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Module 2 – Case Planning Health Promotion Programs Needs Assessment

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Title: Module 2 – Case Planning Health Promotion Programs: Needs Assessment

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Date: 15th August 2013

Module 2 – Case Planning Health Promotion Programs: Needs Assessment

What is the rationale and importance of the study?

This study was conducted after medics realized that the cases of cervical cancer were higher among Canadian women of Chinese origin compared to native Canadian women. The aim of the study was to create an understanding and highlight why Canadian women of Chinese origin are less regular visitors for PAP tests.

Main point of interest is to find out why women of Chinese origin not only living in Canada but also British Colombia had low turn outs for Pap tests.

What steps of the Precede-Proceed model are used as theoretical background for this study?

Factors that predispose, enable and reinforce that are common after a Pap test were examined from women of Chinese origin who lived in British Colombia. The samples from a Pap test 2 years ago from the study were used for comparison.

The study conducted in British Columbia is a basis for comparison, to help the researchers have a deeper understanding and connection.

How was the data collected?

Data was collected through interviews where questionnaires were filled by Canadian women with Chinese origin from age 20 to 79 years. The questions in the questionnaire were formulated from the PRECEDE-PROCEDE model that had been conducted earlier.

The questionnaires were reviewed by specialists who checked for all ambiguity in the answers. Clarity of answers was key in creating a basis to understand and conclude the study.

What were the factors associated with screening?

There were several factors that were associated with screening; Sociodemographic factors. These include social status factors, whether the Lady is single or married also if she was fluent in English.

Another factor was Predisposal; this is in relation to the lady’s beliefs regarding screening and prevention of cervical cancer.

Enabling factors was also a factor of consideration. These include issues of insurance and accessibility to health care facilities. How accessible are health centers for these women.

Finally, the reinforcing factors; these are factors that push the lady to have a pap test for example being advised to have on by her physician.

These factors constitute of issues that the average woman encounters, from marriage to age. They form a general rationale which can be used to construct a questionnaire.

What were the Implications for further research?

It was clear that there were distinct factors which caused Canadian women of Chinese origin not to have a pap test thus leaving unaware. Women who were less educated and single were deemed ignorant on issues of cervical cancer and having a pap test. Also, old women who were still practicing Chinese cultures in Canada did not have the Pap test nor had low turn outs for the test.

While following culture and taking herbs to balance yin and yang, most Chinese women were misled and herbs could not serve various purposes. Further research should be based on convincing these women to visit clinics and have regular tests for cervical cancer and other types of cancer. The study should be used to create public awareness and sensitization on the need of such tests in prevention and early detection of cancer.

In conclusion

The study revealed that it is true most women living in Canada with a Chinese origin pay less attention to testing for cervical cancer.

Reference

Hislop T.G., Deschamps M., Teh C., Jackson C. (2003). Facilitators and barriers to cervical cancer screening among Chinese Canadian women. Canadian Journal Of Public Health. 94(1) 68-73

Monetary policies are very important when governments are out to stabilize the economies

Monetary policies are very important when governments are out to stabilize the economies.

This is attributed to the fact that, it is much easier to enact monetary policy decision than a fiscal policy decisions. Having monetary policies is a clear avenue for flexible exchange rates (Betts & Michael, 2000). The ranging inflation makes the domestic level rise, this in the results to appreciation and very high account deficits; fixed exchange rate is actually beneficial by rendering the central bank component. For the fixed exchange rate, it does not move around in the short run. Exporters and importers don’t have to be afraid by the hedging open currency positions or even the demand of goods fluctuating along the relative price (Chari, Patrick & Ellen, 2002).

When monetary policy is implemented through fixed exchange rate system, the main aim is to maintain low inflation and maintaining an adequate level of foreign reserves (Clarida, Jordi & Mark Gertler, 2000). Moreover, when this one is used, the central bank acquires control over the monetary base, since it does not have to do any additional or even subtraction liquidity derived from compulsory interventions in the foreign exchange market. But having a fixed exchange system, the central bank influences interests rates and exchange rtes through the general price level (Devereux, Michael & Charles, 2003).

Due to the transparency in the system, this process is effective in stabilizing the inflation expectations, the exchange rate and the evolution of inflation. Conclusively, under the fixed exchange rate system, a country’s current account deficit can become substantially larger than its account surplus and therefore it is very hard for then to face a balance of payment crisis. Moreover, the rates also act as an automatic stabilizer to external shocks. In other words, they facilitate relatively painless adjustment to negative events in other countries that affect the host country (Devereux, Michael & Charles, 2003)

References

Betts, Caroline and Michael B. Devereux (2000): “Exchange Rate Dynamics in a Model ofPricing-to-Market”, Journal of International Economics 50,1,215-244

Chari, V.V., Patrick Kehoe, and Ellen McGrattan (2002): “Monetary Shocks and Real ExchangeRates in Sticky Price Models of International Business Cycles,” Review of EconomicStudies 69, 533-563

Clarida, Richard, Jordi Galí, and Mark Gertler (2000): “Monetary Policy Rules andMacroeconomic Stability: Evidence and Some Theory,” Quarterly Journal ofEconomics, vol. 105, issue 1, 147-180.

Devereux, Michael B. and Charles Engel (2003): “Monetary Policy in the Open EconomyRevisited: Exchange Rate Flexibility and Price Setting Behavior”, forthcomingReview of Economic Studies.

According to Sir Ken Robinson on the significance of creativity in education – Copy

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According to Sir Ken Robinson on the significance of creativity in education, creativity is more significant in the workplaces due to the fact that most of the companies are looking for more than just graduates to perform specific tasks. Besides, the companies need employees who are able to think for themselves and therefore are able to think differently and be innovative. During the 2006 TED talk, Sir Ken Robinson challenged the way we are educating our children and therefore champions a radical rethink of the present school system in their effort to cultivate creativity as well as acknowledging multiple types of intelligence.

According to Robinson, creativity is essential in education just like literacy is deemed to be significant and therefore, literacy and creativity should be treated with the same status. Children will tend to take a chance, and they are not afraid of being wrong but according to Robinson, being wrong does not necessarily imply creativity but at the same time questions to the questions the dedication of being creative if an individual is afraid of being wrong. During his lecture, Robinson claims that by the time the children matures tom be adults, they already have lost the capacity of creativity as they have become frightened due to the consequent failures. According to Robinson, the current generation is responsible for discouraging creativity, and this is done through stigmatization whereby the society stigmatizes mistakes. It is undoubtedly true that the current educational system is run in such a manner that making a mistake is one of the worst things that a child can do.

Accordant to Robinson, it is due to the stigmatization of the mistakes that are responsible for smothering creativity in schools in the sense that we are educating our children out of creative capacities. Robinson further states by quoting from Picasso that all children are born artists bit the main problem is to remain to be as an artist as one grows up. Robinson believes that individuals don’t grow into creativity but grow out of it, or the children are educated out of creativity. Robinson asserts that in every system, there is a hierarchy within the arts, and within these, arts and music are generally associated with a higher ranking in status in schools than drama and dance. According to him, there is no education system on the globe that is capable of teaching dance every day to the children in the same way that the teachers teach mathematics in schools.

The education system is predicated on the idea of academic ability, and the education system came to meet the needs of industrialism. The education hierarchy is rooted on the basis of two ideas one of which is based on the most useful subjects being listed on the top. Robinson claims that the whole topic of public education is not based on creativity as the things that were deemed creative were stigmatized. During the early times, the possession of a degree earned a person a direct job unlike in the present days where a graduate walks home to play video games.

Through Robinson’s assertion that the present education system doesn’t support or push for creativity among the students, we are able to relate to the present situations, and it is true that the education system is developed and strengthened for the aspiring employees and not entrepreneurs. The fact that the current education system doesn’t foster creativity is due to the fact that schools focus on the subjects to which they deem to be relevant to the job market. While at the same time stigmatize those people who most likely try to expose their creativity especially on such fields as fitness, sports, and physical education as they are not relevant according to the education system. The claim is valid as most of the educational curriculum supports only the theoretical part of learning and doesn’t pay an effort to other aspects of creativity such as in sports and therefore the education system can be termed as being the number one enemy to the growth of talents as well as encouraging creativity among the students.

I have also been a victim bearing in mind that I am one of the students who depend on the same education system that tries to stigmatize people who try to come with new ideas. The resource personnel and the instructors contribute to this as they do according to how the system have taught them to do for years. Everyone in the fitness department is subjected to the same and archaic ways even if they don’t work out just because they are documented as being what is right. In my yoga and eight lifting sessions we are part of this learning every basic details from the books that were written many years ago. The instructor does not take time to include his perceptions on the best way to perform yoga or even lift the weight, the same program is repeated every day.

Suggestions are not really welcomed as they don’t really take our views, as they have no consideration that we are living in another generation where concepts are developed through sharing of ideas. I tried several times but the instructor was very direct that we follow what is documented implying that there is no room provided for creativity and that we are subjected to the same course materials to suit the market demands but not develop new ideas.

Reference

Do schools kill creativity? Sir Ken Robinson. (2006): Retrieved from: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity#t-64995