Development Using Different Methods Children And Young People Essay

Development Using Different Methods Children And Young People Essay When children and young peoples development is monitored and assessed, it enables practitioners and professionals to notice when children and young people are not progressing as expected. Therefore, if necessary checks can be made to see why children are not developing as expected may be due to impairment. When practitioners and professionals intervene in early years of the children, they will able to get appropriate support they need and their development and their welfare is promoted. Children and young peoples overall outcomes will be promoted significantly when professionals carry out early intervention. There are several methods of monitoring childrens development explained below:- Assessments frameworks Practitioners are required to carry out on going assessments through observations on a diary basis as its integral part of development and learning. Any learning and development needs of children and young people must be addressed by the practitioners with the parent/ carer and relevant professionals. Parents/ carers should be updated regularly with their childrens progress and development. Progress check at two: Practitioners should carry out a progress check when the child is aged between two and three. It should be carried out in the setting where the children spend more time and discuss how the summary of development can be used to support their learning at home. It is a written summary of the childs development in the prime areas. The practitioner must discuss with the parents and / carers how the summary of development can be used to support learning at home. It must reflect on going, regular observation of childrens development. The progress check at two enables practitioners and any other professionals to identify development needs early on in the childs life in order he/she gets the additional support needed. Assessment at the end of the EYFS the Early Years Foundation Stage Profile (EYFSP). EYFSP must be completed for each child in the final term when he/she turns five years old and should be before the 30th of June in that term. School must share the results of the profile with the parents / carers and relevant professionals. The profile provides details of the childs knowledge, understanding and abilities, their progress against expected levels and how ready they are for year 1. Observations. In settings, practitioners watch children play and watch how they are behaving. Some observations do not need the practitioner to interact with the children while in others it may be more appropriate for the practitioner to be involved in order to support learning and development. Observations play a very important part in assessing the childrens development. When practitioners carry out observations, they are able to get information about the childs development, interests and their interactions with friends and adults as well their level of concentrations. Standard measurements Different professionals use various standardized measurements to monitor and assess the childrens development. Growth / healthy assessments. These are used to measure and assess the childrens height, weight and head circumference. Auditory assessments. These assessments are used to monitor and assess the childrens levels of response. Reasoning assessments. These assessments are used to monitor and assess the childrens reasoning and they are carried out by educational psychologists. Cognitive aptitude assessments. These assessments are used to monitor and assess the childrens intelligence and they are widely carried out in schools. All the above tests help professionals to see how a child is performing compared to the large group/ population of other children in the same age group. Information from parents/ carers, colleagues and others. Practitioners should collect as much information as possible from parents/ carers when monitoring and assessing childrens development as the parents/ carers spend more time and are more attune with their children. They see the child in a variety of different situations hence have a lot to contribute and they are aware of their learning and behaviour outside the setting. They always have a different perspective. It is very important to also involve the child whenever possible. Key workers generally take lead role in monitoring and assessing their key children but colleagues who also work with the child should also be consulted as they may have different perceptions. (Walker 2011. p.117). CYP 3.1: 3.2 EXPLAIN THE REASONS WHY CHILDREN AND YOUNG PEOPLES DEVELOPMENT MAY NOT FOLLOW THE EXPECTED PATTERN. Children encounter issues in their lives that have a positive or negative influence on their lives and hinder them from following the expected pattern of development. As practitioners, we have the duty of care towards the children and young people to ensure that we improve their life chance by following the Every Child Matter outcomes, which are be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Physical factors The childrens/ young peoples genetics affects their development, which includes their physical growth and physical strength. Occasionally a reason for a child not attaining the usual pattern of development cannot be identified, even after professionals have investigated the influences on development thoroughly. One possibility is that its in the childs genetic makeup to have a slow start to their learning (Walker 2011 p.119). The social, economic and cultural factors. Personal choice Families may decide to live in a different way example travelling families. The children/ young peoples education may be affected if their families travel a lot and they may not settle in. This may stop children from following their expected development pattern. Some families bring up their children differently and some bring up boys differently from girls and this can affect the childrens development. Poverty Families live in poverty mostly due to unemployment and low income. Due to lack of money, families may fail to provide enough food to eat, clothes to wears, educational resources outside school and heat for winter for their children, which may affect their health and that of the parent. This might hinder the children/ young people to reach their full potential Housing and Community Children and young peoples development is greatly affected negatively if they live in poor housing conditions like living in a damp condition may cause health problems to the children that may affect their learning. Children and young people living in neighbourhood with anti-social behaviour may be affected negatively as they may be isolated or they may decide to join in and their development will be affected. Poor parental supervision/ neglect Children need guidance to learn how to behave well. If they do not get the guidance from their parent, they will misbehave at school because they do not understand the boundaries. Lack of boundaries may result in the children and young people being involved in crime and anti-social behaviour. Educational Environment If the setting does not reach the statutory requirement, this will affect the children and young peoples development and they will not achieve their full potential therefore they might be un able to follow the expected development pattern. Health status and Disability Children and young people with existing health condition or with disability may find it hard to fit in and if they are discriminated against, this will have a negative impact on their lives. Learning needs. Children and young people with learning difficulties and those with specific learning needs may not follow the expected development pattern as they may need a range of additional support with their learning and development, for example with writing , reading or maths. Children with Dyslexia they need support with their learning and development. Bereavement and loss Losing a loved one or pet can have a great impact on emotional and physical health. Children/ young people may find it hard to cope with the grief and this may affect their well-being. Religious beliefs and customs Children may be excluded from setting to attend specific settings due to their religious beliefs and customs therefore the children may miss out on some activities and this might have a negative impact on their live. Ethnic beliefs Children might feel isolated and discriminated against due to their ethnic belief and this will have a negative impact on their lives. Communication skills. Children and young people who have trouble with their communication, their learning and development will be impacted on and this leads to the children not following their expected development pattern. Communication development is linked closely to social, emotional and behaviour and intellectual/cognitive development. 3.3 EXPLANATION OF HOW DISABILITY MAY AFFECT DEVELOPMENT Practitioner should have a good knowledge of particular impairments and understand that the same impairment can affect each child differently. Therefore, practitioners must understand the children they are working with, how the impairment is affecting them in order to meet their needs appropriately. Practitioners should look for ways of increasing learning and development opportunities for children with disabilities. Social model of disability When society is not set up to meet the needs of people experiencing impairment, this implies that impairments give rise to disability. The society disables them, rather than enabling them (Walker 2011 p.285). National Occupational standards states that the social model considers that it is society that needs to change and that disabled people have rights and choices. Children with learning difficulties and impairment that affect their social and emotional development may find it had to interact with others and they will be unable to make friends and positive relationships. Society should change to give the children with disability an opportunity to participate in society and ensure that it meets the children and young peoples needs so as to achieve positive outcome. Medical model of disability In this model of disability people without a disability, they see the impairment of disabled people as a problem that needs solved or cured whereas some impairments have no cure. Medical model limits the opportunities for children and young people and this impact negatively on their learning and development. The children with long term medical conditions or physical disabilities may not achieve their full potential as they may miss educational opportunities due to their health, having to stay in hospitals and attending medical appointments. Low expectations When people/ societies have low expectations for children and young people with disability, they will be denied the opportunities they need to achieve their full potential. If children and young people with disability have low expectation of themselves they may not want to get involved and they will feel isolated and unable to fit in. Stereotyping. Children with disabilities may develop low self-confidence and self-esteem due to the stereotyping, discrimination and if the family members see them as a burden or have negative attitudes due to their lack of ability to cope with their disability. Cultural differences Children and young people may miss out on the chance to learn, play and work due to discrimination because of their disability as well as their background, hence unable to achieve a positive outcome. People from different cultures should be more understanding, accepting and encouraging to children and young people with disabilities. Due to lack of funds and resources, can hinder the children with disability having opportunities to experiences activities and achieve their full potential as meeting the needs of a child with disability can be very expensive and funded services vary from one local area to another. The benefits of positive attitudes to disability. Positive attitudes to disability helps the children with disability develop a positive attitude towards themselves and they will have high expectations for their life. The children and young people will have increased self-esteem and self-confidence, gain their independence and have a purpose in life. They will be able to achieve a positive outcome with their learning and development. Positivity can also help children and young people to develop resilience to counteract some of the negative attitudes that they will no doubt experience from others during their lives stereotyping and discrimination are prime examples. (Walker 2011 p.287). 3.4 AN EXPLANATION OF HOW DIFFERENT TYPES OF INTERVENATIONS CAN PROMOTE POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE WHERE DEVELOPMENT IS NOT FOLLOWING THE EXPECTED PATTERN. A number of professional agencies may become involved when children are identified as not following the expected developmental pattern. The professionals will all work together to support children and their families to ensure that children and younger people achieve their full potential. Children and young peoples outcomes can be improved when multi-agency approach is involved and this includes the children and young peoples development. Below are the professionals involved in the interventions with children. Professional/Agency Main area of responsibility Impact Types of intervention Behavioural Support Service (BEST) They work in partnership with provisions within the framework to include everyone. They promote good behaviour and provide support to children and young people, parents and settings. Behaviour impact the childrens and young people achievements. When children have positive behaviour they achieve at school. Recognising and managing their emotions and learn about relations. Improved educational outcome. Training of staff Advice on how to develop and review behaviour policies. Speech and language therapists. They are employed by the local Primary Health Trust. They assess and treat speech, language and communication problem to allow children to communicate to the best of their ability. Children being able to communicate with others. Meeting their individual development needs. Improved language skills. Settling better in settings and will to learn. Improved education outcome. They are referred from the GP or concern from the setting. Therapy Educating parents and staff. Promoting speech and language development through songs and rhymes involving children and parents. Physiotherapists. They help children who have problems as a result of injuries to rehabilitate and increase their movement and coordination, illness or for medical reasons. When the children and young people are rehabilitated. Improved movement. Treatment Range of motion exercise Electrical stimulation Strengthening exercise Soft tissue movement. Psychologists They help and support children with social, emotional problem or learning difficulties. They offer advice and giving counseling to children and parents. Being able to enhance the childs learning and enabling practitioners to be more aware of the social factors affecting childrens learning. Improved education outcome. Counselling Training Health Visitors. They are health professionals who help, support and educate parents on the way of preventing diseases through immunizations, good child nutrition, minor illness and behavior issues. They advice parents on health and child development. They do home visits and sometimes, they can be found in the local medical centre at least once a week. They support parents to ensure that children are protected from illness and they achieve their developmental milestones. Improve education and life outcome for children and young people. Identifying mothers suffering from depression. Reduced post-natal depression. Medical advice Training Home visits Parental training Social workers They are employed by social services. They provide assistance and advice to children, young people and families with health need, housing issues, and poverty. They support young people living care and those facing difficulties of any kind. Keep families together by giving them support. Children from care fulfil their full potential. Families getting the help they need. Crisis intervention Anger management Stress management Relaxation training Mid wives They offer health support to parents expecting a child/ children. Parent has a successful pregnancy and birth. Reduce the number of women smoking during pregnancy. Increased breast feeding. Increased parental confidence. Training Antenatal care. Pre- and post natal care. Birth plans Training Breast feeding training. Play specialist They are employed by the local Primary Health Trust. They make observations and assessments through play with children in hospitals to identify their needs and fears while in hospital. The children get full recover and play freely without any problems. Assessments Introduction of play Voluntary agencies and services These include local and national services like NSPCC. They support and give advice to children, young people and their families experiencing threatening situations. The families feel safe, secure and protected. They have a peace of mind knowing that they can get support and advice if they experience ant threatening behaviour. Training Support and advice Special Educational Needs Coordinator (SENCO). Works in the setting They have the responsibility to organise identification and support for children with special education needs Being able identify that a child has special education needs and the child being able to get the help they need early on in time. Referrals to respective professionals Support Psychiatrist They are doctors trained medically. They specialise in mental health. They diagnose and support children and young people with mental health problems. When the child and young person get all the support and treatment the y need. When they are able to lead a normal life afterwards. Counselling Training Awareness Nurse specialist They give advice and support to children, young people and their families on how to manage chronic conditions. They also measure and assess childrens development. When families are able to handle and manage chronic conditions. When families are able to get help in time if there are any underlining problems with their childrens development. Training Raising awareness Measurements and assessment of children development. Young justice teams. They work with children and young people with anti social behaviour in the community. They work hand in hand with the social workers. When the children and young people get the support they need to be model citizens. Recognising and managing their emotions and learn about relationships. Improved social and emotional skills, attitudes, behaviour and academic performance. Target offending behaviour Thorough assessments of children and young peoples individual needs. Offer structured programmes. Offer programmes that can work that meet the families needs. Additional learning support teams They help children with specific educational needs within early years provisions, schools and out of school. Children get the support and education to achieve their development goals. Improved learning outcomes. Training Awareness Support Assistive technology Children and young peoples development can be supported by using a range of technology. A voice activated computer programme will assist children and young people with delayed fine motor skills with writing. Children and young people with difficulties walking may use the latest wheelchairs so as they are able to achieve their development goal and be more independent. Physiotherapists, speech and language therapists and sensory impairment support professionals have the responsibility to choose the right type of assistive technology for children and young people. http://www.ehow.co.uk/socialworkers (16.02.2013) http://www.physiotherapy.notes.com (16.02.2013) http;//www.surreycc.gov.uk/social-careand health (17.02.2013) http://www.nfer.ac.uk/nfer/publications (17.02.2013). Tassoni, P., Beith, K., Bulman, K., Griffin, S. (2010) Children and Young Peoples Workforce. Early Learning and childcare. Level 3 Diploma. Essex: Heinemann. Walker, M. (2011) Children and Young Peoples Workforce. Early Learning and Childcare. Level 3 Diploma. Cheltenham: Nelson Thornes.

Jamaica Kincaid’s “Girl” in social context

Jamaica Candid's â€Å"Girl† in Social Context Jamaica Candid short story â€Å"Girl† was the first fiction work, which she has written. 650 words of prose poem Is a mother teaching her daughter how she should behave and to do everything that Antigen women do. There Is no Introduction, no action, no character description and no composition seen, only two voices, which at the end appears to be the mother and the daughter. Antigen, was the place, were Candid grew up during ass's and ass's.When she escaped from her family, Jamaica changed her name and started to write. The mother in the story seems to have full control of setting her daughter for her teenage years. While, the girl is kind of poor one, because she has to put up with the very intense rules that she gets from her mother. A mother gives commands to her daughter with a firm tone of voice, while daughter interrupts her mother twice: to protect herself and to ask the question.Jamaica Candid, using only two voices , is able to open the major Issues: felicity, social classes and traditions. In like manner, despite the makeup and high heels, femininity is hard org If to mention cleaning the house and looking remarkable while doing It. In â€Å"Girl† woman seems to be Identified with the looking after the house and Its Inhabitants. It Is not surprising that In order to malignant their luxury and decent lady card, girls must obey the motherly advice.In the following quote expressed by the mother of the girl, where she is giving commands for her daughter in order to teach her to be decent lady, femininity is one of the main clauses about the problem if to speak about being successful lady in the family. â€Å"Wash the white clothes on Monday and put them n the stone heap; wash the color clothes on Tuesday and put them on the clothesline to dry' (1-2). This is the first commandment of a long list, that girl, in order to be honorable lady, must follow.The commandment begins with the cleaning of clothing – and, in particular, this concerns the correct cleaning, to avoid the blending of colors. Commandments like this, always seems hard to accomplish. Generally speaking, Candid represents, that both the mother and the girl are controlled by the rules of fervently. Additionally, class and social standing have already been lassie back when someone had clearly more shiny stones than the other. In â€Å"Girl† it was not only just shiny stones, but also girl's skin color, her table coating quality and smoothness of her seams.In a colonial Antigen, where British culture is seen as a native, African descent Antigens as Candid and, as I think, also a girl, already are at the top of the hierarchy. In â€Å"Girl† it seems that the dead person can easily lose their social standing, and it is much more difficult to pick it up once you lose it. In the following quote expressed by the mother of the girl, where she is giving commands or her daughter in order to teac h her to be decent lady; interaction with negligent boys and girls is forbidden, in order to be a respectful lady. You mustn't speak to wharf-rat boys, not even to give Some people are so removed from society that they are not even treated as people; they are rats. Whereas slovenly men and women are even In lower social standing than the black people from Antigen, absolutely no one Is talking with them. As shown above, Candid stated that society Is based on policing behavior. In â€Å"Girl†, there is someone who is always watching. E keep our balance; it helps us to know how to narrate the whole world, that it makes matter a lot of easier, it can, of course, also be oppressive, archaic, and Just stupid.In â€Å"Girl† the mother teaches her daughter traditions for several reasons; tradition can help the daughter to become a respected lady, retains lady successful life with no bad luck. In the following quote expressed by the mother of the girl, where she is giving comma nds for her daughter in order to teach her to be decent lady; the daughter is bound to keep up with tradition, in order to live a successful and fulfilling lady life. Soak salt fish overnight before you cook it†(7). Salted fish is fish that have been salted and dried to keep it not using the refrigerator.The fish is very salty, so, in order to eat it, lady has to steep it very carefully. In a word, food is the most important part of the tradition, as it is associated with femininity lessons, whose have been thought by the mother. The British traditions are as important as the African ones in the â€Å"Girl†. Both are important details of the cultural heritage of the girl. In the final analysis, Jamaica Candid, using only two voices, is able to open he major issues: femininity, social classes and traditions.The mother gives commands to her daughter in order to prepare her for the fulfilling and respectful lady life. Although we believe that the girl is helpless at the be ginning, because she speaks only twice; trying to defend himself, but the motive of Candid gives all the power to the girl. This prose poem is a mother teaching her daughter how she should behave and to do everything that Antigen women do. There is no introduction, no action, no appears to be the mother and the daughter.

The Poaching and Eating of Animals

The Poaching and Eating of Animals Benjamin L. VanDyke GEO 150 6/22/2010 Tim G. Buchanan Poaching is the hunting or killing of animals that are not either in season to be hunted or are protected by animal rights laws. There are many hunting laws and seasons that one has to comply with in their own country. Many countries have outlawed the hunting of animals that are close to extinction. Other countries; such as the United States use hunting to control the numbers of animals whose numbers are more than plentiful. There are many reasons for poaching, mostly financially motivated. The costs or effects of Poaching can be deadly not only to the animals themselves but also to human beings. There are measures being taken to stop and regulate the act of poaching. There are many reasons why animals are poached, food, the Ivory of their tusks, Witchcraft and, Medicinal purposes, and just for their skins or furs. Some animals such as the Gorilla and other primates in Africa are being hunted for their meat, so that families and tribes can eat. These same animals along with the wild cats, such as Lions and Leopards, Elephants, hyena, and buffalo are considered to be sources of what is called bush meat. These animals are killed, skinned and striped of their meat to be smoked and shipped to restaurants in Africa, Asia and Europe. The Asian and African Elephants are hunted for the ivory of their tusks. More than 2,500 tusks and 14,600 pieces of ivory were seized worldwide between January 1, 2000 and May 21, 2002. That might not seem like a lot but that equals out to over 2,000 dead elephants, in less than a year and a half. In some African tribes animals are thought of as having magical and medicinal value. Many tribes in the Congo believe that the leopard is a highly magical creature and is killed so that the witch doctors can wear the skins to show just how magically powerful they are. Other animals are used as sacrifices to cleanse away bad omens or curses. If it is a dry year the gods might require an animal’s blood in order to grant the rains to come. If you have skin disease you could digest a Lion’s liver- be careful though hat same liver is used to poison rival tribe members. Snakes are beheaded so that the venom from their fangs could coat an arrow tip or two, by the Mbuti pygmies of the West Uganda and East Congo. The seals on the eastern coastline of North America are culled at a number of 180,000 a year. These seals are clubbed to death for designer purse manufacturing companies. Fishermen in the area are frustrated by the vast number of seals eating or scaring the fish away. E xtinction! This is the obvious effect of poaching, however there are other effects. Diseases, and the disruption of the animal’s social abilities; especially in the African elephant. The elephants that are most sought after are the ones with the longest tusks. Those elephants are typically the longest living female matriarchs. Elephants are very social creatures and weave a very tight bond with each other. Matriarch elephants are the glue of that social bond, they are the leaders, and are relied upon by the rest of the herd for keeping the family together. When a matriarch elephant is killed for her tusks, her youngest offspring typically died along with her. The older sisters of the heard were left orphaned and either ended up rooming alone or eventually began bonding with another herd. The eating of the bush meat and of the primates in the African Congo is believed to have brought about the Ebola virus. The people who eat or have eaten from the monkeys, and gorilla contracted the virus and then passed it on to other human beings. An outbreak of Anthrax in 2000 is thought to be linked to the eating of infected animals that were being transported from Queen Elizabeth National Park In Uganda alone the population of the elephant, Rhino, and Hippopotamus have dwindled down to either near extinction or extinction, over the past 40 years. The elephant in Uganda in the 1960’s was over 30,000. Today the elephants number at just above 2,400; with a slow increase. The white and black Rhino went from around 350 each to extinct in the past 4 decades. Hippopotamus are the strongest of the three there numbers went from 26,000 to 5,300 again with a slow increase. These numbers are on the slow increase only due to recent legislation and organizations working together to stop the abuse of these animals. There are many organizations who are working with numerous countries across the globe to stop or at least control the amount of poaching or trade of animal products. The Convention on International Trade in Endangered Species, (CITES) is one organization that works closely with the World Wildlife Fund, (WWF) to bring awareness and legislation to the countries of the world in order to stop poaching. CITES is the biggest and most respected wildlife conservation agreement in the world. The primary purpose for CITES is to combat the threat to animals and plants who are close to extinction from the international wildlife trade. Every three years parties from countries across the world gather at what is called CoPs, a convention hosted by the WWF and CITES. At the CoPs the participating countries review the articles outlined in the CITES; and decisions are made determining what species should be placed on, or taken off of the Appendices. The animals and plants that are on these appendices are basically outlawed from being used in wildlife trade. In March of 2010 CoP15 was held and the discussion over elephants and ivory dominated the convention. Countries who were home to the African elephant agreed on suspending the trading of ivory for nine years. Although stocks of ivory that were registered before January 31, 2007 were allowed to be sold to specified trading partner countries, such as Japan. The ivory being sold has to be from registered stocks that came from elephants that were dying or had died from natural causes. These stocks are also owned by the governments of the countries themselves. Proceeds from the selling of this ivory will be invested into the conservation and repopulation of the African elephant. The act of poaching over the years has increased and decreased mostly depending on the demand for items that contain the skins, tusks or appeal to the appetite of consumers. As stated above the costs of the lives of these animals are a high price. Not only for the animals that are close to dying out completely; to our own health from ingesting the diseases that these animals carry. Thankfully there are organizations and people who care enough for these animals to write laws and agreements to help stop this unnecessary and unregulated act. References Gobush, Kathleen. (? ). The Effects of Poaching on African Elephants. Retrieved from http://conservationbiology. net/research-programs/effects-of-poaching-on-african-elephants/ Humane Society of the United States. (2009). Elephant Poaching and Ivory Seizures. Retrieved from http://www. hsus. org/wildlife/issues_facing_wildlife/wildlife_trade/elephant_trade_fact_sheet/elephant_poaching_and_ivory_seizures/ Magelah, Peter. (Oct. 5, 2007). Poaching. Retrieved from http://www. eoearth. org/article/Poaching World Wildlife Fund. (2010). CITES- The Convention on International Trade in Endangered Species. Retrieved from http://www. worldwildlife. org/what/globalmarkets/wildlifetrade/cites. html

Children With Asd Produced The Same Amount Of Antigens...

This study showed that children with ASD produced the same amount of antigens from vaccines as kids who did not have ACD did (CDC, np). In total, the CDC has conducted nine studies, all of which show no link between autism and vaccines (CDC, np). Another study done on 95,000 children showed no link between vaccines and autism (Ross, np). Another claim anti-vaxxers make is that vaccines contain mercury which is toxic to humans (Ross, np). Thimerosal, which was in multi-dose vaccines to prevent bacteria growth, did in fact contain traces of mercury (Ross, np) (CDC, np). However, there are two types of mercury: methylmercury and ethylmercury (CDC, np). Methylmercury, which is found in some kinds of fish, is toxic to humans in high doses, while ethylmercury is cleaned out of the body rapidly and is less likely to cause any harm, especially at low doses (CDC, np). Thimerosal contained a very low dose of ethylmercury, and studies showed it would not be toxic to humans, aside from some minor side effects such as redness or swelling after injection (CDC, np). Even so, the FDA decided to remove thimerosal from vaccines back in 2001 (Ross, np). Some anti-vaxxers claim that they don’t need to vaccinate their children because â€Å"measles isn’t really that bad† (Ross, np). Measles is a respiratory disease within the lungs and breathing tubes that results in fever and rash, and it is very contagious (CDC, np). Measles causes cough, runny nose, rash, diarrhea, and ear infection (CDC, np).Show MoreRelatedMandatory Vaccinations Of School Age Children1473 Words   |  6 Pageskindergarten students have not had the proper vaccinations required of school age children (PBS). All 50 states prohibit students who lack proper vaccinations from attending public, and many private, schools (CDC). However, exemptions to this rule are made if the vaccination requirement conflicts with the religious beliefs (effective in all 50 states) or philosophical beliefs (effective in 19 states) of the parents of these children (CDC). The number of parents with â€Å"philosophical beliefs† against vaccinationsRead MoreSmall pox And Vaccination Of Smallpox2238 Words   |  9 PagesAdvancements in medicine thus far have provided protection from a wide range of diseases. Vaccines are one of the many medical interventions that have paved their way through today’s innovative society. As a result of safe vaccinations, harmful, life-threatening diseases that once roamed the world freely have been completely eliminated or have been brought to the point where they are close to extinction or eradication. Prior to its corresponding vaccine in 1953 which was introduced by researcher Dr. Jonas