Pre Birth Assessment Reflective Analytical Study

Pre Birth Assessment Reflective Analytical Study I was requested to complete a Pre-Birth Assessment with regards to Case BB. The referral was made by the Community Midwife to the Children and Families Area Team where I was on my placement. The Community Midwifes concerns were BBs age, she already had a child who was under one year, her partner was in prison and the Midwife was further concerned about BBs lack of engagement with the health services particularly ante-natal services. The Midwife was also concerned with BBs emotional state of mind. To consolidate what little information was on the referral I contacted BBs current Health Visitor whereby I was subject to a litany of BBs misdemeanours regarding her care of CA. Although the Health Visitor regarded BBs care of CA as poor I noted that there had been no social work input requested from the Health Visitor and that the Health Visitor had quite a forceful personality. However, I took on board the information the Health Visitor provided with an objective mind. BB is 19 years old and lives in a local authority house in a rural village with few local amenities. The village is not well served with public transport which makes it difficult for BB to access the main town. BBs sole income is benefit based. BB now has two children, CA who is 15 months old and LA who is 3 months old. BBs partner, BA (who is 22 years of age) is at present in prison, serving a sentence for Assault to Serious Injury. BA is not expected to return to the family home until October 2010. BA is the natural father to both CA and LA. My role was to complete a Pre-Birth Assessment with regards to convening a Pre-Birth Conference if necessary. This is in line with the local authoritys High Risk Pregnancy Protocol. My role was also to support and work in partnership with BB and her family in the longer term. The context of my practice was that of a statutory role with statutory responsibilities. Therefore, I had to consider how to support the family by assessing BBs strengths and pressures as well as promote the welfare of BBs child and unborn child and in the wider sense to keep the family together. According to Hothersall (2008) these are principles inherent within the Children (Scotland) Act 1995 which themselves derive from broader principles surrounding the rights of the children and the importance of positive development as the basis for a meaningful life. Further to this Healy (2005) points out that within the practice context it is the legal aspect which has precedence over other aspects of practice. This incorporates the fulfilment of legal duties and responsibilities. The Children (Scotland) Act 1995, as mentioned previously, is the underpinning legislation within Children and Families. This legislation with regards to parental responsibilities was I felt, pertinent to this case. For example, the responsibilities of a parent to a child under 16 are set out in Section 1 of this Act. They are to safeguard and promote the health, development and welfare of the child and to provide appropriate direction to the child according to age. These parental responsibilities were important to consider when completing the Pre-Birth Assessment in response to both BB and her partner BAs capacity to parent. The Getting It Right For Every Child (GIRFEC) (Scottish Executive, 2005) policy was also crucial in my assessment. GIRFEC provides a practice model which promotes holistic assessment and planning for children, centred upon indicators of well-being and as a policy is about intervention as early as possible and provision of the right help at the right time. Within GIRFEC is the My World assessment model which I used to help me complete the Pre-Birth Assessment particularly in relation to BBs parenting skills with CA. I also utilised Getting Our Priorities Right (GOPR) A Guide for Workers in Best Practice (Local Authority Child Protection Web Pages). Underpinning this assessment was Protecting Children and Young People Framework for Standards (Scottish Executive, 2004). Within the context of completing the assessment I was aware of the statutory legal responsibility involved and the requirement to work within the framework of current legislation and policy. During supervision discussion was centred around the issue of care and control from the perspective of my practice based on statutory responsibility. According to Thompson (2005) to ignore control is to run the risk of being ineffective, while to ignore care can lead to potentially abusive and oppressive practice. Further to this Banks (2006) points out that the reasons for many ethical dilemmas and problems stem from the social work role as a public service profession dealing with vulnerable service users who need to be able to trust the worker and be protected from exploitation; and also from its position as part of state welfare provision based on contradictory aims and values (care and controlprotection of individual rights and promotion of public welfare) that cause tensions, dilemmas and conflicts. (Banks, 2006, p.25) As Banks also points out, in practice it is the rules of the agency that define who is to be regarded as a service user and provide the context in which the social worker operates. This, for me reflects that need to recognize the significance of discrimination and oppression in service users lives and for my practice to be ethically sound and develop a participatory approach to my practice. Considering these points helped me formulate how I was going to engage with BB. I had an understanding of my statutory responsibilities from a legal and policy perspective and I had an understanding of my personal and professional values in terms of the tensions caused by care and control. Therefore, I needed to build a working relationship with BB which would allow me to build a theoretical understanding of the interrelationship between the individual and society. (Watson West, 2006, p.13) This would help me complete a meaningful and insightful assessment of BBs current difficulties with appropriate interventions. To complete the assessment, I took into consideration Germain and Gittermans The Life Model of Social Work Practice (1996). Payne (2005) describes this model as a formulation of the ecological systems theory which is based on the relationship between people and their environment. The aim of social work is to increase the fit between people and their environment by alleviating life stressors and increasing peoples personal and social resources to enable them to use more and better coping strategies. Payne further points out that practice must be carried out through a partnership between worker and service user that reduces power differences between them. The environment and the demands of the life course should be a constant factor in making decisions. By utilising Germain Gittermans life model of practice (1996) I was able to create an accepting and supportive environment by describing my role clearly to BB and encouraging BB to give her thoughts about the referral. This elicited background information about her relationship with BA and support networks she had within her own extended family and with BAs extended family. We discussed the birth of her second child particularly in respect of how BB felt she could cope with CA as well as with the new baby. BB identified this as a worry for her as she was concerned that she would not be able to manage. To make sense of this information Payne (2005) describes resources that people have in order to cope. These are self-efficacy, self-esteem and self-concept. BB had none of these emotional resources available to her at this time. Coupled with this she had no self-direction in the sense she did not feel she had any control over her life. To allow me to elicit further information regarding BBs parenting skills I observed her care of CA. The My World model which draws on upon the work of Bronfenbrenner (1979) and encourages practioners to take an ecological approach to the assessment process helped me in this respect. By looking at the three domains of growth and development, what is needed from the people who look after me and my wider world I was able to elicit the positives in the situation and the areas of pressure in relation to the safety, well-being and development of the child. Further to this, attachment theory, which according to Schofield (2002) is primarily a theory for understanding (Schofield, 2002, p.29) was also useful in that although directly seeking to improve the quality of interaction between children and caregivers, the childs sense of security, self-esteem and self-efficacy may also be increased by intervening in the systems around the family, for example providing social support to the mother or funding a place for the child in an activity group. A visit with BA was also organised, who although in prison presented as a significant risk factor due to alcohol consumption and increasing levels of violence, albeit the incidents were not in or near the family home and did not involve BB nor his child. BA was at first uncommunicative which was understandable due to the setting and nature of the visit. Trevithick (2007) suggests that asking a range of different questions is central to interviewing however, before asking a question we must be interested in the answer. (Trevithick, 2007, p. 159) By careful use of open and closed questions I was able to draw out BAs views on the assessment and gain some sense of a working relationship with him. However, what really opened the conversation was when I commented on how CA looked very like him. BA then started to talk about CA and how he was looking forward to the birth of his next baby. During the course of the visit I was able to understand how BA supports BB by allowing her the freedom to take care of CA while he did the cooking and looked after the house. BA went on to explain that his relationship with BB was sound but that he was aware he had let her down badly particularly as she was pregnant with his second child. BA was aware that he had missed a lot of CA growing up and he did not want this to happen with his second child. BA was also open about the circumstances leading to his arrest and he admitted that it was due to a feud between two different villages that had been going on since school. BA confirmed that the whole thing was stupid and that he now realised he needed to grow up. Taking into account the information gained and observations made during my visits with BB, CA and BA I was able to start to make sense of their environment, their strengths and pressures and the roles each of them had within the home and their community. Intervention at the initial stages of the process was I believe successful with regard to forming a working partnership with BB and to an extent with BA. Further visits with BB drew further information regarding informal support networks which in the main was her mother. BBs mother was a source of practical support and advice and they were in contact daily. BB described her mother as her ear. Permission was sought from BB to meet with her mother. BBs mother was keen for her daughter to gain support from social services as she realised how difficult her daughter was finding things at this time. To complete the assessment and take into account risk factors and strengths I had to analyse and reflect on the information I had gained. According to Helm (2009) this information needs to be analysed before an understanding is developed which allows a judgement to be formed which can lead to an appropriate decision or action. Calder (2002) further offers a framework for conducting risk assessment by assessing all areas of identified risk and ensuring that each is considered separately e.g. child, parent, and surrounding environment each worrying behaviour should be assessed individually as each is likely to involve different risk factors. To counteract the risk factors present family strengths and resources should also be assessed, for example good bonding, supportive networks. After a thorough analysis and supervisory discussions I recommended that a Post-Birth Multi-Agency Conference not be convened. However, I recommended that a further assessment take place when BA returns to the family home and a Post-Birth Multi-Agency meeting to discuss future interventions be arranged as I was aware that the birth of the new baby could be a future pressure on BB. In line with anti-oppressive practice and partnership working, I discussed both the assessment and recommendations with BB and by letter with BA. Both were given the opportunity to put their views across and both were happy to continue to work voluntarily with the department for the present. The reasons behind my recommendations were that BB although socially isolated had a strong supportive network with her extended family and BAs extended family. Further to this BB has a close and supportive relationship with her mother whom she sees every day. According to Hill et al (2007) a vast array of research shows that parents in poverty, or facing other stresses, usually cope better when they have one or more close relationships outside the household and these are activated to give practical, emotional or informational support. Most often this is informal but, for isolated parents access to family centres or professionals including health professionals can make a great difference to both the parents and the social and emotional health of children. (Barlow Underdown, 2005) With regards to CA, BB had a good bond with her daughter and was quick to attend to her needs. BB also had a routine in place for CA regarding mealtimes and naps this also included a bedtime routine. CA was reaching her developmental milestones (Source: Sheridans Charts). CA had age appropriate toys and had the freedom of the living area. BB had erected a baby gate to stop CA from gaining access to the kitchen and the stairs. However, since CA started walking, BB has to continually keep an eye on CA due to the open fire and hearth in the living area which is proving stressful for BB. Immediate interventions included obtaining Section 22 funding to purchase a safety fireguard and information was obtained regarding BB making applications for Sure Start and Healthy Eating Grants. These applications were successfully made by BB and allowed her to purchase essential items for the new baby. BB had highlighted this as a worry for her as she was struggling financially. Working in collaboration with the Community Midwife arrangements were made for BB to make the trip to the clinic on alternate weeks when her benefits were received. The Community Midwife visited her at home the other weeks. I believe I managed to build a positive working relationship with BB. According to Wilson et al (2008) relation-based practice is the emphasis it places on the professional relationship with the service user. The social worker and service user relationship is recognised to be an important source of information for the worker to understand how best to help. In order to make informed decisions and critically evaluate practice, reflection and analysis of information should embrace all sources of knowledge which have to be drawn upon. Further to this, a potentially more informative, relationship-based and reflective response would be to articulate the service users feelings by which the service user can acknowledge their own responses to the situation. As Fook (2002) points out: Reflective practioners are those who can situate themselves in the context of the situation and can factor this understanding into the ways in which they practice (Fook, 2002, p.40) Banks (2006) also indicates that part of the process of becoming a reflective practioner also involves being aware of ones own position of power and how dominant discourses construct the knowledge and values we use to describe and work with situations and practice. This has been discussed in supervision with regards to BBs Pre-Birth assessment and to visiting BA in prison. It is difficult to evaluate whether aspects of my work were effective or not. However, in supervision we discussed how keen BB was to gain support and seemed to appreciate the partnership approach. This was discussed in relation to Hill et als (2007) research and Barlow and Underdown (2005). Small aspects of my intervention, such as the provision of the safety fireguard were described by BB as a godsend and she was proud to show me the baby items she had purchased on receipt of the grants. Discussion in supervision also centred round the next stage of intervention which was after the baby was born. I discussed with BB the opportunity for CA to attend a local authority nursery one day per week. This would help CAs social and emotional development and at the same time allow BB to spend time with LA. This referral was successful as was gaining the services of a volunteer driver to transport CA. However, CA has only just started at the nursery and therefore difficult to gauge if this referral has been effective. Reflecting on my work overall, I should probably have explored more with BB her social isolation and worked on strategies to get her more involved in the community. Further to this resources in this village are non-existent and the parenting groups which were suitable were not available locally. BB was interested but location of the Family Centre and lack of public transport negated this. I enquired with regards to Outreach Work but this was not available. Discussion with other colleagues in the team reflected the same theme regarding facilities for the outlying villages. Further discussion in supervision raised for me the difficulty of maintaining empowering and anti-oppressive practice within this context as assessment should be needs led not resource led. 2,979 words

Gender-Related Issues Essay

Many people think that the difference between gender and sexuality reflect innate differences between men and women. I believed however, that these two concepts are more a creation of society than biology. To begin, I shall discuss the key concepts of sexuality and gender. The failure to define basic terms precisely has created much of the confusion over the concepts of gender and sexuality. Hence, we must establish a clear meaning for each term. From birth until death, human feelings, thoughts, and actions reflect social definitions of the sexes. Children quickly learn that their society defines females and males as different kinds of human beings and, by about the age of three or four, they begin to apply gender standards to themselves (Kohlberg cited in Lengermann & Wallace, 2005). Sociologists define gender as the significance a society attaches to biological categories of female and male which we often refer as sex (Weeks,2006). Thus, sex is a biological distinction that develops prior to birth while gender are the human traits linked by culture to each sex that guides how females and males think about themselves, how they interact with others, and what positions they occupy in society as a whole. Hence, gender is not synonymous with sex; as â€Å"scholars use the word sex to refer to attributes of men and women created by their biological characteristics and gender to refer to the distinctive qualities of men and women (or masculinity and femininity) that are culturally created† (Epstein, 1998). Sexuality on the other hand, covers gender identity, sexual orientation, and actual practices, as well as one’s acceptance of these aspects of one’s personality, which may be more important than their specifics (Beasley, 2005). By gender identity we mean â€Å"an individual’s own feeling of whether she or he is a woman or a man, or a girl or a boy† (Kessler and McKenna, 1998). Sexual orientation is the manner in which people experience sexual arousal and achieve sexual pleasure. For most living things, sexuality is biologically programmed. In humans, however, sexual orientation is bound up in the complex web of cultural attitudes and rules. A well known psychologist, Sigmund Freud (1985) assumed that â€Å"biology is destiny† and that children learn their gender by observing whether they have a penis or a vagina. But modern science has shown that the situation is somewhat more complicated. The development of gender identity occurs during a critical period of every child’s socialization. There is a time before which the child is too young to have a gender identity and after which â€Å"whatever gender identity has developed cannot be changed† (Kessler and McKenna, 2002). Most of the evidence in support of this conclusion comes from studies of children who were assigned to the wrong gender in infancy. In all cases in which adults attempt to change the child’s gender identity after the age of three, â€Å"the individual either retains her/his original gender identity or becomes extremely confused and ambivalent† (Kimmel, 2000). Gender and sexuality guides how females and males think about themselves. It is evident throughout the social world, shaping how we think about ourselves, guiding our interaction with others, and influencing our work and family life (Adams, & Savran, 2002). Gender is at work in our society’s expectations for us as well as our aspirations for ourselves. Different and unequal sex roles have long been a part of Western culture. In the United States and most other western countries, social positions involving leadership, power, decision making, and interacting with the larger world have traditionally gone to men. Positions centering around dependency, family concerns, child care, and self-adornment have traditionally gone to women. Further, these unequal sex roles mean that men and women are expected to behave differently in a number of situations (Lorber, 2000). Gender and sexuality deals not only with difference but also with power. Gender and sexuality affects who makes decisions in families as well as in politics, it shapes patterns of income, and it influences who gains opportunities in the workplace. Like class, race, and ethnicity, therefore, gender and sexuality is a major dimension of social inequality (Lorber, 2000). This inequality, which has historically favored males, is no simple matter of biological differences between the two sexes. Males and females do differ biologically, of course, but these variations are complex and inconsistent. Nevertheless, the deeply rooted cultural notion of male superiority may seem so natural that we assume it is the inevitable consequence of sex itself. Hence, many societies have yet to fully eliminate either distinct sex roles or gender inequality. Thus, as was stated earlier, gender roles, as they exist in the United Kingdom and many other nations, are not just different; they are also unequal. Whether you consider power, income, occupational status, research, and even access to health and quality of health care, men in the United Kingdom are an advantaged group compared to women People may assume that gender and sexuality simply reflects biological differences between females and males. But there is no â€Å"superior sex. † Beyond the primary and secondary sex characteristics, men have more muscle in the arms and shoulders, and the average man can lift more weight than the average woman can. Furthermore, the typical man has greater strength over short periods of time. Yet, women do better than men in some tests of long-term endurance because they can draw on the energy derived from grater body fat. Women also outperform men in life itself as the average life expectancy for males is 72. years, while females can expect to live 79. 0 years (Alsop, Fitzsimons & Lennon, 2002). Moreover, researchers have found that adolescent males exhibit greater mathematical ability, while adolescent females outperform males in verbal skills. But there is no difference in overall intelligence between females and males (Maccoby & Jacklin, 1994; Baker et al. , 1990; Lengermann & Wallace, 2005). When scholars ask why people are treated differently because of their gender or sexuality, biological explanations often come up first. To a causal observer it seems obvious that men are stronger than women and are less tied to the home because they do not bear children. We need only to accept this simple biological truth to understand why societies assign different roles to women (Beasley,1999). Thus, sociologist Desmond Morris (1986) argued that gender and sexuality developed early in human evolution, when apes began hunting. â€Å"The females were busy rearing the young to be able too play major roles in chasing and catching prey,† he wrote. They maintained the home base, where the young were reared and the gains of the hunt shared. Once this division of labor was established, it was maintained throughout human evolution. These biological arguments often anger sociologists, who, as noted earlier, have found that gender and sexuality are culturally conditioned rather than biologically determined. For example, the British sociologist Ann Oakley (1994) contends that attempts to explain gender stratification on the basis of analogies to nonhuman societies are fallacious. Worse still, they are used to justify a view of women in which their confinement to domestic roles is validated by â€Å"an image of Mrs.  Pregnant-or- Nursing Ape, waiting gratefully with a cooking pot in her hand for the return of Mr. Hunting Ape with this spoil. Mr. Hunting Ape then kept the home fires burning,† just as women are expected or encouraged to do today, long after such a division of roles has ceased to be necessary. In a thorough review of both biological and sociological evidence on differences between the sexes, neurophysiologist Ruth Bleier (1994) evaluated research on the question of whether women’s hormones establish brain functions that make them more emotional than men, or more intuitive, or less aggressive, or less skilled at mathematics. Even though many biologists and some sociologists suggest that there are clear differences between the sexes in these traits. Bleier found that â€Å"whatever characteristic is being measured, the range of variation is far greater among males or among females than between the two sexes. † For example, the difference between tennis champion Martina Navratilova and the average woman playing tennis at the country club is much greater than the difference between most male and female tennis players. Biologically, then, females and males have limited differences, with neither sex naturally superior. Nevertheless, the deep-rooted cultural notion of male superiority may seem so natural that we assume it proceeds inevitably from sex itself. But society, much more than biology is at work here, as the global variability of gender attests. Neurophysiologists and other medical researchers often draw sociological conclusions from their findings. They begin by seeking evidence to challenge or support biological hypotheses and end by pointing to such factors as culture, role behavior, and socialization as the most persuasive explanations for gender and sexuality differences. Further, researchers investigating the roots of gender and sexuality were drawn to collective settlements in Israel called kibbutzim. The kibbutz (the singular form) is important for gender and sexuality research because its members historically have embraced social equality, with men and women sharing in both work and decision making. There, people have deliberately organized themselves to give females and males comparable social standing. In the kibbutz, both sexes perform a range of work including child care, building repair, cooking, and cleaning. Boys and girls are raised in the same way and, from the first weeks of life, live in dormitories under the care of specially trained personnel. To members of kibbutzim, then, gender and sexuality is defined as irrelevant to much of everyday life. But here, again, we find reason for caution about completely discounting any biological forces. Some observers note that women in the kibbutzim have resisted spending much of the day away from their own children; more generally, many of these collections have returned to more traditional social roles over the years. But even if this is so-and this research has its critics-the kibbutzim certainly stand as evidence of wide cultural latitude in defining what is feminine and masculine. They also exemplify how, through conscious efforts, a society can pursue sexual equality just as it can encourage the domination of one sex by the other. Hence, sociologists wonder if subtle but persistent biological dispositions may undermine efforts at gender equality (Tiger & Shepher, 2005). Even if this were so, the kibbutzim clearly show that cultures have wide latitude in defining what is feminine and masculine. They also exemplify how, through conscious efforts, a society can promote sexual equality. Another way to determine whether gender and sexuality reflect social constructs or biological givens is to take a global view of how the two sexes interact in many societies. To the extent that gender reflects the biological facts of sex, the human traits defined as feminine and masculine should be the same everywhere; to the extent that gender is cultural, these conceptions should vary (Brod & Kaufman, 2004). The best-known research of this kind is a classic study of gender in three societies of New Guinea by anthropologist Margaret Mead. Trekking high into the mountains of New Guinea, Mead observed men and women of the Arapesh, with remarkably similar attitudes and behavior. Both sexes, she reported, were cooperative and sensitive to others – in short, what our culture would term â€Å"feminine. † Moving south, Mead then studied the Mundugumor, who found females and males to be alike; however, the Mundugumor culture of head hunting and cannibalism stood in striking contrasts to the gentle ways of the Arapesh. Both sexes were typically selfish and aggressive, traits we define as more â€Å"masculine. † Finally, traveling west to observe the Tchambuli, Mead discovered a culture that, like our own, defined females and males differently. Yet the Tchambuli reversed many of our notions of gender, raising females to be dominant and rational, while males were taught to be submissive, emotional, and nurturing toward children. From this comparison , Mead concluded, first , that culture determines the extent to which the sexes differ and, second , what one culture defines as masculine may be considered feminine by the other . Further she noted that societies can exaggerate or minimize social distinctions based on sex. Meads research, therefore, supports the conclusion that gender is a variable creation of society.

Srucial part of job Essay

And here the other job of the sales team will kick in because they have to go around to talk with the retail establishment, big and small, in the cities they are operating, which will require an extended travel as sometimes they have to cover the outskirts of the city as well as the outlying regions. There is a huge competition to get space in the crowded shelves of retailers that will have to be convinced that the product is worth their recommendation and meets all the legal requirements to be sold for the public, which is part of the job of the sales team to furnish proof and explanation. This is also a very crucial part of their job, although at times it could be done through the distributors. However, the smaller retailers that are not chain stores might have to be approached individually or it might be the job of the distributors to convince them to carry the new product that should attract many buyers because of what it is offering, which is not only unique but functional foods are new even for the general food market that is catering for the adult buyers. After doing that, the particular brand depending on its popularity might start to sell itself, where distributors and retailers would want to put it in their stock and on their shelves because it is selling well, and when that point is reached the sales team could say their job is partially done, but they can still search for new locations and retailers in the same regions or in other regions. The conclusion is the baby food market is a highly regulated market and it is similar to the pharmaceutical market where manufacturers do not have a direct access to the buyers and users of their products, because of the sensitive nature of what is involved, which is the life of young children whose growth could be harmed irreversibly if they are not given what they exactly need for their normal growth from the beginning. Even if there is no outright opposition to the existence of the breast milk substitutes, the authorities and other concerned groups would have preferred if mothers start using it between four and five months, but since that might not be possible because of the nature of the life of the mothers themselves who could be working outside of the home, which will result in their being time strapped, and instead of preparing food for their children at home it will be easier for them to pick the substitutes form the various stores and mix the feeding process with their own breast-feeding since it is proven to be vital for the children. Similarly, the existence of the breast milk substitutes will become handy for children whose mothers cannot breast-feed them for various reasons that were mentioned earlier, and in their case the breast milk substitute will come close to breast milk and they will grow up healthy as there are sources that are saying even if people simply wanted to believe that breast milk is better for the child and it will create some kind of bondage between mother and child, in reality the substitutes are proven scientifically to be as good as the breast milk if not better. Therefore, any company that is selling baby food, which has a global market of close to $21 billion a year will have to go over many hurdles to put the substitute on the hands of the mothers that will use it to feed their baby properly and everyone will be benefited at the end of the day. [10] REFERENCE 1. Nestle in Northern Europe. Retrieved from the Web on April 5, 2007. www. nestle. se/neobuilder/200108091943_6622_3b72cbb9544e1. html 2. Baby Food Business Assessment. Retrieved from the Web on April 5, 2007. www.researchandmarkets. com/reports/3492 3. Baby Food Industry Lobbies WHO. Retrieved from the Web on April 5, 2007. www. bmj. com/cji/content/full/321/7273/1411 4. The Ecologist. Retrieved from the Web on April 5, 2007. www. theecologist. org/archive_detail. asp? 5. International Code. Retrieved from the Web on April 5, 2007. www. ibfan. org/english/resource/who/fullcode. html 6. Nestles Market War. HighBeam Encyclopedia. Retrieved from the Web on April 5, 2007. www. encyclopedia. com/doc/1G1-131934511. html 7. Breast Feeding. Retrieved from the Web on April 5, 2007. www. geocities. com/HotSprings/spa/3156/code. htm 8. Health Workers and the Baby Food Industry. Retrieved from the Web on April 5, 2007. www. bmj. com/cji/content/full/312/7046/1556 9. Nestle Public Relation Machine Exposed. Retrieved from the Web on April 5, 2007. www. babymilkaction. org/boycott/prmachine. html 10. Health-Conscious-Drive-Baby-Food-Market-Growth. Retrieved from the Web on April 5, 2007. www. rncos. com/Press_Release/Health-Conscious-Drive-Baby-Food-Market-Growth-July. htmÃ'Ž

Excel Project Sam 1 Essay - 690 Words

------------------------------------------------- ------------------------------------------------- ------------------------------------------------- New Perspectives Access 2010 ------------------------------------------------- Tutorial 1 - Case Problem 1b All Sports rehab center Skills Save a database with a new filename Create a table Rename a field Change the data type of a field Add fields to a table Save a table. Enter records Copy records from another database Resize columns Create a query using the Simple Query Wizard Create a form using the Form tool Create a report using the Report tool Project overview As a private therapist, Hannah Sterling had seen her share of sport-related injuries. After many†¦show more content†¦If it does not, then please download a new copy of the start file from the SAM Web site.) 2. Create a new table. In Datasheet view for the new table, rename the default primary key ID field to TherapistID. Change the data type of the TherapistID field to Text. 3. Add the following five fields to the new table in the order shown; all of them have Text data types except HireDate, which has a Date amp; Time data type: FirstName, LastName, Certification, Affiliation, and HireDate. Save the table as Therapist. 4. Enter the records shown below in the Therapist table. TherapistID | FirstName | LastName | Certification | Affiliation | HireDate | 12-8438 | Lindsay | Huela | CCN | College of NJ | 11/22/2012 | 31-5545 | Bret | Chin | CPT | Rutgers University | 5/5/2012 | 38-1971 | Andre | Dvorak | PT | University of Ohio | 9/2 3/2012 | 47-1122 | Maria | Sanchez | CPT | Ramapo College | 1/30/2012 | 52-0001 | Harvey | Jacobster | PT | SUNY Downstate | 6/11/2012 | 5. Hannah created a database named RehabCenter that contains a Trainer-Therapist table with data for additional new physical therapists. The Therapist table you created has the same design as the Trainer-Therapist table Hannah created. 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