from milk, meat, poultry, and fish. 9. The main sodium food source is table salt. Only 10% of salt intake comes from natural content of foods, 15% is from salt added during cooking and at table, and 75% from salt added during processing and manufacturing. 20. To decrease high blood pressure, lose weight. Also, eating salt doesn’t help for high blood pressure. 21. Folate RDA is over twice non-pregnant RDA (for increased blood supply and for growth of baby) so folate supplements are often prescribed. Also, need zinc for growth, B-12 for red blood cells, calcium, phosphorus, and magnesium for bones.In addition, iron supplements during pregnancy and after delivery ar e recommended (baby should have enough to last 3-6 months**); fluoride is needed for teeth to begin in the 5th month of pregnancy. Nutrients to double during pregnancyfolate and probably iron. 22. You can NOT make up nutrients from a skipped breakfast. 23. Teenagers need to snack to get nutrients. 24. Adolescents aren’t well fed because they are too busy, eat out with their friends, skip breakfast, poor choice of snacks, avoid milk because they falsely think it is fattening, fear of becoming fat, use of fad diets especially by girls, and girls don’t get enough milk,. 5. Vegetables should be added first to an infant’s diet (after about 4-6 months). 26. Nutrition advice for anorexia patients included increasing caloric intake slowly (start at 800-1200 kcal), balanced diet, vitamin/mineral supplements, small frequent meals, use liquid supplements if necessary, and reduce caffeine. Also, don’t overload food, and persuade them they are thin enough. 27. Do not drink alcohol during pregnancy because even one binge may increase the risk of fetal alcohol syndrome (brain damage and physical retardation in infants). 28. The biggest advantage of breast milk during pregnancy is its immune factors. 9. Parents shouldn’t tell children to clean their plates. 30. How do you encourage children to try new foods? 31. In order to encourage a child to eat, be positive, when they are finished take their plate (they will snack later), don’t tell them there are people starving, don’t give rewards for eating. 32. Older folks who have baby aspirin every day bleed more in the gut (gastrointestinal bleeding), so they need more iron. 33. As you age, BMR decreases, you need less food and more exercise, your appetite decreases, and usually you don’t get enough nutrients. 34.The primary function of water is as a solvent; it transports nutrients to cells and removes waste. Also, it lubricates joints, food in the mouth, and helps lubricate food as it moves down the digestive tracts. Water is needed in the chemical reactions of digestion and must be available for digestion to occur. Water helps regulate body temperature by secreting sweat and is a structural component of the body (it is necessary to retain the shape of cells and tissues). 35. Complex carbs are: bread, cereal, pasta, and vegetables. 36. Thirst is not an adequate guide for infants, those who are sick, and athletes. 7. 50-75% of body weight is water. 38. Hyperactivity in children is caused by caffeine, not sugar. 39. There is NO nutrient herbal preparation that will cure cancer. 40. The best advice to prevent cancer is to eat a variety of foods, get all nutrients, and help prevent too much harmful junk getting into you. 41. RDA for calcium for adults 51 and older is 1200 mg. 42. There are 300 mg of calcium in a glass of milk (it doesn’t matter whether it is skim, whole, 1%, or 2%). 43. Common food allergies are nuts, soy, milk, and eggs. 44. When u nder stress, the hormone cortisol produces fat. 45.A critical period during pregnancy defines a time early in pregnancy when an event happens and will never happen again. It is a certain time during development in which the event occurs that will have irreversible effects on later developmental stages (it is usually a period of cell division). 46. Colostrum contains immune factors and anti-infection that will help a baby. 47. The WIC program is a nutritional education component that takes care of people who can’t take care of themselves. 48. The major function of phosphorusit has more functions that any other mineral. 49. Advantages of infant formula = father can feed. 0. Your peak bone mass is from 25-30 years old. 51. 5 reasons girls get osteoporosis: girls live longer, guys drink more milk, girls get pregnant and breastfeed, girls are smaller (have smaller bones). 1. Iron is NOT a major mineral. 2. Females need more iron—it is almost impossible for females to eat a diet providing the RDA for iron and stay within 2000 kcal. 3. Iron deficiency anemia may be the most prevalent deficiency disease in humans. 4. PICA = eating non-food items (laundry starch, clay, ice cubes), may denote low iron intake 5. OJ would help you absorb more iron from your diet (double the absorption). . Iodide toxicity also results in goiter. 7. Copper deficiency hardly ever happens. 8. Fluoride is not essential, but is essential for teeth. 9. Chromium deficiency results in impaired glucose tolerance. 10. Sodium has a small role in high blood pressure. 11. Monosodiumglutamate (MSG) adds sodium big time. 12. The major function of iron is that it is a constituent of hemoglobin in red blood cells and myoglobin in muscle. Also, iron is essential in transportation of oxygen from lungs to tissues and it’s needed for oxidation-reduction reactions. 13. Minerals are essential, but do not provide energy (no calories).Many are needed to make body structures such as bones, need ed as activators for enzyme systems, and they are poorly absorbed and can definitely be harmful if taken in excess. 14. 99% of calcium is in the bone with 1% in body fluids. 15. Dairy council said calcium may have an effect on weight loss. 16. Phyates acid in seeds, nuts, and grain decrease calcium absorption. 17. Females do not have enough calcium! 18. You MUST get enough calcium from childhood to age 25. 19. Calcium is enriched in some sources such as OJ and bread. 20. Most people don’t know what’s in the supplements they take. 1. 10 million Americans over 50 have osteoporosis, 1. 5 million have a bone fracture, 1 in 5 who have a hip fracture die. Women lose 6 inches from osteoporosis. 22. Phosphorus in excess in the diet probably does not negatively affect calcium absorption. The problem is that high carbonated beverages/soda take the place of milk intake. 23. The FDA cited over 18 manufacturers of Coral Calcium for making false claims that the supplement is a cure- allthe U. S. Marshalls seized $26 million worth. 24. Phosphorus is an essential component of bone mineral, where it occurs in the Ca:P of 2:1.About 85% of the phosphorus in the adult body is found in bone. Phosphorus is absorbed very well by the small intestine as free phosphate. 25. Availability of phosphorus in grains, especially bran, is doubtful because of phytates in grain which will bind with phosphorus. 26. 4 functions of calcium: bone formation, response to nerves, blood clotting, normal rhythm of heartbeat. 27. Functions of phosphorus (more functions than any other mineral): absorption of glucose, transport of fatty acids, buffering system. 28. Phosphorus is very well absorbed70% 29.Functions of magnesium: bones, muscle, enzyme activator, electrical impulse. 30. Americans age 15-24 have a HIGHER death rate than 20 years ago, not nutrition related but due to violent death and injury, alcohol and drug abuse, unwanted pregnancies, STDs. 31. By 18 months, the brain growth is 90 % complete and by 10 years, 95% complete, so there is no real adolescent spurt in head circumference. 32. The two major complications related to teenage pregnancy are low birth weight infants (LBW) and pre-eclampsia, which is toxemia of pregnancy characterized by hbp, albuminuria, edema of feet and legs. 33.Over 90% of adolescents snack. 34. There’s NO scientific evidence that foods such as chocolate, soft drinks, or peanut butter cause acne. 35. Peer pressure influences eating behavior. 36. Eating disorders increase among college-aged females and ballet dancers because they want to be in control. 37. Eating disorders should not be treated by amateurs—you need a team of health professionals: psychiatrist, dietitian, physician. 38. No particular nutrient of type of food can retard the aging process. 39. Buillion is clear soup—no nutritional value. 40. Stories of unusual longevity in other countries were found to be untrue. 1. Lactose intolerance = eat cheese, yog urt, or lactaid milk. 42. The elderly need to either increase calories or decrease calories, depending upon whether they are skinny or fat. 43. As you age, basal metabolic rate decreases each decade after maturity (you need less calories to stay alive, need to move more). 44. No RDA for 100 year olds, only for 70 and under. 45. Dehydration is the worst thing for you because you can die from it, especially athletes. 46. Infant birthweight is the single most important indicator of the infant’s future health status.A low birthweight (LBW) baby is defined as weighing less than 5. 5 lbs. 47. Risk factors for pregnancy include heavy smoking, alcohol abuse, age 15 or under, among others. 48. You need . 4 mg of folic acid/day (pregnancy). 49. Effects of nutrient deficiencies during pregnancy include: calories (low infant birthweight), vitamin D (LBW), folate (miscarriage and neural tube defect—brain and spinal cord defects) 50. During pregnancy, women should be under the care of a health professional. 51. One of the smallest increases recommended is for energy.Pregnancy requires only 300 extra kcal per day during the 2md and 3rd trimesters. 52. During pregnancy, women should select foods of high nutrient density. 53. Weight gain should be in second half of pregnancy. 54. 25-30 lbs. = total weight gain for pregnant women. 55. Practices to avoid during pregnancy: limit caffeine, stop smoking, do not take any prescribed medications, do not use street drugs, do not diet, do not drink alcohol. 56. Advantages of breast feeding: nutritionally superior to any alternative, contains a variety of anti-infectious factors and immune cells, mother’s uterus shrinks faster. 57.Colostrum: a yellow milk-like secretion from the breast, rich in protective factors that comes into the breast before milk is ready for secretion. It starts in first day or so—may be present for up to 2 weeks. 58. The infant doubles his/her birth weight in the first 3 to 4 months; tr iples before year one. 59. For the first four months, 1/3 of the calories are needed for growth. During 4-12 months, the baby needs 10% or less for growth and the rest for activity. 60. Start new foods one at a time so that allergies can be detected. Rice cereal is usually started first mixed with formula to make it very dilute. 1. Never feed honey to an infant since honey may contain botulina spores. 62. Don’t feed baby skim milkbabies need calories and the fat for growth. 63. Age infants should start having table food = 1 year. 64. Reducing the risk of cancer = eat cruciferous vegetables (broccoli, cabbage, kale, turnips, brussel sprouts). 65. Red wine MIGHT help cancer (not sure). 66. Exercise when you are feeling stressedprevent cortisol from building up body fat. 67. Men eat less during stress and women eat more. 68. Mild depression or chronic stress harms immunity. 69.There is a link between stress and the urge to eat. 70. Over 75-90% of all doctor’s office visit s are for stress-related ailments and complaints. 71. Water is the most important nutrient. 72. You can live 30 days without food, but only 3 days without water (except in the desertless). 73. The average adult’s body weight is from 50-60% water, most controlled by hormones. 74. There’s no RDA for water. Sources of water include most beverages except those containing alcohol and caffeine; fruits and vegetables are 75% to 96% or more water, bread is 36% water, beef is 72% water. 5. Much water is lost through the skin, which cools the skin by evaporation. 76. Weight loss of over 20% by water leads to death. 77. Water intoxication is rarely seen in healthy people. 78. High altitude = low oxygenneed more water. 79. There is low chlorine in bottled water. 80. Football players in summer practice may lose 6-8% of body weight by water. 81. Drinks with more than 10% sugar won’t get into the body as fast (Gatorade has about 10% sugar). 82. You lose water through breathing out, sweating, and through excretions.

Abstract Globalization Essay

Abstract Globalization is a term now circulating frequently in both popular media as well as formal academic disciplines. It has many meanings, some of which are contestable, others simply descriptive. This work attempts to explore some implications of globalization for the field of curriculum studies. This paper is an attempt to explore some of the symbols of nationality that are embedded in, or associated with, our curriculum, and to suggest that these may present some problems in terms of values and of equality. The work will explore the hegemonic relationship exerted by culture through the curriculum, relating this particularly to the ways in which a curriculum might be assessed. The particular curricular examination suggests that African-American life and history are reflected in various conceptions of the curriculum. Therefore the study will also consider how functional approach to teaching social skills to African American students is infused throughout the curriculum. Curriculum Development Introduction A vague presumption has come to pervade the public’s understanding of education, namely that its content should somehow be apolitical and value-free. If values are not explicitly addressed in the classroom then what is taught are simple â€Å"facts† – unadulterated and value-neutral. Values, however, are not a separate category of the mind, but arise, part and parcel, out of our total understanding of reality, our worldview. It is this realization that three of our contributors bring to bear, each in a different way, on the problems of the contemporary curriculum. James B. Macdonald (1971) asserts: The process of curriculum development †¦ includes selection from the total culture and the creation of a pattern of encounter that will maximize the authenticity of the material and the probability of its being internalized by learners. As a system of ideas and beliefs, it includes aspects of the cognitive world isolated by disciplines and/or subjects in terms of facts, information, generalization, principles, laws, and the like. It also includes awareness of and facility in the use of expressive symbols such as art, music and language. Further, it includes systems of value orientation for action in the form of such things as modes of inquiry, seeking new knowledge, respecting the integrity and worth of individuals, being concerned for other peoples, using democratic procedures , and so forth (pp. 97-98). Macdonald takes issue with the attempt of all scholars to mimic science as the only reliable path to â€Å"truth. † For him, restructuring the curriculum does not mean trying to integrate the disciplines as they now exist, but rather, seeking an altogether new worldview -what he calls a new â€Å"anthropology. † His point is that we need to consider values, meaning, and purpose in the curriculum in order to create a more adaptive and accurate vision of the world. A balance must be maintained between local culture and global culture. Thanks to that balance, groups win be able to develop or reinforce local cultures, and at the same time will be able to communicate with the main global culture in a mutually reinforcing relationship. We must of course agree as to what language to use to communicate throughout the global network. The problem is not very different from what we do for instance in air traffic control. At a certain moment we must accept that in order to communicate we must have a common global language. This does not negate local languages and cultures – on the contrary. The fact that one speaks English does not prevent him/her from communicating in his/her native Italian, nor does it reduce his/her pride in Italian culture. By speaking English, he/she is able to communicate that culture to other cultures, and vice versa. The â€Å"Global Education† mentioned in the abstract might be understood as the universal education of humankind – a worthy goal. But we first have to ask: what will we teach? There are too many facts to be taught, yet they are insufficient. We need instead to exercise our intelligence to grasp and teach what is best – namely the promotion of our well-being. The cultural/historical dimension, whereby students are stimulated to broaden their perspective on life, is already being addressed in some programs of curriculum reform. At my home institution, Temple University, for example, a two semester course entitled â€Å"The Intellectual Heritage† is required for all undergraduate students. This course introduces seminal texts and ideas from Western, African, and Asian traditional intellectual histories and cultures. Through classic works such as the Tao Te Ching, the Koran, and the Analects, the heritage of all humankind, students are able to enlarge their intellectual and historical vision, while becoming sensitized to the values of their own, often unexplored, roots. This suggests that curriculum must include voices, visions, and perspectives of people of color and other marginalized groups. Literature Review Henderson noted in her paper that conventional economic theory is based more on the values of economic theorists and their wealthy sponsors than on actual observation of real economies (Davis 1988). Not only economics, but everything that is taught bears the stamp of someone’s values – whether those of a legislator, a teacher, a textbook writer, or a group of academic theorists. Value-neutrality is one of the most pervasive misconceptions of modern education. The curriculum is not unbiased, and students are not left to form their own opinions. Whatever is taught bears the imprint of the values implicit in society, and if by chance those values are part of the cause of a society’s problems, then it becomes necessary to address them openly and critically in the educational curriculum. This, of course, is the real meaning of â€Å"academic freedom,† something that the American public has yet to accept. The problem of what set of values, what sort of vision of humankind, we could put in place of – or at least use to modify – our present faulty vision is taken up by Charles Weihsun Fu in a brilliant analysis of the distinctions between two of the world’s dominant worldviews: the Eastasian and the modern Western. Fu skillfully juxtaposes the Confucian and Judeo-Christian understandings, pointing out the social and political consequences of each, and especially their inherent weaknesses. More specifically, he contrasts their respective bases in personal morality and social responsibility on the one hand and in law and contractual relationships on the other. Fu concludes with a proposal for interweaving these two approaches which, if introduced into the Western curriculum, could serve simultaneously to correct our destructive tendencies toward alienation while softening our pretensions of moral superiority. His arguments seem to us to feed well into those of Johan Galtung, who discusses the path to global peace under the next theme. The process by which change is to be accomplished likewise is addressed by Frances Moore Lappe, as she critiques our political value system. Too often, Lappe argues, the curriculum teaches only superficial explanations for society’s problems, relying upon the unexamined assumptions of single disciplines, which are often graced with the label of common sense. She calls for the introduction of dialogue into the curriculum to force us to delve deeper into the underlying causes of problems, thus revealing their true complexity. Such dialogue ultimately demands the critical self-evaluation of values and a sense of political engagement that she believes are essential for an active, informed, truly democratic citizenry. If they are to achieve a productive dialogue rather than a polarizing debate, both Western traditionalists and the multiculturalists must face some facts. The growing number of people of color in our society and schools constitutes a demographic imperative educators must hear and respond to. The 1999 Census indicated that one of every four Americans is a person of color. By the turn of the century, one of every three will be of color. Nearly half of the nation’s students will be of color by 2020 (Council for Exceptional Children 2002). Although the school and university curriculums remain Western-oriented, this growing number of people of color will increasingly demand to share power in curriculum decision making and in shaping a curriculum canon that reflects their experiences, histories, struggles, and victories. People of color, women, and other marginalized groups are demanding that their voices, visions, and perspectives be included in the curriculum. They ask that the debt Western civilization owes to Africa, Asia, and indigenous America be acknowledged (Grossman 1998). The advocates of the Afro centric curriculum, in sometimes passionate language that reflects a dream long deferred, are merely asking that the cultures of Africa and African-American people be legitimized in the curriculum and that the African contributions to European civilization be acknowledged. People of color and women are also demanding that the facts about their victimization be told, for truth’s sake, but also because they need to better understand their conditions so that they and others can work to reform society. The significance of culture in curriculum implementation is supported by Michaels’ (1981) study of differences in narrative styles used by African American children and their European-American teacher. In Michaels’ study, a European-American teacher did not make explicit the literate narrative style employed in school learning and, thus, African-American children did not acquire a prerequisite skill for reading acquisition. Narrative styles are culturally acquired. The narrative style employed in school is based on the European-American culture and does not need to be made explicit to most members of that culture. Schools and the curriculum are often portrayed as culturally neutral and, because the practice of schooling has become traditional, it is difficult to identify the specific aspects of culture that are present. A more specific example of teachers’ response to students’ cultural or ethnic background is found in a research study reported by Perry Gilmore (1985) in which African-American children’s access to advanced literacy is denied on the basis of their level of acculturation rather than acquisition of prerequisite skills. Creators of the standard curriculum as members, of the society, function in multiple settings (e. g. , systems) and, as a result, are socialized by many agents. Attitudes about what children should be taught and how they should be taught are shaped. Likewise, attitudes about social issues such as race and ethnicity are also influenced heavily by multiple systems-giving messages, sometimes conflicting messages, about the importance of these factors. Branch (1993) suggested that the ethnicity and race of the teachers/educators and learners figure prominently in the learning equation. He posits that the attribution of characteristics to learners influences how they perform in the classroom, perhaps as much as their abilities. Frequently, teachers view African-American children’s academic performance as a function of their race and ethnicity and the children themselves may develop limiting self-perceptions as a consequence of their interactions within the ecosystem. For example, Fordham and Ogbu (1986) reported that some African-American high school students perceive academic excellence as an instance of â€Å"acting White. † Background It was not easy, even in the heyday of nineteenth-century nationalism, to define what was meant by national identity. Nations were often based on some notion of unity, or of consanguinity, or of some shared culture, or appearance, or language. None of these seems to be either a necessary or a sufficient condition, however. The United States manages without consanguinity, for example—though it currently seems to see language as a defining issue, as can be seen in the moral panic about the possibility of non-English speakers forming a majority. The pedagogic will seek to produce structures and curricula that are designed to maintain national identity, particularly at moments when national authority might seem to be in question. Bernstein (1971) expressed part of this when he wrote that â€Å"how a society selects, classifies, distributes, transmits and evaluates the educational knowledge that it considers to be public reflects both the distribution of power and the principles of social control†. If existing power structures and distribution are to be maintained, knowledge, and the particular kinds of knowledge that constitute cultural capital, must be selected and transmitted to particular groups. Such cultural capital must be identified, protected and valued over other cultural phenomena. Authorities need to assert their identity and control, and, in the context of the arguments presented in this paper, they need national and cultural symbols to do this, and they need control over the way in which they are transmitted. Some of the unhappy facts of our condition are being disseminated through the media, but in spite of this we still suffer from serious misunderstandings about the nature of global problems. While we have all been told that there are environmental, economic, and political crises – the greenhouse effect, species extinction, the hole in the ozone layer, the Third World debt, the instability of political institutions – and have been informed that there are some causative agents such as carbon dioxide emissions, deforestation, poverty, and a dearth of the appropriate sustainable development, we clearly do not comprehend. We misunderstand precisely because an insistence on the facts alone constitutes that little bit of knowledge that is a dangerous thing. Western traditionalists and multiculturalists must realize that they are entering into debate from different power positions. Western traditionalists hold the balance of power, financial resources, and the top positions in the mass media, in schools, colleges and universities, government, and in the publishing industry (Duckworth 1996). Genuine discussion between the traditionalists and the multiculturalists can take place only when power is placed on the table, negotiated, and shared. However, multiculturalists must acknowledge that they do not want to eliminate Aristotle and Shakespeare, or Western civilization, from the school curriculum. To reject the West would be to reject important aspects of their own cultural heritages, experiences, and identities. The most important scholarly and literary works written by African-Americans, such as works by W. E. B. DuBois, Carter G. Woodson, and Zora Neale Hurston, are expressions of Western cultural experiences. African-American culture resulted from a blending of African cultural characteristics with those of African peoples in the United States (Wald 1996). Rather than excluding Western civilization from the curriculum, multiculturalists want a more truthful, complex, and diverse version of the West taught in the schools. They want the curriculum to describe the ways in which African, Asian, and indigenous American cultures have influenced and interacted with Western civilization (Combleth 1988). They also want schools to discuss not only the diversity and democratic ideals of Western civilization, but also its failures, tensions, dilemmas, and the struggles by various groups in Western societies to realize their dreams against great odds. The inclusion of African-American literature (a) clearly reveals the conflicts and contradictions of class, race, and gender bias in a democratic society, (b) puts students in touch with their own bias and that of their peers, and (c) helps students learn to challenge bias in themselves, their peers, and the larger society, and in the literature they read. The teacher’s personal commitment allows to overcome aspects of the school culture and resistance and racial conflict among students to reach a point of shared understanding and experience for students. The racial conflict clearly raises the issue of personal and group identity, however. Method Curriculum development is designed to reflect the course of study in schools. It is intended to present information to students in an organized manner through various instructional methods and strategies. Teachers must be cognizant of creative and innovative ways to individualize and maximize learning for pupils by providing practical learning activities. Designing curriculum involves two major methodologies (Grossman 1998). The first methodology is experimental instruction. Experimental instruction is designed to intrinsically motivate student interests inside and outside of the classroom. The second approach, systematic instruction, involves teacher/student interaction. The major purpose of systematic instruction is to develop a skill or concept and design materials and activities that enable students to achieve the selected objectives. Curriculum development in most school districts is concerned with developing academics in order to equip pupils to master the complex tasks presented by our society. This approach is valid for most pupils. However, due to poor social and interpersonal skills development of many minority and young African-American students, social skill development may be necessary before academic skills can be mastered. It is generally agreed by most professionals in the field of education that schools should be involved in teaching social and interpersonal skills. For example, social skills education and interpersonal skills development are ideal ways to teach responsibility for self and others and for exploring the meaning of human interaction and relationships. A social skills curriculum can also help students understand: (1) how to develop self-esteem along with their emotions and how their emotions affects others; (2) how to develop positive social relationships; (3) respect for others; (4) respect for rules and regulations; (5) ways to develop moral and character; (6) ways to examine one’s values; (7) ways to make responsible choices; (8) their potential and worth as human beings; (9) How to develop a sense of responsibility toward others and ways of behaving appropriately in public places; (10) the role and duty of responsible citizens; and (11) how to develop effective communication skills. Curriculum strategies outlined in this text are designed to address the social skills and others as they relate specifically to African American students. Experimental, direct, and systematic curriculum methodologies were employed. The phenomenon of educating African-American students has been studied and investigated extensively, resulting in numerous educators advocating that these â€Å"special† students demonstrate inappropriate social skills/ behaviors inside as well as outside the classroom. Developing the appropriate social skills for successful interaction with peers and significant adults (teachers, parents) can be considered one of the most important accomplishments of childhood and early adolescence should be addressed as soon as possible. This is particularly true in the area of establishing and maintaining relations with peers and authority figures. Not only can social skills deficits have a negative impact on future interpersonal functioning, it may also affect current functioning, reducing the quality and quantity of the learning experiences to which students are exposed in their educational settings. Social skills have been defined as goal-oriented, rule-governed, situation-specific learned behaviors that vary according to social context. Social skills involving both observable and nonobservable cognitive and affective elements that help elicit positive or neutral responses and avoid negative responses from others. As such, social behavior constitutes an intricate interfactional process. As a result, the behavior of school-age children influences and is influenced by that of their partners (e. g. , teachers, mentors, tutors, and peers) within the interaction. Society expects that when children reach various developmental stages, they will demonstrate greater foresight and more controlled behaviors. Society also expects that children will be capable, not only of meeting increased demands within learning tasks, but also more complex, subtle social situations. Failure to meet these expectations may increase their sense of social alienation and helplessness. The curriculum presented here is designed to enable African American students to become socially contributing members of society by meeting expected standards. Strategies have been developed to assist educators in providing these students appropriate social skills training to enable them to operate successfully in the schools and society. Intervention techniques have been selected based upon research techniques to assist young Black students in controlling aggression, assuming responsibility, and becoming productive members of the group. The author highly endorses that proactive approach be employed when teaching social skills to African-American students. Since proactive instruction provides children with social intervention before negative behaviors occur, this approach is preferable to reactive teaching. Whereas proactive instruction teaches social skills before social rejection is experienced, reactive instruction waits for the individual to fail and then applies intervention strategies. Many African-American students have problems developing appropriate social skills due to the problems outlined throughout the text. Proactive instruction will prevent many of the negative consequences of inappropriate social skills, as well as improve the self-image of young African-American males. Recommended strategies for proactive instruction may assist the boys in: 1. dealing positively with accusations 2. accepting the feelings of others in a nonthreatening manner 3. respecting the feelings of others 4. avoiding fights and conflicts 5. dealing effectively with teasing 6. giving praise or compliments to others 7. accepting compliments from others 8. apologizing for inappropriate behavior 9. expressing anger in a positive way 10. showing affection and appreciation toward others 11. practicing self-control These instructional activities may be expanded or modified as needed. As indicated, African-American students must be taught appropriate social skills if they are going to be contributing members of society. The social skills outlined here should be infused throughout the curriculum and integrated as needed by the teacher. These strategies are seen as immediate, useful sources for teaching pro-social skills to African-American students. Additionally, the curriculum is based upon in-depth research and years of teaching and observing the social skills development of African-American students. Results The initial step in developing a social skills curriculum is to identify those general social behaviors that are critical to successful social functioning. These general social behaviors are then rewritten as general objectives, which provide the framework for constructing other components of the curriculum. The second stage is to sequence specific objectives as they relate to the general objectives. All specific objectives are designed to achieve the general objectives. Specific objectives are stated in behavioral and measurable terms. The third step is to identify activities and resources that can achieve the stated objectives. Activities should be functional and reflect real life experiences that African-American students are exposed to. As much as possible, parents should be involved in reinforcing the social skills taught. Parents may be used as resource individuals and may offer suggestions relative to material and activities. The fourth step is to include cultural, ethnic, and racial diversity into the curriculum. This approach affords young African-American males the opportunity to appreciate and understand their own self-worth and sense of importance and belonging as well as identify Blacks and other minorities who have made significant contributions in several fields. An additional benefit is that the young Black males can identify and associate with appropriate role models. A curriculum that does not highlight the contributions of Blacks and minorities gives an inaccurate and distorted view of the many significant contributions made by them. Multicultural activities and strategies enrich the curriculum by showing differences in cultural styles, patterns, and interests of diverse groups. Conclusions and Recommendations A social skills curriculum should be based upon those social skills needed to function successfully in one’s society. Much of the research reviewed indicates that a significant number of y African American students have not mastered the social skills needed to function successfully in our society. A functional approach involves exposing the learner to real-life situations, concepts, and activities such as self-identity, acquiring self-concept, achieving socially acceptable behavior, bonding, respecting the rights of others, maintaining good interpersonal skills, achieving independence, employing problem-solving skills, taking turns, and communicating appropriately with others. It is language – the exquisite use of symbols – that makes us truly human, and I would like to see a core curriculum in which students study the origins of language – not just parts of speech (Frisby 1993). I would also like to see students consider how symbol systems vary from one culture to another, how language can be shared, and perhaps all students should become familiar with a language other than their own, so they can step outside their own language skin to understand better the nature of communication. And surely a course of study on the centrality of language would include mathematics, which is a universal symbol system. All human beings respond to the aesthetic. This condition is found in all cultures on the planet, and students, in the new core curriculum, should study the universal language we call art. When Picasso confronts the unspeakable agonies of war, the dismembered child, the scream of a bereft mother, the shattered home, and puts them on a huge canvas called â€Å"Guernica,† he makes a universal statement about destruction that can be felt in the heart of every human being (Spears-Bunton 1990). I am suggesting that for the most intimate, most profound, most moving experiences, we need subtle symbols, and students should learn how different cultures express themselves through the universal language of the arts. Bibliography Bankee N. C. & Obiakor F. E. (1992). â€Å"Educating the Black male: Renewed imperatives for Black and white communities. † Scholar and Educator: The Journal of the Society of Educators and Scholars, 15, 2:16-31. Bernstein, B. (1971). â€Å"On the Classification and Framing of Educational Knowledge†, in Young, M. F. D. (ed. ) Knowledge and Control: New Directions for the Sociology of Education, London: Collier-Macmillan. Bok, Derek. Higher Learning. Cambridge, Mass. : Harvard University Press, 1986. Branch C. (1993). â€Å"Ethnic identity as a variable in the learning equation. † In E. Hollins, J. King, & W. Hayman (Eds. ), Teaching diverse populations. Albany: State University of New York Press. Combleth, Catherine. (1988). â€Å"Curriculum In and Out of Context,† Journal of Curriculum and Supervision, 3:2, pp. 85-96. Council for Exceptional Children (CEC). (2002). Addressing over representation of African American students in special education: The prereferral intervention process – An administrator’s guide. Washington, DC: National Alliance of Black Schools Educators. Davis, Allen J. (1988). â€Å"Education for Citizenship: The Role of Progressive Education and Interdisciplinary Studies,† Innovative Education 13, 1. Duckworth E. (1996). The having of wonderful ideas and other essays on teaching and learning. New York: Teachers College Press. Falvey, M. A. (Ed. ). (1995). Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction. Baltimore: Brookes. Frisby C. (1993). â€Å"One giant step backward: Myths of Black cultural learning styles. † School Psychology; Review, 22(3), 535-557. Fu Charles Wei-hsun. (1988). On the Task of Constructive Modernization of Confucian Ethics and Morality, Taipei: Universitas (Philosophy and Culture) Monthly. Fordham S. & Ogbu J. U. (1986). â€Å"Black students’ school success: Coping with the burden of ‘acting white’. † The Urban Review, 18(3), 176-205. Grossman, H. (1998). Ending discrimination in special education. Springfield, IL: Charles C. Thomas. Hirsch E. D. , Jr. , (1993). â€Å"The core knowledge curriculum – What’s behind its success? † Educational Leadership, 50, 23-30. Macdonald, James B. (1971). `Curriculum Development in Relation to Social and Intellectual Systems. In The curriculum: Retrospect and Prospect, part I, pp. 97-112. Seventeenth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago press, 1971. Michaels S. (1981). â€Å"Sharing time: Children’s narrative styles and differential access to literacy. † Language in Society, 10, 423-442. Obiakor, F. E. (1994). The eight-step multicultural approach: Learning and teaching with a smile. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. (1999). Beyond the steps: Multicultural study guide. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. , & Schwenn, J. O. (1996). Assessment of culturally diverse students with behavior disorders. In A. F. Rotatori, J. O. Schwenn, & S. Burkhardt (Eds. ), â€Å"Advances in Special Education: Assessment and Psychopathology Issues in Special Education† (Vol. 10, pp. 37-57). Greenwich, CT: JAI Press. Spears-Bunton, Linda A. (1990). â€Å"Welcome to My House: African American and European American Students’ Responses to Virginia Hamilton’s House of Dies Drear,† The Journal of Negro Education, 59:4, pp. 566-576. Wald, J. L. (1996). â€Å"Diversity in the special education training force. † NCPSE News, 1, l&6.

Cultural Anthropology

Culture is a well organized unity divided into two fundamental aspects – a body of artifacts and a system of customs – Mammalians. â€Å"Humans cannot eat, breathe, defecate, mate, reproduce, sit, move about, sleep or Ill down without following or expressing some aspect of their society culture. Our cultures grow, expand, and evolve. It is their nature. † – Marvin Harris. The culture of a people is an ensemble of texts, themselves ensembles, which the anthropologist strains to read over the shoulders of those to whom they properly belong. † Geezer, Balinese Cockfight (p. 2). â€Å"Man is an animal suspended in webs of significance he himself has spun. I take culture to be those webs, and the analysis of it to be therefore not an experimental science in search of law but an interpretative one in search of meaning. † Greet, Interpretation of Cultures (p. 5). â€Å"People do not realize how greatly culture Influences their behavior until they co me across other ways of doing things. † â€Å"Culture is learned behavior. † A person is not born with a culture. Culture is universal. Every human being possesses it by virtue of their biological state. Cultural Anthropology) Is Inherently pluralistic, seeking a framework In which the distinctive perspectives of each culture world can be appreciated. † â€Å"[Cultural practices are meaningful actions that occur routinely in everyday life, are widely shared by members of the group, and carry with them normative expectations about how things should be done† (Gooding, Miller and Sessile, 1995). â€Å"A collective name for all behavior patterns socially acquired and socially transmitted groups. † Dictionary of Sociology and Related Sciences. Culture is a civilization†¦ s that complex whole which includes knowledge, belief, art, morals, custom, and any other capabilities and habits acquired by man (sic. ) as a member of society. † – Edw ard Taylor â€Å"Culture embraces all the manifestations of social habits of a community, the reactions of the individual as affected by the habits of the group in which he lives, and the product of human activities as determined by these habits. † -Franz Boas. Coloratura Anthropology focuses on how language, customs, and culture in general develop.Cultural Anthropologists compare and contrast the vast range of cultures with the popes of better understanding â€Å"the diversity of human behavior, and ultimately to develop a science of human behavior. † – Fried,J. Cultural Anthropology. What is traditional (or folk) culture? â€Å"Traditional culture is the habitual behaviors or thoughts of any given social group, and there is not only the chance of customary behaviors occurring; customary behaviors are expected and generally required by members of the society (Smith- Seymour, 1986).Folk culture is a model of the peasant community characterized by economic self- efficiency, intimate social ties, the strong role of ritual and tradition, and the relative isolation from urban centers. The concept of folk culture is that it represents an attempt to characterize the values and social structure of traditional, rural communities existing within complex societies. What methods do they use to study culture? Fieldwork: visiting and living among a particular people.Mapping, inventories, census, behavior protocols, questionnaires, projective tests, collecting genealogies, kinship terminologies, oral traditions, recording cases, and racing networks† (Hunter and Whiten, 1976). In order to study these cultures, ethnographers had to become part of them. Live with the people for extended periods of time. To study different groups of people, the scientists had to become immersed in their study. One important qualification that anthropologists should possess is a strong awareness of their won culture.Although it is necessary for Anthropologists to be a s culture tendencies in order to comprehend another's culture. Therefore, absolute objectivity, which would require that the Anthropologist have biases, and in research exult no culture at all, should be given up in favor of a relative objectivity based on the characteristics of one's own culture. The Anthropologist is forced to include himself and his own way of life in his subject matter.In order to study others, and to study culture in general, the Anthropologist uses his own culture. What is material culture? Culture involves much more than behavioral traits; it includes all produced artifacts – tools, art, books and texts, etc. â€Å"Probably no other country in the world has such high regard for material culture as the United States. â€Å"Cultural materialism is a type of analysis that looks at ecology and economics for explanation of cultural beliefs and practices.It tries to explain cultural habits in terms of basic needs. ‘A cultural materialist view of hist ory looks for relationships between the use of new technologies, population booms, the material improvement of life, and the collapse of civilization† (fisher, 1986). What is cultural diffusion? â€Å"The worldwide tendency of human populations to share and pool creative efforts which are in origin locally known and used. † -David Hunter. Cultural Anthropology Construct a model of cross-cultural misunderstanding, using the information presented by Lee in this article. There are many cross-cultural misunderstandings including language barriers, the way people speak and interpret words, as well as actions performed. /ontah experienced these cross-cultural misunderstandings in the remotest corners of the Kalahari Desert, while living by the Bushman. Every year the people would slaughter an ox and feast and dance in celebration during Christmas time./ontah decided to buy the biggest ox he could find; he was proud of it until the ! Kung people started ridiculing his kill by saying that it was too thin to feed all of the people. They continued to say that Christmas would be a disaster, and that they would all go to bed hungry. This troubled /ontah because he was sure that he had a fat ox, but many men assured him it was only big boned. He searched for a replacement but could not find it.On the day of Christmas, they cut into the ox, and /ontah w as saying how big and fat the ox is and how the people must be out of their minds. The ! Kung started laughing and /ontah could not understand why. He soon found out that the whole time they had been tricking him in believing that his ox was worthless, when they were actually excited to eat it on Christmas. 3. Why do you think the ! Kung ridicule and denigrate people who have been successful hunters or who have provided them with a Christmas ox?Why do Americans expect people to be grateful to receive gifts? The ! Kung like to fool each other to make sure that their people don’t become arrogant. When one man â€Å"brings home the bacon,† then he starts to believe that he is the big man of the group and will boast of his superiority. Eventually, his pride could cause him to kill other people. Therefore, the people treated /ontah the same way they would treat any other Bushman, especially because /ontah provides tobacco to the people.The Bushman had good intentions by hid ing the true meaning of their actions and words, even though it did not make sense to /ontah. It was part of their tradition, which is different from American tradition; in America, most people are taught to be grateful for any gift they receive and not to complain. For example, â€Å"you get what you get, and you don’t throw a fit† is a common saying repeated to children at school. This story shows that the reasoning behind an action may have different meanings in separate cultures.

Free Appropriate Public Education Essay Example | Topics and Well Written Essays - 1000 words - 1

Free Appropriate Public Education - Essay Example Free and Appropriate Public Education is, within the context of the stated, an affirmation of the right of disabled children to receive an education which meets their specific and special needs, without extra cost to them or to their families. Given the legislative roots of the defined right, schools are obligated to provide special needs students with an education which is tailored to meet their specific requirements, even as it prepares them for future independent living and employability. It is interesting to note that even though Free and Appropriate Public Education is clearly delineated by legislature as a right owed to disabled children, the constituent elements of FAPE are not clearly outlined. Questions regarding precisely what constitutes a free and appropriate public education persist. This paper will try to answer these questions. Free public education has long been recognized as a responsibility owed by governments, not just to citizens, but to their societies and nations. As Chief Justice Warren noted in Brown v Board of Education: Public education is a principal instrument for awakening the child to cultural values, in preparing him or her for later training, and in helping them adjust normally to their environment. It is doubtful that any child may reasonably be expected to succeed in life if he or she is denied the opportunity of an education (Brown v Board of Education, 1954). The above statement, made in 1954, underscores the importance of free, public education, insofar as it identifies it as the foundations of citizenship, acculturation, socialization and success. Whether on the individual or the collective/societal level, free public education is a fundamental concern since its availability is one of the primary determinants of national progress and development. Free public education is important but, of greater importance, is

Dance Essay Example | Topics and Well Written Essays - 250 words - 1

Dance - Essay Example Beyonce’s video is only a modern version of Fosse’s, with differing dance moves. Inspiration is important; every artiste takes his inspiration from his favourite and most liked work. However, there is a stark difference between being inspired and plagiarising. There is no reason to â€Å"borrow† work from another, and if one is doing that, he is supposed to credit the person. Beyonce has a reputation of originality and unique work and I agree with that reputation. This video, however, did bring doubts to my mind and every time I will watch her video now I will stop to ponder whether it is her original idea or a borrowed one. Fosse’s Rich Man’s Frug has been a sensational video and one of the best works of Fosse. Space, timing and effort qualities are three choreographic tools very much visible in the video. The groups of dancers, whether just standing or moving as well, perform perfectly together; the way the dancers move around in sync and unison; and the very vigorous and sharp dance

What types of franchises do people create and why Essay

What types of franchises do people create and why - Essay Example the international literature of business, modes of entry have long been considered as in close association with varying degrees of risk exposures, control, resource commitment, and profit return. Past studies indicate that the choice of modes of entry depends on distinct factor types, such as industry-specific, country-specific and firm-specific factors (Caves 2001). The major types of entry modes include equity-based and non-equity-based. Equity mode of entry is further divided into wholly owned operations and equity joint ventures. Non-equity entry mode is split into export and contractual agreements. The wholly owned subsidiary involves mainly Greenfield and acquisition. Equity joint ventures involve minority equity joint ventures, 50 % equity joint ventures and majority equity joint ventures. Contractual agreements involve licensing, risk and reward contracts, alliances and direct investment. Export involves direct export and indirect export (Erramili 2002). Some of the limits of the equity-based types of entry modes are: they call for a vital resource commitment in location across the country’s borders. It requires enough or large investment to start an independent operation. The equity-based type requires a continuing direct management of the establishment. It also needs one to interact constantly with different local parties. The advantages of the non-equity-based include: it does not need one to establish an independent organization, the connection between parties can specified and fixed during the contract (Michael 2002). The entry mode choice refers to the control level or degree desirable to a firm when it ventures into a foreign market. The choice of enterprises can be done through asset specificity and foreign market entry mode. Asset specificity is used for description of investments which are specific to a transaction, and which are reduced in alternative. The personal nature of the investments makes them susceptible to opportunism making

What is CPD and how is this relevant to the PG student Essay

What is CPD and how is this relevant to the PG student - Essay Example The paper tells that from a business discipline perspective, Boud & Hager define CPD as ‘a variety of learning undertakings through which business professionals uphold and progress throughout their profession to guarantee that they maintain their ability to trade effectively, safely, and legally within their developing scope of practice’. In short, CPD is the process through which professionals continue to learn and develop continuously in their careers to keep their knowledge and skills up to date and are able to trade effectively, safely, and legally. Organizational modality mostly involves the entire organization. Through team CPD, HR managers can ensure that workers complete their CPD hours. There are numerous advantages to implementing CPD as a team. However, there are disadvantages to CPD as well. In organizational CPD practices, there is a massive emphasis on flexibility of provisions and a strong need for transparency and justification in making a judgment on pro vision and performance. From the perspective of an individual professional, the question that needs to be addressed is: what subjects CPD should address. The literature suggests: 1) circumstance and context, 2) knowledge, 3) practices and skills, 4) human factors, 5) Professional values and identities, 6) decision-making, 7) approaches to identifying learning needs, 8) performance and realization. CPD is a process meant to help professionals manage their individual development on an ongoing basis. It is mainly purposed to help professionals, reflect and review what they learn. It is not a tick-box manuscript documenting individual preliminary training. It goes beyond that. Training and development are often used interchangeably, although there is a distinction.

The Contemporary Hospitality Industry Essay Example | Topics and Well Written Essays - 4000 words

The Contemporary Hospitality Industry - Essay Example The diversification within the industry ranges from one-person operations to multinational mega-corporations. In just the accommodations area alone, the offerings within the UK range from small mom-and-pop bed and breakfast operations to huge five-star hotels. The bed and breakfast operations are generally carried on by citizens wishing to keep historical homes in good repair, so they offer, patients during the season to supplement their income. These operations are generally quite comfortable and offer a full English breakfast. They are extremely popular for two reasons: the cost is lower and the service is more personal and offers the opportunity to get to know some local people. The price range of bed-and-breakfast within the UK starts at a low of around 7 pounds per night per person to a rather high 75 pounds per night per room. This last is rather palatial, while the first is generally offered in the lower-cost areas, such as Wales. Due to their popularity, some commercial B & B operations have opened in recent years. Other accommodations range from smaller hotels to very large establi shments, which offer a huge range of services. (William Reed Ltd 2007 )The price range here starts at around 35 pounds per night per person to a high of several thousand pounds per night per suite. Quite a few of these still offer the customary English breakfast, but economics are causing many establishments to phase this out. The second-largest sector of the UK hospitality industry is food. While the UK is not exactly famous for its cuisine, the variety of food service is really quite grand. This ranges from street vendors and tiny one-person quick service places to small chippies, take-aways, fast food chains in local restaurants, too small and large pubs, teahouses and cafeterias, and finally to grand restaurants in scenic locations and large five-star hotels. Good solid food, such as that found in most pubs, is

Ajax Minerals and the Problems at Perrier case study Assignment

Ajax Minerals and the Problems at Perrier case study - Assignment Example The leadership team at Ajax Minerals wanted a change in the operational activities as they were planning for future activities. They were concerned about the challenges they have to face  in the near future from their competitors. In order to continue their operations easily, they required certain changes without which  the future of Ajax Minerals was  considered  to be in danger. The supervisors and workers did not foresee any such threats which the leadership considered dangerous. All of  the labor force at Ajax Minerals was poorly managed, and there has always been poor management and labor relation. The employees (labor) always considered that any meeting held would result in redundancy or cut-offs. The laborers resist to change because of their past experiences (Hall & Hord, 2014). The main reason of resistance to change at Ajax is because of the lack of coordination between the management and the lack of job security. The laborers have always resisted to change because of such reasons and at this moment they had the same perception about the change which the leadership team wanted to implement. The leadership team at Ajax was aware of the reaction of the employees and tried to deal with this situation opposite to the customary manner (Hiatt & Creasey, 2003). Before implying any changes, the management team and the supervisors interacted and discussed the changes. This policy was never opted in the past, but they considered it important as it was the only way to implement the changes. In the meetings, the managers discussed the problems that the company was expected to face and even asked for their advice. The managers at the company also used an open book approach through which all the employees gained access to the financial performance of the company. The above two strategies were opted by the managers at Ajax to avoid resistance to change by the employees (Hall & Hord, 2014). In every organization,

Death penalty Essay Example | Topics and Well Written Essays - 2000 words

Death penalty - Essay Example Advocates consider it a fair and just punishment and neither cruel nor unusual, quite the opposite; they consider it a fair and ethical punishment. This paper discusses why society feels the need to punish along with the legal, logical, and moral implications of the death penalty. This subject is literally of life and death importance and a major barometer for establishing the collective conscience of the American culture which is behind its European cousins on this as well as other moral and ethical issues such as health care, drug laws, education and gun control. Punishment Why We Punish Historically, the justification for punishing lawbreakers has been to â€Å"avenge the crime, to protect society by imprisoning the criminal, to deter that person and other potential offenders from the commission of crimes and to obtain reparations from the offender† (Wolfgang, 1998). Throughout recorded history, this reasoning has not changed much. The four main reasons the justice system p unishes criminals can be categorized by two main rationales. One is to obtain desired results which are deterrence, protecting society and seeking compensation. The other, retribution, involves punishing for crimes committed on humanity. Retribution is simply a fancy word for revenge. The need for revenge is one of the lowest forms of human emotion, a condition that is understandable in many circumstances,  but is not a rational response to a serious situation. â€Å"To kill the person who has killed someone close to you is simply to continue the cycle of violence  which ultimately destroys the  avenger as well as the offender. That this  execution somehow give 'closure'  to a tragedy is a myth.† (Schroth, 2008) Justifying Death Those who think that vengeance is a justification for continuing the death penalty usually point out the Old Testament reference of ‘an eye for an eye.’ Aggressive behavior must be met with equally aggressive forms of punishment . Interestingly, people who quote this Biblical passage to justify their position of using the death penalty is either intentionally ignoring or never read one of the most popular quotes in the Gospels of the New Testament. Jesus recalls the ‘eye for an eye’ reference and clearly rejects the statement before asking his gathered followers to ‘turn the other cheek’ instead. On the weight of that quote alone, all Christians should be strongly against the death penalty. However, the ‘eye for an eye’ excuse is still widely employed by people today. Those who adopt this viewpoint are certainly correct when they say that using the death penalty guarantees that the convicted murderer will not kill again. Additionally, the death penalty is the ultimate preventative measure. Persons opposed to capital punishment consider all life to be sacred and should be respected. Putting a murderer in prison for life with no possibility of parole is adequate punishme nt, is less expensive and achieves the desired result of segregating the person from society, forever, the same as the death penalty. By any religious or philosophical interpretation, legalized revenge is wrong and in the end more destructive to the fabric of society and its value system than was the crime itself. The decision to impose the death sentence is more of a cultural difference than one based on religious beliefs. Christians in America are generally in favor of the death penalty while their

What my reason is for wanting to become a nurse Essay

What my reason is for wanting to become a nurse - Essay Example I was a child who attracted stray dogs, a small turtle who wouldn’t eat for a week, a butterfly with a bent wing, and a runaway lizard I tried to comfort while it was re-growing a lost tail. While other children licked cotton candy, I focused on whether zoo animals had enough food and water, so they would be healthy and happy during their confinement. I gave backrubs to anyone in need. I visited a family friend in the hospital and eagerly breathed in the smell and sounds of this place where they fix people. When my mother became pregnant, I participated in preparing the nursery and shopping for our upcoming addition. I made lists of things I would teach the new baby, people we should tell about the baby, and my suggestions for names. Everyone was happy. When he arrived, my baby brother looked different from other babies. I learned he had Down Syndrome. He would be mentally retarded and would not be able to do all the things on my list. He would require help to have a good life. I appointed myself to take charge. I collected information, and I thought maybe I could fix what was wrong, As my baby brother grew into toddlerhood, he seemed tired. He had a congenital heart defect. My family was sad and afraid. We adored him and wanted everything good for him, and now there was a new challenge. I prayed. I gave up things I liked, hoping it would be a trade for things my brother needed. But at 14 months of age, we lost him. I tried to understand how my excellent mind, my love, and enthusiastic efforts were not enough. Eventually I came to understand that helping a person may not always mean fixing them. With my parents’ help, I came to see that my support, love and caring had been just what he needed during his precious, short life. I feel that I was given a gift to make a difference in the lives of people who are ill. I cannot heal every life I come into contact with, but I want to

The Lawsuit Essay Example for Free

The Lawsuit Essay When looking for resources I came across a critical review to my story â€Å"The Lawsuit† by Naguib Mahfouz I came across a post which gave me a better insight of the story. My story was about a man who had trouble within on rather or not to help his step mother who he feels stole everything from him and his family. My article tried to evaluate his character and why the son wouldn’t try to get a better understand on why his step mother was asking him for money. The author of the article also tried to put himself into the perspective on why he had so much anger towards her. The son would question how could someone who was so beautiful needs help now. She could get anything with her looks and no twenty years later she was begging not his deceased father but his son for money. Why couldn’t she remarry or get a job like everyone else in the world. The son did not want to look into maybe things in life had prevented her from getting a job. Maybe the widow had hardships. When finally seeing his father widow in court he say that she was fat, ugly, and appeared older then her age. The son finally saw all the hardship she went through and decided to not fight her on her lawsuit but to bless her. For example â€Å"She couldnt rely on her looks anymore and she never knew how to work for her living, so she could only fall back upon the son who sees this and doesnt mind helping her out. † Helping people is better than holding a grudge against. The author’s main point of the story was to help us understand the son’s point of view and why he felt the way he did.

Upper Class In Britain Sociology Essay

Upper Class In Britain Sociology Essay There are quite intense debates nowadays about social classes between social scientists. Some argue that there is no need anymore to study the classes of society in the old ways, since in the twentieth century capitalism and the global economy altered the society and the way people live their lives so much; that classes became so fragmented, so layered that basically they have turned into lifestyles (Marsh et al, 2000). Others argue that, although there are changes in the class system, the basic classes still clearly can be found and studied (especially the upper class), and these social classes are still playing a decisive part in peoples life and identity. They agree that social classes became very layered and sometimes hardly identifiable, but they also say that people still identify themselves in the terms of classes and that the classes were not effected equally by these changes in global and national economy. They also say that inequality between people still makes the classes fairly identifiable (Macionis Plummer, 2005). These debates would not have made sense till the industrial revolution. Till that time there was a clearly identifiable working-, middle- and upper class. However the changes in the national and global economy, also in the ownership of the big companies and the birth of the joint-stock companies made the borders between social classes vague and, some say, led to the demise of the upper class (Marsh et al, 2000). Edgell (1993) cited by Kirby et al (1997, p. 125) states that there are two approaches of the upper classs situation now days. The managerialist and the non-managerialist approach. The managerialist scientists, like Dahrendorf, say that the separation of ownership and control led to the birth of a manager class and through this change it also led to vast alterations in the upper class. They state that, on one hand, the workers can buy shares in any company and the control of the companies wandered from the owners (members of the upper class) to the managers, thus the upper c lass became just as fragmented and layered as the working-, and middle-class. On the other hand, because of the changes in the quality of life, the lower classes enjoy or will enjoy the same privileges just as the upper class (Kirby et al, 1997). Hence, argue they, it does not make sense to study classes in the old way, since the classes in the way as people knew them have disappeared. However the scientists on the other side of the fence say that, though the class system became very layered, that change did not affected the upper class as much as the other classes. Moreover, they argue that the upper class is the only one which still can be identified and separated easily, although it became more layered than it was in the nineteenth century (Bilton et al, 2002). They prove this statement with statistics, surveys and other evidences. The changes that made the working-, and middle-class almost too layered to be studied, also had an effect on the upper class. The scientists now days separate different layers. The basic partitioning separates it to two layers: the upper-uppers and the lower-uppers. The upper-uppers are the old landed aristocracy and the lower-uppers are the new rich, who became wealthy during the industrialization or in the twentieth century through the changes in the global and national economy. These are the very basic layers of the upper class, but we can separate them further. As Macionis Plummer (2005) and Giddens (1980) cited by Kirby et al (1997, pp.124-125) state there are four main categories: the land-owning rich, whose income and wealth comes mostly from inherited lands and goods, the so called fat-cats who have gigantic salaries, the ‘jet-set rich who made their wealth in the show-, or any other businesses, but one thing is common in them they are all very famous. The last group i s the entrepreneurial rich who made their money through investments in companies or real estate. Scott (1997) cited by Fulcher Scott (2003, p.716) uses a different partitioning. He states that there are four layers of the lower-upper class. The first one is the ‘entrepreneurial capitalist. They make their money through running the business of big companies, whose shares they own. The second group is the ‘rentier capitalist. They made their money from the land or from any other business, but now days they make money by investing into many enterprises. The third layer is the ‘executive capitalist who own executive positions in big companies and reached this status by good education and hard work; and the last group is the ‘finance capitalist. They make their income by holding part-time positions in many corporations leadership, mainly in the banking or insurance sector. As it can be seen there are many layers in the upper class, but what makes these layers can be asked to constitute a well identifiable and basically single social group, called the upper class? Well, many things. In the nineteenth century the upper-upper and lower-upper class were quite separate. The landed upper class did not absorb the new rich till the end of the nineteenth century. This absorbing process was very slow. Though the lower-uppers had the same power and many times they were richer than many old-uppers, they did not have the prestige which the old-uppers had had for a long time. However, the unity of interests they have, slowly made them one single social class; and nowadays they are attached together by many things (Fulcher Scott, 2003). In a Weberian view, they have the power, status and wealth to defend their interests and reproduce themselves, which can be seen in the statistics. As Macionis Plummer (2005) state in 1997 there were 120.000 millionaires in Britai n, this number grew to 200.000 till 2000. Furthermore between 1983 and 1993 the earnings of the top five per cent of the population rose by fifty per cent, whilst the earnings of the lowest five per cent were basically stagnating. In addition the top one per cent of Britains population owns the one fifth, one fourth of the countrys marketable wealth, while half of the whole population owns only the six per cent of it. That is because they have huge influence in society, hence they can protect each others interest, which they do so. And what tides these people together as an upper class? As Kirby et al (1997) claim there is a social and economic unity amongst them. That means that they have similarities in background and education. They are mostly educated in public schools, and this public school system plays a very significant role in reproducing the upper class. As Stanworth Giddens (1974) cited by Kirby et al (1997, pp.126-127) found that ‘†¦of those employed in each of the following occupational categories bishops, senior ranks of the armed forces, principal judges, senior civil servants, Conservative MPs, and the directors of the largest industrial and financial corporations more than half had been to a public school (in many cases the proportion was much higher). Some 73 per cent of the directors of industrial corporations and 80 per cent of the directors of financial firms had received a public school education. This ratio is quite huge considering that public schools educate only five per cent of the male school population. For the members of the upper class this educational system has many benefits. It reproduces them and as Fulcher Scott (2003), Kirby et al (1997) and Marsh et al (2000) argue it establishes the so-called ‘old boy network. Furthermore, as Fawbert states (2007), it helps them to maintain their cultural capital (which helps them to remain wealthy); also they make very close kinship connections and interlocking networks, which ensure that their privileges will be transmitted to the next generation. Because of all these things it can be concluded that, although the upper part of society changed and got layered during the nineteenth and twentieth century, it still constitutes one well identifiable social class. The people, who belong to the upper class, manage to maintain their superiority. With the wealth and power they possess, they can ensure a privileged education to their children which leads almost straight to Oxford and Cambridge (‘Oxbridge). During this education process the youth of the upper class can develop the ‘old boy network, which helps them to get better jobs through the ‘elite self-recruitment (Fawbert, 2007). Furthermore, as Scott (1992) cited by Marsh et al (2000, p.306) argue, they are ‘†¦a group of people allied around certain social institutions. These institutions are the Conservative Party, the Church of England, the public schools and ancient universities, the legal profession and the Guards regiments†¦.Therefore despit e of the changes there is still a well identifiable upper class in Britain. Moreover it is the only social class left, which can be easily recognized and separated from the other social classes. Bibliography Bilton, T. et al (2002) Introductory Sociology 4th edn. Basingstoke: Palgrave Macmillan. Fawbert, J. (2007) ‘Week 6: The class structure today: the upper class. Identity Structure. [Online]. Available at: http://breo.beds.ac.uk (Accessed: 7 December 2007) Fulcher, J. Scott, J. (2003) Sociology 2nd edn. Oxford: Oxford University Press. Kirby, M. et al (1997) Sociology in Perspective Oxford: Heinemann Educational Publishers. Macionis, J. Plummer, K. (2005) Sociology: A Global Introduction 3rd edn. Harlow: Pearson Education. Marsh, I. et al (2000) Making Sense of Society 2nd edn. London: Longman.

Business Report Al Ain Dairy Farm Marketing Essay

Business Report Al Ain Dairy Farm Marketing Essay Al Ain Dairy, first established dairy farm in United Arab Emirates is a leading producer of dairy products. Al Ain Dairy began its business in 1981 and with time it now has three cattle farms with more than 3,000 head of milking steers and one camel farm with more than 200 dairy animals. With significant investment in dairy production technology, packaging machines and testing equipments, Al Ain Dairy farms were able to achieve hazard analysis and critical control point (HACCP) certification in 2009 (an ISO 22000:2005 certificate) which means they can supply products to the UAE and export the same for the international market. Al Ain Dairy aim is to be the preferred choice of dairy and poultry products of households in UAE. Dairy have range of beverages and dairy products such as fruit yoghurts, Benecol yoghurts, coffee drinks, drinking yoghurt, potted cheese, crà ¨me caramel, custards, fruit desserts and cream for his customers. The dairy also provides variety in milk from normal to flavors like strawberry, banana and chocolate. The company also supplies fresh fruit juice in six flavors produced from fresh juice concentrate. With the increased demand of camel dairy products since early 2008, company has also involved himself in production and supply of camel milk and camel milk ice cream. Retail Presence of Al Ain Diary Products According to a recent study by the Department of Economic Development (DED) UHT juices and UHT milk as products that have great potential for export. In line with this, Al Ain Dairy, the first established dairy farm in the UAE and a leading producer of dairy products, has become one of the few dairy farms in the region to fully depend on its own herds of cows after it has launched a project, among its many activities, to minimize importing and boost local cow breeding with aims to increase milk production and further strengthen its leading position in the highly competitive market. Al Ain has more than 3000 milk producing cows and 2500 young stocks that are supplying the raw milk products to various outlets in country. According to one of the press report in UAE, in Q1 of 2009, the company saw an 18% increase in sales campared to the same period in 2008. In January 2010, the company have increased its total output by 23% compared to the same period in 2009. Al Ain Diary has its own retail chain of stores named Farm Fresh. Best of Al Ain Dairy and Al Ain Poultry products which have be known to be of high quality, healthy and fresh and specially their nutritious products such as Camel Milk, Max Calcium, Benecol, Optimil, Slim are available in all farm fresh outlets. Eng. Abdullah Al Darmaki, CEO, Al Ain Dairy, said: Our aim is to promote our Retail Concept and Exclusivity by introducing Convenience Shopping for our customers. According to one of the press realease in UAE, The dairy and fruit juices industry is expanding at a rate of 10% annually and currently meets 56% of the demand in the UAE, Despite of the current 26 operating cattle farms in the country which contain 15,000 cows producing 167,000 tonnes of fresh milk annually, the local markets needs are still being covered by imported products. Highlighting the huge demand for dairy products in the UAE, the local market faces an essential need to expand according to recent studies which have further recommended that dairy industry should research and develop new and differentiated products designed to meet specific needs and tastes of the local consumers as imports do not completely satisfy the demand. Commenting on this subject, Eng. Abdullah Al Darmaki, CEO, Al Ain Dairy, said: The decision to grow our own cattle has been derived from Al Ain Dairys vision to be recognized as the preferred choice of dairy products for all customers and to become a self-sufficient plant that provides a 100% locally manufactured products Current level of maturity of the companys supply chain of its beverage products The objective of every supply chain should be to maximize the overall value generated. The value of as supply chain generates is the difference between what the final product is worth to the customer and the costs the supply chain incures in filling the customers request.(Chopra, Meindl 2006) The diary currently have 26 operating cattle farms in the country which contain 15,000 cows producing 167,000 tones of milk annually. It is important that fresh and safe milk should be reach to consumer. For this Al Ain Diary farms have eight step critical procedure name cold chain to supply of milk from cow to consumer The cold chain procedure ensures the supply of fresh and safe milk to consumer. Firstly the cows are milked under hygienic conditions, then the raw milk output is examined by technicians at the processing plant to ensures that the milk is of the required quality and standards. The milk is then stored in silos at a constant temperature of +4 °C before starting pasteurisation. The milk is then goes under pasteurisation and homogenisation. Before storing milk from diary to sales depots it is packaged or formulated into other dairy products Al Ain Dairy has its own fleet of vechicles which is fitted with cooling units to ensure that milk should be reach to reatilers at required temperature. Al Ain Dairy salesmen coordinate with retailers regulary to monitor the temperature of cold storage units used to display products. The cold chain process ultimately gives assurance to consumer that they are purchasing the freshest milk that has been produced, stored and distributed under the most hygienic and controlled conditions possible, said Al Darmaki. Objectives Zero stock-outs Stock out is when business run out of stock; and zero stock out is when this condition never occurs. But it does not mean that business to hold too much buffer stock. It is to ensure that a business has exactly the correct amount of stock at any one time. On-time delivery of orders On time delivery is to measure the efficiency of supply chain which in turn measures the amount of finished product or service delivered to customer on time and in required quantity. It helps determine how efficiently we are meeting our customers or agreed deadlines Operational Decision And Analysis Company takes decision on the basis of individual customer needs. The aim of supply chain operations is to fulfill customers needs in the best possible way. There are six key elements to a supply chain: Production Supply Inventory Location Transportation, and Information Company needs to take decision at all these levels to achieve the objectives of zero stock out and on time delivery. Production Our aim is to meet customer demand and satisfaction for this company need to work on capacity, quality and volume of products. We need to focus on what are customers requirements and the market demands to take strategic decisions for production. On the other hand, operational decisions will focus on scheduling workloads, maintenance of equipment and meeting immediate market demands. Supply While keeping the quality high company needs to determine what facilities they are able to produce. Company can also go for outsourcing if required, but company should be careful to select the same. Inventory It is a critical issue in effective supply chain management. Operational inventory decisions should ensure the optimal levels of stock at each location. Company need to focus on how much product should be in storage and need to balance the same to meet market demands as market demands fluctuate. Location Decision regarding location should consider that facilities should be located near to consumer. Production plant should be close to raw material; and distribution and stocking facilities should be placed to prime location to the dedicated market Transportation Transportation encompassed 30% of the cost of product, so using correct transport mode is critical decision. Here company has its own fleet of vehicles to ensure smooth delivery of products under hygienic and controlled conditions. Information In todays competitive world astounding paper work and discordant computer system are unacceptable. Decision should be taken to obtain information from the point of end use. Need to have good coordination throughout the whole supply chain. For this network of computer and internet should be used to streamline the flow of information. Some software can also be used over LAN for account management and communication. Al Ain Dairy Farms provide technical expertise, team facilitation, leadership, and direction in deciding how you will meet the challenge. According to one the press realease in UAE, Al Ain Dairy has expanded its quality control system at local farms and processing plant through the establishment of two new technologies; a Food Lab System and Somatic Cell Counter. The voluntary testing equipment, which is adopted to ensure that all the companys dairy products meet international quality standards in accordance with the companys recent ISO certification. According to Mr. Abdullah Saif Al Darmaki, CEO of Al Ain Dairy, the continued growth of the UAE dairy industry will depend on the ability of large-scale producers to maintain international health standards as operations become more complex and geographically fragmented. The farms supplied raw milk must also go through additional screening procedures at the laboratory, using a Swedish-made Somatic Cell Counter. Somatic cells are white blood cells secreted by the cow and are one of the key indicators of whether raw milk is suitable for refinement. While this screening is a common test at dairy farms, few companies also implement the practice at their processing facilities. Recently Al Ain Dairy, has increased its juices product line by introducing two new juice flavours, guava and pineapple, to complement its existing range of six fruit juice products. Commenting on the introduction of the new flavours, Abdullah Saif Saeed Al Darmaki, CEO of Al Ain Dairy said: Growing our consumer base has been an important goal for us. With increasing demand in the market, we wanted to reinvest a significant portion of our profits in expanding our product lines and raising our production capacity. So far we are happy with the results. The company have also installed a High Efficiency Particulate Air Filter (HEPA) to filter the facilitys air and ensure a sterile working environment. According to one company report, better efficiencies and cost saving plans during a year also encouraged the growth of gross operating profits by almost 23%.