Sociology homework help

BUS 110 Forsyth Technical Community College how Resume and Cover Letter Fit Into Career Pursuit Reflective Paper

BUS 110 Forsyth Technical Community College how Resume and Cover Letter Fit Into Career Pursuit Reflective Paper.

You should have completed all the assignments that have built your Career Journal. These items should be included in your report: your 2 Career Searches and your Resume and Cover Letter (how they fit into your career pursuit). Please include in your report any use of a career assessment such as the Myers-Briggs/Jung Personality Assessment test and how the results can be used to further your career aspirations.In your report, you should explain your choices of these items, how this journal will be used as a tool in your future career endeavors, and how this exercise has benefited your learning experience and increased your knowledge of business.Your journal report should be at least two pages, submitted as a Word Document, (12pt. font, double space).
BUS 110 Forsyth Technical Community College how Resume and Cover Letter Fit Into Career Pursuit Reflective Paper

MKT 2101 Bangor University Principles of Marketing Discussion

i need help writing an essay MKT 2101 Bangor University Principles of Marketing Discussion.

Choose a product or service of your liking. In detail consider the marketing aspect of it. Answer the following questions below. Use real world examples to support your answer.A. How did the company capture customer value? Do you think it was successful or improvements need to be made.B. As the marketing environment is ever changing, did your choice make changes to cater to this? If it did, give examples of how it changed. If it did not, give your recommendations that could have been taken to consider the changing marketing environment. (focus on external environment such as technology, economy, society. You can also make a pestle analysis. Also focus on internal, such as did they respond to what competitors are doing? Also, you can talk about coronavirus and how it affected the product/service and how they dealt with it)C. What is the brand positioning of your product? Assess critically, while keeping in mind to give your own recommendations on how and why the positioning works or needs to change. (what are you positioning?who are you positioning it for? how are you going to position it? what is the strategy? what is the positioning of the product compared to the competitors?)
MKT 2101 Bangor University Principles of Marketing Discussion

The Effect Of In School Feeding Programs Health Essay

Share this: Facebook Twitter Reddit LinkedIn WhatsApp A school feeding programme was first implemented in Uganda after the 1979 war, covering all schools. Recognizing that Karamoja had the worst social indicators of any district in Uganda, Government and the World Food Programme started a school feeding Project 2417 in 1983, to be followed by Project 2642 between 1993 and 1998 (Global child Nutrition Forum, 2006). fHunger is most destructive and very persistent with an effect on growth of a country and her people .Brain development in infants and chances of learning well in class are mostly affected by hunger. The following depend on each other namely Hunger ,low levels of education and poverty(Averett,2007).According to the study which was done by World Food programme,joining school ,concentrating and behavior in class are affected by Chronic and acute Hunger(WFP2006) School feeding leads to increased time spent in school, through increased enrolment and attendance and decreased drop-out rates (Ahmed, 2004). WFP data from Lao PDR show that attendance increases by 5.5 percent per year, enrolment by 16 percent, and drop-out declines by 9 percent. School feeding also leads to increased cognition: learning is improved. For instance, in Lao PDR, one additional year of school feeding leads to an increase in cognition of 0.09 SD in test scores. An increase of 1 SD leads to an increase of 11 percent in wages over a productive life (Jukes, Drake and Bundy, 2008). In comparatively higher-income countries of Latin America, school feeding programs are just as common, and more likely to be funded and operated on a large scale by domestic agencies (Bundy et al., 2009). In the United States, the National School Lunch Program subsidizes meal provision in 99 percent of public schools, with participation of more than half of students (Caldes, 2004). As a conditional in-kind transfer, feeding programs have the explicit objective of increasing child enrollment and attendance. By increasing time in school and, perhaps, improving child nutrition, meal programs further aspire to improve child learning and attainment. However, the empirical evidence on whether this occurs is limited, especially in countries with well-established feeding programs. Quasi-experimental studies from India and Sri Lanka identified mixed effects on enrollment and attendance, but could not examine other student outcomes. With the introduction of UPE, the Ugandan government expects parents and caretakers to take on the responsibility of feeding their children. A number of the UPE schools have private feeding programs but many parents particularly in the rural areas cannot afford to pay even the minimal cost of the simple meal of maize meal porridge. A recent study carried out shows that 26% of Day schools provide at least one meal at school. Pupils attending day schools in urban settings often take a packed lunch according to what is available in their homes or may buy snacks from vendors within the school compound. This cannot be said of schools in the rural areas. Both primary and secondary schools provide all meals at school. Parents pay for the meals through the school fees every term. The diet in boarding schools commonly consists of maize meal porridge for breakfast and maize meal pap with beans for the other meals of the day. The School Health Section in the Ministry of Health was established in 1999 and has been endeavoring to carry out advocacy for improvement of school health services in general. A School Health Policy under which feeding in schools is highlighted has also been drafted but is still under discussion. Under this policy, the Ministry of Education and Sports as well as the Ministry of Health are expected to provide guidelines on feeding in schools, encourage parents and schools to provide at least one hot meal a day, provide micro nutrient supplements for pre-primary schoolchildren. Though significant gains have been achieved throughout the country in terms of educational expansion and accessibility, rural Ugandans continue to lag far behind their urban counterparts. (Finan, 2010). Though school-feeding programs have increased student enrollment rates, attendance, and exam scores, rural districts have exhibited only modest gains in completion rates and advancement. Additionally, schools are not always equipped with suitable bathrooms and kitchens to ensure that food is prepared in a hygienic and safe environment. This study will assess the impact of school feeding programmes on school participation (attendance, academic achievement and dropout) in Kisoro district 1.2 Problem statement Children in primary schools are more susceptible to short-term hunger, particularly where there shortage of food and poor diets. Factors like staying far from school and pupils have to move very many Kilometers to school, have to first do work at home before going to school, contribute to hunger in primary school pupils. Pupils who report to school with empty stomachs have reduced attention, high chance of being diverted to other things , less concentration in class and end up performing poorly in class(DoH 2005:32).By giving a child what to eat may improve her/his ability to study well in class hence facilitating learning(Kremer;2007). Research has shown that hunger leads to mental retardation in children, especially making them have violent behavior and anxiety when hungry rendering them non productive in class (WFP2006:4). Poor performance in schoolas is worldwide problem and is predominantly in Low income countries.Uganda has perfomed well in education since when Education for all started in 1997 as per the indicators of education. However, educational outcomes remain below this is due to low attention by the policy makers on Universal Primary education and schools not having feeding programmes . Instead, as a national policy,the care givers are expected to provide food although many families who live in rural areas cannot afford to provide it. In order to achieve quality education for all, school feeding is an essential component. The country still has the challenge of passing the policy and developing guidelines and minimum standards for implementation. Additionally, a number of studies have been done on the cost effectiveness of school feeding programmes in Uganda but few have been done to assess the effect of the programmes on school attendance and academic achievement among primary school pupils especially in the rural areas like Kisoro district. 1.3 Purpose of the Study The purpose of the study will be to investigate the effect of school feeding program on school attendance, academic achievement and dropouts in primary school pupils in Kisoro district-Uganda. 1.4 Research Objectives 1.4.1 Broad objective The broad objective of the study is to assess the effect of school feeding program on school attendance, academic achievement and dropouts in primary school pupils in Kisoro district To determine the effect of the school feeding programme on school attendance among primary school pupils in Kisoro district To establish the relationship between child nutrition status and school participation To determine the effect school feeding programs on school drop outs in primary schools in Kisoro district To determine the effect of school feeding programmes on academic achievement among primary school pupils 1.5 Research Questions The study will be guided by the following questions:- What is the effect of the school feeding programme on school attendance among primary school pupils in Kisoro District? Is there a relationship between nutrition status and school participation? What is the effect school feeding program on school drop outs in primary schools in Kisoro Districts? What is the effect of school feeding programmes on academic achievement among primary school pupils? 1.6 Hypotheses of the study H0: There is no significant relationship between school feeding programs and school participation among pupils in Kisoro district H1: There is a significant relationship between school feeding programs and school participation among pupils in Kisoro district 1.7 Scope of the Study The study will be conducted in sampled primary schools in Kisoro district. The study will target a population of 200 pupils and the administration of the schools in Kisoro district. The research is limited to analyzing the impacts of School Feeding Program on school participation among primary school children. Although the impacts of SFP are studied in various ways such as the impacts on nutrition, cognitive development, learning achievement, agricultural production, and so on, these aspects are beyond the scope of this research and hence are not covered here. In terms of geography, the study will be conducted in Kisoro district, Kirundo Sub County. 1.8 Significance of the Study The study results will first and foremost point out the school feeding programme situation in Kisoro district which will in turn provide valuable information for both the local authorities like the Local council, District Education Officers and the government at large as regards areas which require improvement and / or reinforcement. The results will also enable school administrators especially those of schools without school feeding programmes to appreciate the importance of the programmes as regards school participation and thus general school progress CHAPTER TWO; LITERATURE REVIEW 2.0 Introduction This chapter reviews literature related to the main research theme and also reviews the literature on the impact of school feeding programs on school enrollment, attendance, and dropout rates; dietary intake; nutritional status; and academic performance of participating children. 2.1 History of school feeding School feeding programme began in Germany in 1790 this was followed by France in 1867.As years go by countries like Norway also adapted the same mechanism of school feeding by introducing breakfast of milk , bread , some fruits and in addition to this was cod-liver oil (FAO 2005:15). In as early as 1853,countries like USA started school feeding programme by giving lunch to their children. (Gunderson 2007). The law to start serving lunches was first launched in Holland in 1900.This involved the provision of lunch to about 80% of the primary school pupils motivating them to attend school and used to travel long distances to school .as a way (FAO 2005:15, Gunderson 2007). According to Dr Huber due to the support which was rendered by teachers, there was an improvement in school performance and attendance. His recommendations led to a national order that schools in urban centres should provide lunch for their children and the government provided funds for this(Gunderson 2007).England passed an education provision of meals act in 1905 which lead to the coming up of 365 nongovernmental organizations to support school feeding programs. Programmes of feeding school children spread to other countries like Italy and United Kingdom by 1930 with an aim of improving growth of children (Gunderson 2007). School feeding is key to the removal of today-to day hunger .As per the research from WFP ,feeding the children on breakfast can improve school performance.(WFP, 2007). Studies show that breakfast contributes a lot to a child’s nutrient intake and a child who misses it has high chances of suffering from nutrient deficiency diseases (Kazianga, 2009).Studies fro south Africa indicate that one among five rural and Urban black and white primary schools pupils miss breakfast before going to school (Labadarios, 1997:91) .Children get one-third their daily from breakfast and other nutritional requirements.Low income countries experience challenges in trying to manage school feeding programmes because of their low income per capita and cultural differences to support the programme. School feeding programmes are also faced with challenges like supply, distribution and storage. 2.2 Benefits of school feeding programmes For one to tackle hunger school feeding programme is the most commonly used tool to address it world wide. This program is directly linked to the Millennium development Goals ( MDG 2000). The first Mellenium development Goal is concerned with the addressing Poverty and hunger where it is expected that by 2015, the proportion of people living below one dollar per day will have reduced by a half counting from 1990.While the second is for achieving universal primary education.it is expected that by 2015 children are able to complete a full course of primary but hunger reduces the chances of these children by reducing their leaning capabilities.As for the case of Gender disparities among boys and girls ,hunger reduces the chances of girls attending school as they are at home working in fields and end up getting married early and the cycle continues(FAAO,2005) Good feeding in schools with enough and nutrient foods would cattail the problems of children’s undernutrition such as wasting and mineral deffeciency like Iron.Therefore when children are properly feed it improves their cognitive and effectiveness..It is believed that school feeding increases the time the child spends in school.It also improves factors such as the number of children attending school,reaching school in time and starting school at the correct age.In areas where poverty and hunger are at its highest peak,school feeding reduces the amount of money spent when sending children to school and thus enrollment in schools is increased. Giving children food to take home is a big motivation mostly in poor communities (Grantham-McGregor 2005:S145). The following figure summarizes the benefits of the programmes Source: (Adelman, Gilligan et al. 2008:10) 2.3 Nutrition and academic performance The association between Nutrition and academic performance has been documented world-wide most especially the negative effect of under nutrition. Among others, Averett and Stifel (2007) did a study on childhood over and underweight on cognitive functioning and conclude that undernourished children tend to have lower cognitive capabilities when he compared with well fed children. Furthermore, Alaimo et al. (2001) in their study, they concluded that children ranging from 6 to 11who come from households which are food insecure perform poorly in arithmetic tests, were likely to repeat a class many times and had difficulty in getting along with other children Kaestner and Grossman (2009) found out that children who lie in the bottom and top of weight distribution scored less in tests than those in the middle position of the weight distribution. Published Research reviewed by Taras (2005) shows that there is a relationship between nutrition among school-aged children and their academic achievement in school and on their cognitive functioning. From his findings also it shows clearly that children with iron deficiencies were likely to perform poorly in school unless they received iron supplementation. Food shortage is a serious problem affecting children’s ability to learn. By giving children breakfast is the most effective way of eliminating this problem and thereby increasing their academic performance. 2.4 School feeding globally The following International organizations are the biggest players in the current school feeding programmes globally. 2.4.1 World Food Programme (WFP) World Food Programme is the leading world-wide organization the deals with the provision of food with an objective ‘Building Stronger partnership to End Hunger” It works with both National and international both private and public organizations with an aim if ending hunger. By 2005 WFP was already working with around 2200 Nongovernmental Organizations and 74 countries (WFP, 2006). WFP works with educational institutions through flexible process. The educational institutions it works with are those in emergency areas which are food insecure. And their educational needs are unmet. These institutions have a high dropout rate, few children attend school and have big gender disparities. The aim of WFP is to make sure that food aid is given to schools where it is efficiently and well utilized. To make sure this is fulfilled it works with partner organizations both at national and international level in the area where it oprearates.It ensures that food is properly stored, prepared and proper hygiene is maintained (WFP 2006). As per WFP standard formula, children aged between 3 to 5 years (pre-school) receive 6720KJ with 32g of protein where as those from 6 to 12 years(primary school) receive 8400KJ with 40g of protein (WFP 2005). The documented amount of protein is based on the standard consumed locally, assuming 85% digestibility rating. Studies have shown that school breakfast can enhance student energy levels and their attention to studies. It also clearly shows that school feeding and take home food when combined raises the attendance by at least 30%. By supporting FFE programmes that provide school feeding and/or take-home rations, the WFP intends to support efforts aimed at achieving universal primary education and reducing gender disparities in education (WFP 2006, Gelli, Meir

How HR Responsibilities Assist in Organization Change Research Paper

Table of Contents Introduction Overview of the case problem The discussion of the case in relation to literature Recommended change strategies Conclusion References Introduction Organizational change has become a significant factor in minimizing the cost of operation in organizations. Economic pressures are forcing organizations to implement cost-cutting measures, while at the same time being cautious not to compromise customer service quality. Organizational change requires a continuous restructuring of strategies. Organizational restructuring involves a change in organizational culture, which is quite demanding an organization. It requires full action and intervention of the human resource department of the organization. Organizational change programs are quite fragile at the initial stages thence need to be handled with caution (Ulrich, Younger