Information System Essay Example for Free

Information System Essay The introduction of information system has heave effect on arising of ethical, social and political issues. These issues should be dealt with at individual, social and political levels. The computer professional and users have the responsibility of maintaining relationship with each other given that critical decision made poses significant consequences to the involved parties. Ethical issues are those principles of what is right and wrong that can be used by individuals acting morally as they make choices that guide their view towards new information technology. They have to behave ethically by not stealing, being honest, keeping promises and doing ones job right for computer users. Consequently, computer professionals are to follow good professional standards and practices, educate non computer professionals on how the systems affect people (Alter, 1999). They are also to ensure the latest knowledge and technology is attained through high level of professional competence. Thus the five ethical, social and political issues in information system that call for moral steps to be taken in making decisions are; The information rights and obligations Individuals and organizations should have rights and obligation on information so that they are able to protect their information in the system. The ethical issue here are on what condition should privacy be raided or what justifiable self-effacing inspection. Socially, people have to be ascertained privacy when using the information system. But will the expectation of the society be extended to criminal conspirators. Politically, are securities teams monitor or maintain individuals’ data from sites? Property rights and obligations There should be a way of protecting the traditional intellectual property rights in a digital society. This will facilitate tracing and accounting for information ownership by eliminating difficulties associated with property rights. In respect to social issues, the society should be in a position of sharing information so as to eliminate law breakers and politically, the government should protect investment of creators by setting new protection measures needed. Accountability and control The issue of who is to be held accountable or liable for the harm done to individuals or for the collective information and property rights. The ethical issue is on who is responsible morally for the consequences of the use of hardware or software. Socially, the issue brought out is on what the expectation of the society should be in allowing service provision from information system or can people be in a position of trusting the quality of the software, data (Gupta, 2000). In addition, the political issues of on what extent should the government intervene so that it may protect service providers and users. System quality The standards of data and quality of system should be defined that society should demand in order to protect individuals’ rights and the safety in the society. Ethically, the point at which services are to be released for consumption has to be defined. On social issues, whether people are to be convinced that the information systems are infallible and politically whether laws of accountability and responsibility should be set (Alter, 2006). The government has to step in and develop standards on the quality of data, software and hardware. Quality of life Certain values have to be preserved in an information and knowledge-based society against violation. The information should be in a position of supporting the cultural values and practices. Information system has led to reengineering of work, health risks like computer vision syndrome and radiation from display screens. In addition, it weakens traditional boundaries; it is vulnerable to system failures, slow responses to change due to efficient market place and problems associated with centralized policy decisions (Curtis Cobham, 2008). Even though information system poses several issues to business, it must be incorporated in business operations for it is vital in coordination and communication within the business. Additionally, the benefits of information system are much more than the few shortcomings it carries. 2. An information system refers to the combination of information technology and people’s activities while using the technology in order to support operations, management and ease decision making. In essence, it’s the interaction between people, processes, data and technology (Beynon-Davies, 2009). It helps in controlling the performance of business processes. An information system works in a way that human and machines perform tasks to produce products and services for customers. Information system is made up of several components of management, organization and technology. These are; the people, hardware, software, data, network resources, types of information products and the way the components perform i.e. input, processing, output and storage through controlled activities. People resources are made up of end users and information system specialists while hardware consists of machines and media. The soft ware resources comprises of programs and procedures in storage of information and processing while data consists of data and knowledge sources (Mader, 1979). Network resources are made up of communications media and network which facilitate technology in innovation and communication. 3. In an organization, information system is vital given that it helps in decision making by employees and managers. Additionally, it wires an organization strategy for competitive advantage through innovation using information system and facilitating business processes and operations. In a business, information system provides managers with important information about sales, inventories and all other vital data that will help in managing an organization (Edwards, 2001). It facilitates effective communication between the different levels of management through collection, processing, storing and dissemination of data in the organization. I believe that information system is very important in the organization for it enhances communication within the organization. By incorporating modern information technology in management of the business, managers will be able to come up with decision with much ease. Furthermore, it provides essential data for analysis of performance of various levels in the business thus enabling motivation, training, recruitment and promotion. Lastly, it provides data and analysis which are useful in making good decision of how, when and where to employ human resources in order to achieve the goal of the organization. 4. Â   I agree that there is a sustainable competitive advantage in business. Sustainable competitive advantage can only be attained through the use of information system where it facilitates innovation and decision making that will enable a business to remain competitive in the market (O’Brien, 2008). The organization will therefore make use of information technology to reengineer internal processes of the business thus cutting on cost and ensuring quality products making them to remain competitive in the market. In short, a sustainable competitive advantage is possible with implementation of effective information system with proper and focused management.

Gateway Essay -- essays research papers

Gateway Inc. Issues:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The US personal computer market continued to struggle and Dell had just lowered its prices about 20%. As a result, its stock price rose 13% and it gained more market share.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  How should Gateway respond to Dell and its recent price cuts? o  Ã‚  Ã‚  Ã‚  Ã‚  Lowering Gateway prices could jeopardize gross profit margins o  Ã‚  Ã‚  Ã‚  Ã‚  Conversely, unit sales were already down so there was the threat of additional sales loss  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Resource Allocation: o  Ã‚  Ã‚  Ã‚  Ã‚  Should Gateway focus on US consumer sales more or US business sales?  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Keeping in mind that Gateway planned to discontinue company-owned operations outside North America at the end of 2001 o  Ã‚  Ã‚  Ã‚  Ã‚  How should Gateway run its sales and advertising operations? (Keeping in mind, the 2001 advertising budget is about $20 million less than in 1999 at $239.6 million)  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  How much emphasis should be placed on PC’s and PC-related units v. â€Å"beyond-the-box† products and services?  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Where should Gateway’s marketing efforts be directing customers: telephone and its website or to its Country Stores?  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Operating issues in regards to selling, general and administrative (s, g, a) expenses: o  Ã‚  Ã‚  Ã‚  Ã‚  Overall company s, g, a expenses would decline due to:  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Closing of North America manufacturing, sales and service operations  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Reduction in the number of Country Stores  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Less advertising fees and expenditures  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  End of alliance with OfficeMax o  Ã‚  Ã‚  Ã‚  Ã‚  However, decisions about continued s, g, a expenses still needed to be made:  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Does the Gateway store concept need more thought pertaining to Gateway’s business model of operating as built-to-order?  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gateway’s gross margin and operating costs needed attention in order to once again be profitable o  Ã‚  Ã‚  Ã‚  Ã‚  The influential aspects among its customer sales mix, its product sales mix and its sales mix across its 3 distribution channels needed to be monitored a... ...f both and combat Dell’s lower prices. Ways in which this could potentially happen is by offering basic beyond-the-box products with the purchase of a PC and aggressively encourage upgrades and additional features customers can’t refuse. Another way to counter other PC manufactures is through differentiation. By Gateway focusing on operating its build-to-order method as efficiently as possible, exploiting its distinct third channel of stores and staying technologically as innovative as possible, it is able to differentiate itself apart from its competitors.   Ã‚  Ã‚  Ã‚  Ã‚  Lastly, in addition to its pursuit of the consumer market, I think Gateway could benefit from more assertively targeting the business segment that has been ruled by Dell. It’s a fact, that PC’s sold for business-use tend to be of a higher quality and therefore, more expensive with higher margins. In 2000, 65% of Dell’s PC sales went towards the business sector whereas Gateway’s main market was from consumer sales, which is often less profitable. If Gateway could go after the business market, without completely losing its consumer sales base, it would be able to better compete, especially with Dell.

In the Light of the Energy Systems Used During Prolonged

Coursework 2 Name: Mohamed Abdulwahab Exercise metabolism Title: In the light of the energy systems used during prolonged endurance events, critically analyse the nutritional strategies that a marathon runner should adopt before and whilst running a marathon in temperate environmental conditions (16-18oC). 1. Introduction: 1. 1 Energy intake: 1. 2 Fluid intake: 1. 3 Carbohydrate intake: 2. Building energy and fluid: 1. Before competition: 2. During competition: 3. Nutritional recommendation: 3. 0 Summary: 4. 0 Reference: 1. 0 Introduction:The term energy system refers to the body’s ability, or power, to do physical work. The energy system requires to do body work that takes several different forms: mechanical, electrical, light, radiant, and heat (Economos, 1993). Energy system is like matter, which can neither be created nor destroyed (Bortz, 1993). It can only be changed into another form; therefore energy is constant cycle in the body and environment (Nelson, 1993). Potenti al energy is stored energy which is ready to be used. Kinetics energy is active energy which can be used to do work (Burke, 1991). Energy balance n a physical activity requires a base of sound nutrition to supply the substrate fuels, which along with oxygen (O2) and water (H2O) meet widely varying levels of energy demand for body action (Gollan, 1991). Fuel sources are the basic energy nutrition in the diet, primarily carbohydrate and some fat (Read, 1991). Their metabolic products-glucose, glycogen, and fatty acids-provide ready fuel sourced for the chemical energy reactions within cells (Murray, 1998). The main energy compound of the body cells is needed during a marathon run is aerobic system (Horswill, 1998).It has rightly a form of energy currency of the cell. A long-term energy system, when exercising more than 2 minutes is required O2 dependant, or aerobic energy system (Pate, 1992). A constant supply of O2 in the blood is necessary for continued exercise (Branch, 1992). Espe cially cells organelles, the mitochondria are located within each cell, produce large amounts of adenosine triphosphate (ATP) (Hargreaves, 1996). The ATP is produced mainly from glucose and fatty acids and supplies the continued energy needs of the body (Dillo, 1996).When the fuel nutrition becomes depleted during exercise, as an energy demands increase the body burns blood glucose and muscle glycogen as well as reserves from fatty acids to provide energy (Angus, 1996). With prolonged exercise levels of these nutrition fail too low to sustain the body continued demands, fatigue followed and exhaustion threatens (Fabbriao, 1996). A marathon runner, energy system is defined as aerobic capacity, which depends on the body’s ability to deliver and the use of O2 in sufficient quantities to meet the demands of increased level of exercise (Coyle, 1986).O2 uptake increases with exercise intensity until either the demand is net or the ability to supply it is exceeded (Hammert, 1986). T he maximum rate that the body can take in O2, or aerobic capacity is called the Vo2max the maximum uptake volume of O2 (Ivy, 1986). This capacity determines the intensity and duration of exercise that an athlete can perform (Coyle, 1986). A long-distance race requires the sustained production of high rates of energy production, with the typical contribution of aerobic energy system varying according to the duration of the race (Costill, 1985).Aerobic metabolism accounts for the greater majority of the energy cost of long-distance events, especially half-marathon and marathon races (William, 1996). The elite level of long-distance running, particularly in males, is dominated by African runners, are outstanding competitor in half-marathon and marathon events (Wilson, 1996). 1. 1 Energy intake: Endurance athletes are involved in events where there is continuous movement for longer than 30 minutes (Burrin, 1996).Some endurance sports combine periods of slow, continuous movement with per iods of fast, quick burst of movement, and other endurance sports require continuous movement overlong-distances or time periods (Tsintzas, 1995). In the types of activity there is a premium on supplying sufficient energy and fluid to assure that the athlete does not become exhausted or over-heated from the continuous energy burn (Williams, 1995). A failure to supply sufficient energy of the right type will lead to early fatigue and poor athletic performance (Williams, 1995).The goal for the endurance athlete is therefore to establish a workable strategy for supplying sufficient energy and fluids (Williams, 1995). Before and during practice and competition to sustain muscular work for a long-duration and at the highest possible intensity (Wilson, 1995). Aerobic metabolism is the energy system of greatest importance for endurance athletes. In this energy pathway oxygen is used to help transfer phosphorus into new ATP molecules (Burrin, 1995). Aerobic metabolism occurs in the mitochon dria of the cells, where the vast majority of all ATP is produced from the entering acetyl-CoA, (Burrin, 1995).Fast can be converted to acetyl-CoA through a process called beta-oxidative metabolism pathway (Burrin, 1995). This pathway is very oxygen dependant which means that fast can only be burned aerobically (Wilson, 1995). The ability of an athlete to achieve a steady state of oxygen uptake into the cells is a function of how well an athlete is aerobically conditioned (Coggan, 1992). An athlete that frequently trains aerobically is likely to reach a steady state faster than one does not train aerobically (Coggan, 1992).In theory once an athlete reaches a level of oxygen uptake that matches oxygen requirement for the given level of exertion (Coggan, 1992). The exercise could go on for as long as the body’s carbohydrate level and fluid did not reach a critical state (Sherman, 1996). For instance a long-distance runner is in a steady state could continue running provided the runner replaced the carbohydrate and fluid that are used in the activity (Sherman, 1995). Therefore, endurance is enhanced with a periodic intake of carbohydrates and fluid during the activity (Swanson, 1992).Athletes with different levels of conditioning are likely to achieve steady state at different levels of exercise intensity (Sherman, 1995). When athletes are being well-conditioned they might be able to maintain a steady state at a high enough level of exercise intensity to easily win a race (Williams, 1995. In other words, they can go really at a fast paced but still provide enough oxygen to your cell to satisfy your aerobic needs (Swanson, 1992). 1. 2 Fluid: As athletes exercise there is an inevitable loss of body water through sweat (Economos, 1993).The cooling system plus the normal urinary water loss may amount cover 10 litres of daily water loss when exercising in a warm environment (Borts, 1993). In a hot or humid environment water losses may exceed three litres per ho ur, but may be less than 0. 5 litres per hour cool dry environment (Nelson, 1993). Despite the high rates of sweat losses experienced by athletes, most athletes replace on fifty percent of the water that is lost, a behaviour that inevitably leads to progressive dehydration and a decline in performance (Nelson, 1993).Researches have clearly demonstrated that even a slight dehydration of two percent of body weight causes a measureable decrease in athletic performance (Borts, 1993). Therefore, when athletes take steps to satisfy fluid requirements, they are helping to guarantee optimal athletic performance (Economos, 1993). 1. 3 Carbohydrate: Athletes require carbohydrate during both low and high intensity activities (Burke, 1991). When carbohydrate stores are depleted the athlete quickly becomes fatigued and performance drops dramatically (Gollan, 1991).However, since the storage level of carbohydrate is relatively low gen compared fat stores; athletes must make a conscious effort to replace carbohydrate at every opportunity (Read, 1991). When having high levels of stored carbohydrate (glycogen) and consuming carbohydrates during exercise that last up to an hour or more are well-established techniques for optimizing athletic endurance (Murray, 1998). Consuming carbohydrate during exercise helps to maintain blood sugar (glucose) and insulin, which encourages sugar uptake by working muscles (Horswill, 1998).This helps to increase the muscular metabolism of carbohydrates and also helps to assure that carbohydrates are not depleted during exercise (Horswill, 1998). The concentration of carbohydrate consumed early during endurance running may influence the degree to which the athlete gets gastrointestinal (GI), discomfort (Murray, 1998). It was found that a 5. 5 percent (13 gram of carbohydrate per 8 ounces of fluid), carbohydrate solution produced the same level (relative low) of GI distress as plain water (Pate, 1992). A 6. percent (18 gram of carbohydrate per 8 ou nces of fluid), solution, on the other hand, doubled the incident of distress when athletes were asked to perform the same exercise (Branch, 1992). In addition, only the 5. 5 percent carbohydrate solution imparted a significant improvement in performance (Branch, 1992). In a study of marathon running performance, that are running over 26 miles, were asked to consume either water, a 5. 5 percent carbohydrate solution or a 6. 9 percent carbohydrate solution on three occasions (Pate, 1992).The fastest times were recorded when they consumed the 5. 5percent carbohydrate solution, while consuming the 6. 9 percent solution resulted in times that were similar to consuming plain water (Hargreaves, 1996). Although, athletes have a tremendous need for carbohydrate, trying to provide too much too fast causes difficulties and may detract from performance (Dillo, 1996). Therefore, it appears clear that having a carbohydrate containing beverages during exercise is a very good thing to do (Angus, 1 996).Resynthesis of glycogen following activity is also important, since glycogen reserves are severely depleted following activity lasting an hour or longer (Fabbrioa, 1996). The efficiency of glycogen resynthesis is dependent on several factors, including: (1) the timing of carbohydrate intake, (2) the amount of carbohydrate consumed, (3) the type of carbohydrate consumed, and (4), the degree to which muscles has been damaged during the exercise (Fabbrioa, 1996). 2. 0 Building energy and fluid: The importance of building and maintaining energy reserves to support endurance exercise is well-established (Angus, 1996).It is very clear that endurance athlete who begins competing with more stored carbohydrates have more available at the end of the competition (Coyle, 1996). This difference alone may be enough to determine the winner. In addition, athletes who are better hydrates during competition perform better than those who are less well-hydrated (Coyle, 1996). Having optimal carboh ydrates and fluid intake does not happen automatically. It is something that must occur with foresight and planning (Angus, 1996). 2. 1 Before competition: When consuming carbohydrates prior to exercise, there is improved performance.The general recommendation is for athletes to consume between 800 to 1200 calories during the hours that precede competition (Costill, 1985). Foods consumed prior to competition should be foods that have been consumed without difficult prior to training (Costill, 1985). Trying to improve carbohydrate status before a competition by trying out new foods, like gels or sports drinks is an almost guaranteed formula for competitive disaster (Costill, 1985). Consumption of fluids prior to competition is also important and since glycogen storage requires additional fluids carbohydrate consumption should lways take place with substantial fluid intake (William, 1996). Since it is common for athletes to drink only when thirsty a conscious effort should be make to consume fluids even when not thirsty (William, 1996). Getting and staying well-hydrated may be the single most important thing athlete can do to assure good athletic performance (Wilson, 1996). Since it is almost impossible to adequately replace all fluids lost during training or competition it is useful for athletes to enter the exercise in a well-hydrated state (Burrin, 1996).It is impossible to become well-hydrated during exercise if athlete enters the exercise poorly hydrated to begin with (Burrin, 1996). Assuming that ample fluids have been consumed during the day leading up to the re-competition or practice athletes should consume an additional 10 to 13 gram of fluid approximately two hours before the exercise begins (Wilson, 1996). After this fluids should be consumed every 15 to 30 minutes to maintain prior to exercise (William, 1996). The athlete will know if you’ve adequately hydrated yourself by checking on the colour of the athlete urine (Tsintzas, 1995).Dark urin e suggests that athlete is not well-hydrated, while clear urine suggests that athlete is well-hydrated (Stanzas, 1995). Using sports beverages (lucazad) prior to exercise is useful because they provide the two things athletes need the most: carbohydrates and fluids (William, 1995). Since carbohydrate is typically the limiting energy substance (that will run out before fat or protein runs out) in exercise (William, 1995). When starting exercise with more of it is in the tissues should aid exercise endurance (William, 1995).In low-intensity but long-duration exercise, fat may be the primarily fuel, but fat requires carbohydrates to burn completely (Singh, 1995). In either case, when carbohydrates (glycogen stores and blood glucose) are depleted, exercise performance is dramatically reduced (Wilson, 1995). This basis behind carbohydrate loading is to put as much carbohydrate in the tissue as they can hold (Wilson, 1995). 2. During competition: A marathon race where fluid are available at regular intervals, the athlete should take full advantage of each fluid station and consume fluid (Burrin, 1995).Since water is constantly being lost, frequent and regular consumption of fluid helps to maintain the body water level (Burrin, 1995). To understand how much fluid an athlete needs to consume during practice or competition, a log should be maintained with the amount of fluid consumed and the beginning and ending weight of the athletes (Sherman, 1995). If an athlete consumes 26 gram during practice and weighs 26 gram less at the end of practice than at the beginning this athletes should learn to consume an additional 26 gram of fluid during practice or competition (Sherman, 1995).Consumption of fluids that contain carbohydrates is important during exercise or competition and properly designed sport beverages can benefit in providing both fluid and carbohydrates quickly (Coggan, 1992). Carbohydrate solution of between 5 and 6 percent delivers both the carbohydrate and th e fluid quickly (Swanson, 1992). A higher carbohydrate concentration slows delivery to the muscles by delaying gastric emptying and may increase the risk of gut upset (Swanson, 1992). A small amount of sodium helps drive the desire to drink and in so doing helps to assure that the athlete stays better hydrated (Coggan, 1992).Sodium may also benefit in getting the water and carbohydrate absorbed more quickly as well as helps to maintain blood volume (Economos, 1993). Maintaining of blood volume is an important predictor of athletic performance (Economos, 1993). There is some evidence that hyponatremia (low level of blood sodium), which results from large losses of sodium in sweat that goes unreplaced, occurs endurance and ultra-endurance events (Borts, 1993). This is a rare but a serious condition that may result in comas, or death (Nelson, 1993). The beverage should be taste good to the athlete.The taste sensation may be altered during exercise so there is no guarantee that a fluid, athlete enjoys drinking while exercising. Make sure that an athlete tries different flavours during exercise to determine what is best liked. The carbohydrate should be from a combination of glucose and sucrose. Beverages containing predominantly fructose increase the risk of creating gut upset. 2. 3 Nutritional recommendation: There are several rules of nutrition that apply here. Among them is the idea of the need to consume a wide range of variety of foods to assure that the body is exposed to all of the essential nutrients (Burke, 1991).On the backside of this rule, there is another benefit. By consuming a wide range of variety of foods, athletes can avoid being exposed to any potentially toxic substances that are more prevalent in some foods (Gollan, 1991). Therefore, eating a wide range of variety of foods is a good nutritional rule to live by (Read, 1991). Another rule is the idea that it is possible to eat too much of something, even if athletes think it’s good for th em (Read, 1991). Learning to balance the diet through variety will help ensure the body of both proper maintenance and adequate nutrient intake (Gollan, 1991). 3. Summary: In general, athletes with long training schedules should focus on the consumption of diets that are high in carbohydrate and should develop a drinking habit that frequently delivers fluids to the body. While fats, constitute a major proportion of burned energy for endurance (aerobic) activities the storage capacity for fat is relatively high for even the leanest athletes. The storage capacity for carbohydrate, however, is limited. Since fats require some carbohydrate to be completely burned, the limited storage capacity for carbohydrate cam limit the body ability to burn fat during exercise.To overcome this limitation athlete should be constantly vigilant to keep body stored of carbohydrate at maximal levels before activity begins and should replace carbohydrate during activity throughout whatever means are availa ble. A failure to supply suffienct carbohydrate before and during endurance activity will significantly reduce athletic performance. 4. 0 Reference: †¢ Economos, D. , Borts, Z. , and Nelson, R. 1993. Nutritional practices of elite athletes. Sports. Med. 16:383. †¢ Burke, L. , Gollan, R. , and Read, R. 1991. Dietary intake and food use of groups of elite Australian male athletes. Int. J. Sports Nutr. 1:378. †¢ Murray, R. and Horswill, A. , 1998. Nutrition requirements for competitive sports. In nutrition in exercise and sport, 3ed. 521-558. †¢ Pate, R. , and Branch, D. 1992. Training for endurance sport. Med. Sci. Sports Exer. 24:S340. †¢ Hargreaves, M. , Dillo, P. , Angus, D. , and Fabbraio, M. 1996. Effect of fluid ingestion on muscle metabolism during pro-longed exercise. J. Appl. Physiol. 80:363-6. †¢ Coyle, E. , Coggan, A. , Hammert, M. , and Ivy, L. 1986. Muscle glycogen utilization during pro-longed strenuous exercise when fed carbohydrate. J. App l. Physiol. 61:165-172. †¢ Costill, D. 1985. Carbohydrate nutrition before, during, and after exercise.Fed. Proc. 44:364. †¢ William, C. , Wilson, W. , and Burrin, J. 1996. Influence of carbohydrate supplementation early in exercise on endurance running capacity. Med. Sci. Sports Exerc. 28:1373-1379. †¢ Tsintzas, O. , Williams, C. , Singh, R. , Wilson, W. , and Burrin, J. 1995. Influence of carbohydrate-electrolyte drink on marathon running performance. Eur. J. Appl. Physiol. 70: 154-6. †¢ Sherman, M. 1995. Metabolism of sugars and physical performance. Am. J. Clin. Nutr. 62:228S. †¢ Coggan, A. , and Swanson, S. , 1992. Nutritional manipulations before and during endurance exercise: effects on performance. Med. Sci. Sports Exerc. 24:S331.

Health Eucation Essay Example Pdf - Free Essay Example

Sample details Pages: 9 Words: 2715 Downloads: 6 Date added: 2017/06/26 Category Education Essay Type Analytical essay Level High school Did you like this example? Introduction Education should be the means through which children are provided with guidance with regard to spiritual, moral, cultural, social, physical and mental development which should, in turn, provide equality of opportunity, justice, access to democracy, and a productive and sustainable economy for everyone (The National Curriculum, 2000 cited in Inman et al., 2003, p. 5). The National Curriculum (2000 cited in Inman et al., 2003, p. Don’t waste time! Our writers will create an original "Health Eucation Essay Example Pdf" essay for you Create order 5) sets out the expressed aim that pupils should be encouraged to develop enduring values which foster integrity whilst helping them to develop into autonomous responsible citizens who are able to make an active contribution to the society in which they live. The curriculum should provide opportunities for students to reflect upon the belief systems and culture of those around them, while simultaneously developing their sense of self, as well as a sense of respect and tolerance for diversity (National Curriculum, 2000 cited in Inman et al., 2003, p. 5). The notion that Personal, Health, Social and Economic Education (PSHE) is the appropriate curriculum area through which this might be delivered is endorsed by the recent review conducted by the Department for Education (DfE, 2015). This document states that an in-depth review of over 70 studies found that these lessons could benefit pupils across a diverse range of outcomes if there was a coherent, universal approach towards the socia l, emotional and behavioural development of students (Sklad et al., 2012). Furthermore, Langford et al. (2014) state that concerted efforts to promote health and well-being within schools had a demonstrable positive effect on issues such as smoking, bullying, diet and exercise. The aim of this essay is to look at the place of PSHE in the curriculum and the influence that this (as a subject area/concept) can have upon the life of a school. Definition PSHE is described as an important part of a childs education which should be delivered by all schools (DfE, 2013). The DfE (2013) state that the non-statutory nature of the subject allows PSHE to be moulded to the needs of specific groups of pupils, depending upon the environment in which they live and their particular needs. A critical aim provided for by this subject is that it should enable pupils to be able to make sound assessment of risk, and encourage learners to build up the necessary skills and knowledge to enable them to make considered, informed decisions (DfE, 2013). This is particularly important with regard to issues such as drug education, sex and relationships education, financial education and health education (DfE, 2013). The subject is described as the vehicle through which meaningful debate about essential issues can be brought into childrens lives (Goddard et al., 2013) which allows them to develop the life skills to become independent, informed and active citi zens (Department for Education and Employment/Qualifications and Curriculum Authority [DfEE/QCA], 1999; endorsed by Worcestershire County Council, 2007). The DfE (2015, p. 4) state that PSHE à ¢Ã¢â€š ¬Ã‚ ¦ is a planned programme of school-based learning opportunities and experiences that deal with the real life issues children and young people face as they grow up, covering those issues in two strands: personal well-being covers sex and relationships education, drug and alcohol education, emotional health and well-being, diet and healthy lifestyle and safety education, with economic well-being covering careers education, work-related learning, enterprise education and financial capability. It is pertinent to note that although PSHE for Key Stages 1 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 4 is not compulsory, some aspects are statutory, such as education with regard to sex and relationships, drugs, careers and work-related learning. It should also be noted that schools are expected to coordinate, pla n, monitor and assess their provision of PSHE, as with any other subject area (DfE, 2015). Development In order to be able to fully comprehend PSHE in its current form, it is important that there is an understanding of its development which began with an acknowledgement that childrens personal and social development should be at the centre of any educative process, in order to ensure balanced cultural, spiritual, moral, mental and physical well-being (DfES/QCA, 2004). As stated above, the educative process should foster attitudes of equal opportunity, democracy, healthy living and sustainable development which in turn should enable pupils to develop a profound sense of self (DfES/QCA, 2004). Its inception as a subject came in the 1980s although much of the content associated with it was delivered via the hidden curriculum (Goddard et al., 2013). With the advent of the National Curriculum (DfE, 1989) came the notion that this content could be delivered as a part of the 10 curriculum subjects stipulated as being compulsory by the government. It was only as a result of the increased em phasis upon inclusive education that PSHE began to be seen as a discrete subject in its own right, being driven by the need for a citizenship education programme (Citizenship Advisory Group, 1997; DfEE/QCA, 1999) and a renewed commitment to the highest quality educational provision for all children (Department for Education and Employment, 1997). Health education as well as personal, social and emotional development were addressed via the Foundation Stage curriculum documentation (DfES/QCA, 2000) which paved the way for the Early Years Foundation Stage [EYFS] (Department for Children, Schools and Families [DCSF], 2008). This document, and documents produced for educational provision post 2003, were influenced by the Every Child Matters (ECM) initiative which called for a greater degree of multiagency working in order to ensure the safeguarding of children. ECM (DfES, 2004) aimed to provide teaching which allows children the opportunity to develop the knowledge, understanding and ski lls which enable them to be healthy, to remain safe, to enjoy life and to achieve things, to contribute to society around them and to be able to attain financial stability. There are palpable links between these aims and that of any good quality PSHE provision (Knowles, 2009) as well as additional support programmes across all age groups, such as the Social and Emotional Aspects of Learning Syllabus (SEAL, DfES, 2005) which provides a holistic approach towards encouraging à ¢Ã¢â€š ¬Ã‚ ¦ the social and emotional skills that underpin effective learning, positive behaviour, regular attendance, staff effectiveness and the emotional health and well-being of all learning and work in schools (DCSF, 2007, p. 4). Present Role and Influence The role of PSHE is critical in a number of ways. It provides opportunities for educators and society as a whole to provide children with the opportunity to develop a balanced perspective about many important issues which they will face during the course of their lives and to develop life skills. Often it also has the role of coordinating the delivery of compulsory aspects of education such as Sex and Relationships (SRE), work-related learning, and careers guidance (PSHE Association, 2010). In fact, it is viewed as being so important that there has been a recommendation by the government that PSHE should become a statutory subject in all schools (DCSF, 2009). McDonalds report (DCSF, 2009) recommended that learning in the primary sector should focus upon physical development, health and well-being with the secondary sector having PSHE as a foundation subject. He also suggested that research should be conducted with regard to how this core provision could be most effectively delivere d and stipulated that the subjects profile should be enhanced with practitioners through increased levels of professional development programmes, and the use of external providers within PSHE programmes. Further acknowledgement of the benefits that PSHE brings to pupils was highlighted by the DfE (2010) who made the point that the subject develops pupils skills to the extent that they are able to make informed choices and can help schools and society address major issues such as the misuse of drugs and appropriate sex/relationship behaviour (BBC News, 2015). Furthermore, the government has stressed the need for personal development within education through highlighting the need to provide a balanced curriculum which affirms the importance of subject knowledge and personal, social, health and economic awareness (DfE, 2011). This review of the National Curriculum (DfE, 2011) confirmed the governments view that PSHE should form part of the statutory curriculum, although they recomme nded that the provision should be under the control of individual schools/local authorities in order to cater for the needs of children within specific environments, with the proviso that childrens personal development could be clearly observed and documented. Clearly, PSHE simultaneously fulfils a number of roles a legislative role which ensures the safeguarding of children, a societal role that enables children to make a valuable contribution as they mature, an academic role in helping to raise educational standards as a result of children feeling emotionally secure, and a human rights role (Goddard et al., 2013). The level of influence and impact that PSHE can have within any educational environment will depend upon the way in which the subject is approached and the extent to which the staff, and indeed the school as a whole, are committed to it. Schools can adopt a discrete subject approach which provides it with a greater degree of gravitas for both pupils and teachers whic h is more easily achieved in a secondary school environment (Kitson, 2004). A cross curricular approach is one that is seen as more desirable in a primary setting, in that children are able to make cognitive links between different subject areas whilst tackling the activities that are set for them by practitioners (Hayes, 2006; Savage, 2011). A whole school approach requires the whole school community to become involved in delivering a specific ethos which is provided not only through lesson content, but also in the interactions which take place across the school environment as peers interact with each other and adults (practitioners, ancillary staff, and support staff) engage with children (Denman et al., 2004). Government inspectors recommend that the subject be delivered in discrete lessons which should be supplemented through links being made to it in other curriculum subjects (Office for Standards in Education [Ofsted], 2013), and through engaging in whole school, cross curricu lar activities as well as group teaching/guidance in specific aspects of development and learning (PSHE Association, n.d.). Whichever route is taken by individual schools, it is critical that the delivery is one which is interactive, vibrant and engaging, which provides children with an opportunity to express their feelings and views with regard to the important issues of the day (National Childrens Bureau, 2006), although current government thinking (DfE, 2015) indicates that a whole school approach should be taken towards PSHE. This whole school approach should foster good relationships within the school community, include lessons which are interactive and engaging, provide students with a voice, encourage an acceptance of diversity, are relevant to the circumstances in which pupils find themselves and encourage not only a sense of self but also a sense of community (DfE, 2015). This type of approach can be evidentially linked to pupils readiness to learn, with links being found b etween pupils health and well-being and attainment levels in schools where health and well-being form part of a schools effectiveness strategy (Public Health England, 2014). Evidence would also suggest that PSHE can improve the physical and psychosocial well-being of students, which has a beneficial effect upon their academic achievement (DfE, 2015). It has also been found that good quality careers education, information and advice can have a positive impact upon pupils, in that it has been shown to increase the levels of self-confidence and enhance decision-making skills, both of which are beneficial to students prospects for a stable economic future (Hughes and Gration, 2009). Conclusion Clearly, PSHE has a central role to play in the curriculum with regard to providing pupils with opportunities to explore important issues which effect of them as individuals and society in general. The approach which individual settings take with regard to this area will have an impact upon the effect that it can have in childrens lives. It is critical that the schools approach to PSHE is one which is engaging, thought-provoking and inclusive in order to provide equality of opportunity and an acceptance of difference irrespective of individual pupil backgrounds, abilities, faith, sexual orientation and gender identity (DfE, 2015). The whole school community must work as a team from the governors all the way through to the youngest pupils in order that pupils are provided with opportunities to develop as balanced, fair minded individuals. References BBC News (2015) School sex crime reports in UK top 5,500 in three years. 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