sábado, 2 de abril de 2011
martes, 22 de marzo de 2011
Social network is a social structure made up of individuals (or organizations) called "nodes", which are tied (connected) by one or more specific types of interdependency, such as friendship, kinship, common interest, financial exchange, dislike, sexual relationships, or relationships of beliefs, knowledge or prestige.
Social network analysis views social relationships in terms of network theory consisting of nodes and ties (also called edges, links, or connections). Nodes are the individual actors within the networks, and ties are the relationships between the actors. The resulting graph-based structures are often very complex. There can be many kinds of ties between the nodes. Research in a number of academic fields has shown that social networks operate on many levels, from families up to the level of nations, and play a critical role in determining the way problems are solved, organizations are run, and the degree to which individuals succeed in achieving their goals.
In its simplest form, a social network is a map of specified ties, such as friendship, between the nodes being studied. The nodes to which an individual is thus connected are the social contacts of that individual. The network can also be used to measure social capital – the value that an individual gets from the social network. These concepts are often displayed in a social network diagram, where nodes are the points and ties are the lines.
Nutrition Standards.
The National School Breakfast Program feeds 10 million children each day, and the National School Lunch Program feeds more than 30 million students. However, the national standards and meal requirements for these meals were created more than a decade ago. The planning model used to develop current nutritional standards and related meal requirements is based on legislation (USDA,1995)that provided specifications for use of 1995 Dietary Guidelines for American and the 1989 Recommended Dietary Allowances (Stallings, 89). This model considers needs of the entire population of school children rather than specific individuals (Stallings, 91).
The Fresh Fruit and Vegetable Snack Program (Food and Nutrition Service) was also designed to increase fruit and vegetables available to schools. In 2008 farm bill called for gradual expansion of program to all states by 2012 (AmberWaves).
In the fall of 2009 the Institute of Medicine recommended updates and revisions to the school lunch and breakfast programs, at the request of U.S. Department of Agriculture (USDA). The committee reviewed the current regulations for the National School Lunch Program and School Breakfast Program Nutrition Standards and Meal Requirements. The planning model used to develop current nutritional standards and related meal requirements is based on legislation (USDA,1995) that provided specifications for use of 1995 Dietary Guidelines for American and the 1989 Recommended Dietary Allowances (NRC, 1989). To meet its task, the IOM committee also reviewed and assessed the food and nutritional needs of school-aged children in the United States using the 2005 Dietary Guidelines for Americans set by the Department of Health and Human Services (HHS) and USDA, as well as the IOM’s Dietary Reference Intakes (DRI). The committee recommends numerous revisions and that emphasis be placed on revised Meal Requirements rather than on nutrients per se. The committee’s recommended new approach clearly focuses on providing meals that are consistent with the Dietary Guidelines for Americans. The final report, School Meals: Building Blocks for Healthy Children was released in November 2009. The committee recommended that the USDA adopt standards for menu planning, including:
- Increasing the amount and variety of fruits, vegetables, and whole grains
- Setting a minimum and maximum level of calories
- Focusing more on reducing saturated fat and sodium
On January 13, 2011, USDA has published new proposed regulations in the Federal Register based on the IOM recommendations.
Some students have recognized the importance of a well balanced diet and started programs on a local level. Programs like the School Food Plus Initiative & E.A.T.W.I.S.E (Cooper, 54). Parents are also getting in on the action and have formed school district wellness committees around the country. They are looking forward to developing welness policies that will charge local school districts with setting targets for nutition education (Cooper, 84).
Biography.
Piaget was born in 1896 in Neuchâtel, in the Francophone region of Switzerland. His father, Arthur Piaget, was a professor of medieval literature at the University of Neuchâtel. Piaget was a precocious child who developed an interest in biology and the natural world. He was educated at the University of Neuchâtel, and studied briefly at the University of Zürich. During this time, he published two philosophical papers that showed the direction of his thinking at the time, but which he later dismissed as adolescent thought.[3] His interest in psychoanalysis, at the time a burgeoning strain of psychology, can also be dated to this period. Piaget moved from Switzerland to Paris, France after his graduation and he taught at the Grange-Aux-Belles Street School for Boys. The school was run by Alfred Binet, the developer of the Binet intelligence test, and Piaget assisted in the marking of Binet's intelligence tests. It was while he was helping to mark some of these tests that Piaget noticed that young children consistently gave wrong answers to certain questions. Piaget did not focus so much on the fact of the children's answers being wrong, but that young children consistently made types of mistakes that older children and adults did not. This led him to the theory that young children's cognitive processes are inherently different from those of adults. Ultimately, he was to propose a global theory of cognitive developmental stages in which individuals exhibit certain common patterns of cognition in each period of development. In 1921, Piaget returned to Switzerland as director of the Rousseau Institute in Geneva.
In 1923, he married Valentine Châtenay; together, the couple had three children, whom Piaget studied from infancy. In 1929, Jean Piaget accepted the post of Director of the International Bureau of Education and remained the head of this international organization until 1968. Every year, he drafted his “Director's Speeches” for the IBE Council and for the International Conference on Public Education in which he explicitly addressed his educational credo.In 1964, Piaget was invited to serve as chief consultant at two conferences at Cornell University (March 11–13) and University of California, Berkeley (March 16–18). The conferences addressed the relationship of cognitive studies and curriculum development and strived to conceive implications of recent investigations of children's cognitive development for curricula.[4]
In 1979 he was awarded the Balzan Prize for Social and Political Sciences.
Profile of the teacher and the teacher of preschool education.
Teachers, are the people that energize, support and facilitate the educational process of young children. Developing a dual role. As facilitators of learning their students and to investigate their own professional activity.
Should foster a dynamic individual and collective, to achieve successful integration of students in their immediate environment, as well as comprehensive training.
They investigate the processes of the classroom to permanently adjust their instructional planning the events that occur in it, take into account the needs, experiences, interests, problems and expectations of children. To this end, planning must be flexible and always look to children, are the central actors in the learning process.
The educator of kindergarten, you should never run an authoritarian, if you do, prevent the autonomy and motivation of teachers. Also you should avoid reckless activism that ignores the need for systematic educational work. Staying attentive to the needs and expectations of children in their care, teachers and teachers learn to make better decisions about which teaching, learning situations and generate meaningful and relevant, what and how to evaluate. This will allow them to grow as teachers and as human beings.
Teachers, are the people that energize, support and facilitate the educational process of young children. Developing a dual role. As facilitators of learning their students and to investigate their own professional activity.
Should foster a dynamic individual and collective, to achieve successful integration of students in their immediate environment, as well as comprehensive training.
They investigate the processes of the classroom to permanently adjust their instructional planning the events that occur in it, take into account the needs, experiences, interests, problems and expectations of children. To this end, planning must be flexible and always look to children, are the central actors in the learning process.
The educator of kindergarten, you should never run an authoritarian, if you do, prevent the autonomy and motivation of teachers. Also you should avoid reckless activism that ignores the need for systematic educational work. Staying attentive to the needs and expectations of children in their care, teachers and teachers learn to make better decisions about which teaching, learning situations and generate meaningful and relevant, what and how to evaluate. This will allow them to grow as teachers and as human beings.
CHILD EXPLOITATION.
This job has the finality to show what the kid’s exploitation is, because it has so many different ways is not just seeing kids working, it involves all those physical or psychological abuse that children are suffering not just from adults, sometimes even between kids are being battered that is because they don’t have parents and they are living on the streets or under bridges that’s why they have the necessity of being stronger and they have to defend themselves of other’s abuse, it is creating also a violent culture due to kids since they are really young are learning that fighting is necessary, and that the strongest one is the one that will survive.
On the other hand there are so many ways of mistreatment there is the sexual one that maybe is the most common talking about girls, there are adults that take advantage of the innocence that kids have and use them offering money or other things and girls accept, then they are filmed to create movies for adults or even trafficking them to other countries with that purpose.
On the other hand there are so many ways of mistreatment there is the sexual one that maybe is the most common talking about girls, there are adults that take advantage of the innocence that kids have and use them offering money or other things and girls accept, then they are filmed to create movies for adults or even trafficking them to other countries with that purpose.Is necessary to known that there are so many famous cases of companies that exploitative of children so we as consumers have the obligation to help them, not buying this companies products, that is one way in which we can help.
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