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Baby sitting Quiz
Quiz by paula smith
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Childcare, baby sitting, toddler safetyWhere’s the Joey? What's a Joey? A joey is a baby marsupial (mar-SOO-pee-ul). A marsupial is an unusual type of animal. Its babies are carried in a pouch, or pocket, on the mother's belly. As it grows, the little joey stays hidden inside the pouch. Safe inside, the tiny joey drinks milk and grows while it is carried around. Even after it can walk, the joey may still ride in mom's pouch. There are over three hundred types of marsupials. Most of them live in Australia (aw-STRAYL-yuh) and eat plants. Let's look at a few kinds of marsupials and their joeys. A Jumping Joey This joey stays in its mother's pouch for eight months while it grows very tall. Its feet and tail grow very long. too. Can you guess what it is? It's a red kangaroo! A red kangaroo is the largest marsupial. It can stand over six feet tall and weigh 200 lbs (91 kg). It can jump 30 feet (9 m) with each leap! A Joey That Lives in a Tree When grown, this little joey will look like a furry teddy bear with big ears. It will live most of its life sitting in trees and eating leaves. Can you guess what it is? It's a koala! A koala lives, eats, and sleeps in eucalyptus (yoo-kuh-LIP-tus) trees. It is happy just to sit anp eat lots of leaves every day. A koala usually only walks around at night. Joey the Screamer This marsupial mom might carry three or four noisy joeys in her pouch at one time. Her little joeys can scream very loudly. What are they? They are Tasmanian devils! The Tasmanian devil gets its name from its loud screams, sharp teeth, bad smell, and wild look. It is a meat-eater, and lives only on the island of Tasmania (taz-MAY-nee-uh). Protecting the Marsupials Most marsupials eat plants, and many, like the koala, live quietly in forests. When those forests are cut down, their homes, food, and safety are lost. Other marsupials have lost their sources of food to herds of grazing cows or growing cities. Marsupials Are Special Animals Most marsupials and their joeys live in only one place on Earth. We need to protect their special habitats and food sources-so we will always know where the joeys are.Dia for MarÃa Ratona was a cat named Mouse. She was small and gray, and had a tiny squeaky meow. She liked to sit in a hole in the shed wall. Ratona lived for a long time. Eight months ago, she died. I'm not sad anymore, but I think about her often. One day, Mamá was setting up TÃa Teresa's ofrenda, a special altar, for Day of the Dead. Teresa passed away when I was a baby. "Mamá, can we celebrate pets?" I asked. "This is mostly for family, though I suppose Ratona was part of ours," Mamá said. "We can celebrate her the day before," I suggested. Later, Mamá and I went to the market in Puebla. We got paper banners, sugar skulls, and marigolds. On October 31, my friends came over. Adriana brought her dog, Sal. or Salt. She had a photo of Sal's sister, Pimienta, or Pepper, who died last summer. Gloria had a picture of Raúl the rooster, a pet she had lost. We set up the banners, marigolds. and photos where Ratona used to sit. "Once, Pimienta stole a pound of cheese from our cooler. She got into the trash and ate it later! I have cheese for Pimienta," Adriana said. "My mother makes pumpkin seeds for my great-grandfather's ofrenda. Raúl jumped up and ate them! My mother was so mad. I brought some for Raúl," Gloria said. "If someone had ice cream, Ratona went Squeak! Squeak! until you let her lick the bowl. I have ice cream for Ratona," I said. I gave Adriana and Gloria sugar skulls before they left. I thought about funny little Ratona. On the last day of celebrations, my family walked to the graveyard. Everyone from the area came. There were fireworks and even a band. TÃa Teresa's gravestone was piled with flowers, sweet bread, and candles. Mamá smiled to herself. "One day, MarÃa, your TÃa Teresa heard a tiny squeak coming from the grass. It was a little gray kitten. Teresa named her Ratona," Mamá said. She continued, "When Teresa died, I took Ratona. You loved her right away. You reminded me of Teresa." Everyone was laughing and dancing. I was too young to remember TÃa Teresa, but we had both loved Ratona. That made me happy. Mamá took my hand. "I think it's time to dance!" she said.Health 11/12 Review for Final Exam Core Concepts - Mental and Emotional Health, Substance Abuse Prevention, Safety and Violence Prevention, Family Life and Human Sexuality, Disease Prevention and Control, Healthy Eating Health Education Skills - goal setting, decision making, accessing information/resources, analyzing influences, communication, self-management, advocacy DIMENSIONS of Wellness - social, spiritual, emotional/mental, environmental, financial, intellectual, multicultural, occupational, physical, sexual RISK factors - anything that increases the risk of disease, injury, or illness. PROTECTIVE factors - anything that decreases the risk of disease, injury, or illness. INTERNAL health factors - health factors that can be either hereditary and genetic or acquired elements -- include smoking and personal diet or eating habits. Example – a genetic predisposition to an illness. EXTERNAL health factors - health factors that are part of the direct outer environment, the geographical location, micro-organisms, socio-economic elements that could affect an individual's health. Example – being unable to afford mental health services. Unit 1- Managing Personal and Community Wellness Explain Maslow’s Hierarchy of Needs in your own words using the image provided. Explain how each Social Determinant of Health may impact a person’s health. Levels of Disease Prevention • PRIMARY The goal is to avoid conditions altogether. • SECONDARY The goal is early detection. • TERTIARY The goal is to minimize the damage (manage). Define the following terms. Fads/Trends Sleep hygiene Driver safety Unit 2- Investigating Social Ecological Factors on Well-Being Socio-Ecological Model – The SEM examines how health behaviors form based on characteristics of individuals, communities, nations and levels in between. Each level overlaps with other levels signifying how the best public health strategies are those that encompass and target a wide range of perspectives. Interpersonal (personal) health vs. intrapersonal (relationship) health Health INEQUITY - systemic, ingrained and unjust barriers that prevent segments of the population from having the opportunity of health leading to health disparity. IMPLICIT BIAS - a form of bias that occurs automatically and unintentionally, that nevertheless affects judgments, decisions, and behaviors. Research has shown implicit bias can contribute to unequal access to quality healthcare, negative patient-provider relationships and interactions; and create mistrust in the healthcare system and practitioners among patients. This can contribute to health disparities. Health DISPARITY - represents a difference in health between populations. It is often used to describe disease burden and other negative health outcomes socially disadvantaged groups may face. Health EQUITY - The opposite of health inequity. It describes a system that supports a high standard of health and healthcare for all people. Racism - Beliefs, attitudes, institutional arrangements, and acts that tend to denigrate individuals or groups because of phenotypic characteristics or ethnic group affiliation. DISCRIMINATION - An unjust differential treatment of a person or a group. PRIVILEGE- The unearned access to resources and social power that are only available to some because of their membership within certain social groups. OPPRESSION is the act of taking away choices from others and can be defined as a system that maintains advantage and disadvantage based on social identities and that acts on multiple levels from interpersonal to institutional and societal. (internalized, interpersonal, institutional, structural) Systematic Oppression - Intentional disadvantage of groups of people based on their identity while advantaging members of dominant group (race, gender, sexual orientation, language, size, ability, etc.). Intersectionality - The complex, cumulative way in which the effects of multiple forms of discrimination (such as racism, sexism, and classism) combine, overlap, or intersect especially in the experiences of marginalized individuals or groups Unit 3- Accessing Resources and Communicating to Support Mental and Emotional Health What is anger? What is anxiety? What is stress? STRESSORS are the things that cause stress. Stressors can be internal and external. A stressor may be a one-time or short-term occurrence, or it can happen repeatedly over a long time. INTERNAL Stressors - are made by your belief system and the way you evaluate yourself. Examples include pessimistic attitude, negative self-talk, deep need to be perfect, low self-esteem or body image, unhealthy standards for self. EXTERNAL Stressors - are stressful things that happen in your surroundings and/or in your environment. Examples include busy schedules, work problems, family issues, financial trouble, social problems, injury, unforeseen circumstances. Socio-economic issues are also a part of external stressors such as poverty, violence, and racism. Define the following mental health conditions. Depression Eating disorders NSSI Non-suicidal self-injury Grief/Loss Suicide prevention A.C.T. • ACKNOWLEDGE- Tell them in a caring way that you recognize that they are having a problem • CARE- You can show you care by actively listening - put away anything else you are doing, make eye contact, sit down, ask questions. • TELL-(call 988 for additional help and support) - Tell them it is important that they speak with a trusted adult. Help them figure out who this may be and offer to go with your friend. A social norm is an unwritten, informal rule meant to guide behavior among the of society. It distinguishes between acceptable and unacceptable, good and bad, and so on. Social norms can influence a person with emotional or mental health disorders, access to care and stigmatize their situation. STIGMA- a mark of disgrace associated with a particular circumstance, quality, or person. • Self-stigma - This describes the internalized stigma that people with mental health conditions feel about themselves. • Public stigma - This refers to the negative attitudes around mental health from people in society. • Institutional stigma - This is a type of systemic stigma that arises from corporations, governments, and other institutions. Unit 4- Evaluating Risks of Substance Use and Abuse Harm Reduction - a set of practical strategies and ideas aimed at reducing negative consequences associated with drug use. Explain how each level of the Social Ecological Model is impacted by addiction. Individual Relationship Community Society SEM Level Contributing/Risk Factors to substance use Preventative/Protective Factors for substance use Individual Interpersonal/Relationship Community Society Unit 5- Analyzing Influences to Examine Ways to Increase Safety and Reduce Violence HATE CRIME - a crime, usually violent, motivated by prejudice or intolerance toward an individual’s national origin, ethnicity, color, religion, gender, gender identity, sexual orientation, or disability. Explain how the media influences violence in society. The Pyramid of Hate Explain the escalation of hate using the Pyramid of Hate visual. List several hate crime motivators. Example: age HEALTHY Relationship Signs - comfortable pace, trust, honesty, independence, respect, equality, kindness, taking responsibility, healthy conflict, fun UNHEALTHY Relationship Signs - intensity, possessiveness, manipulation, isolation, sabotage, belittling, guilting, volatility, deflecting responsibility, betrayal Sexual Assault is a sexual behavior WITHOUT consent. Human trafficking - the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, using force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery. Sex trafficking - commercial sex act induced by force, fraud, or coercion, or in which the person induced to perform such an act has not attained 18 years of age. Trafficking happens using… • Force - using violence to control someone. • Fraud - using lies to control someone. • Coercion - using threats to control someone. Unit 6- Family Life and Human Sexuality Agency - A belief about yourself and the extent to which you can act on that belief. • The ability to choose freely one’s own narrative. • To embrace the idea that I am the cause (or agent) of my own thoughts and actions. • Personal agency is a personal responsibility for who we are, what we experience, what we do about that experience, and how we shape our world to give us more of the experiences we want. SEXUAL Agency • The ability to choose your own interests and desires vs. what we see in the media or others’ perceptions • The ability to identify, communicate, and negotiate one’s sexual needs • The ability to initiate behaviors that allow for the satisfaction of those needs Sexually Explicit Material - photographs, videos, films, magazines, and books whose primary themes, topics, or depictions involve sexuality that may cause sexual arousal. Sexual scripts - thoughts, patterns, or behavior that a person has about themselves in a romantic or sexual context. It is how people picture themselves or want to project themselves in front of others. Reproductive Rights of Teens - In Maryland, teens have the right to an abortion, keep their child, obtain and use birth control, paternity tests, adoption, give up custody of their child within 10 days of birth (Safe Haven Law). • REPRODUCTIVE RIGHTS- legal rights and the freedom of the individual to control decisions regarding contraception, abortion, sterilization and childbirth. • SAFE HAVEN LAW- a distressed parent who is unable or unwilling to care for their infant can safely give up custody of their baby, no questions asked. CONSENT is an agreement between participants to engage in sexual activity. • It is clearly and freely communicated, verbal, and affirmative. Consent CANNOT be given if… • A person is underage, one or both partners is intoxicated or incapacitated by drugs or alcohol, one partner is asleep or unconscious, one partner feels pressured, threatened or intimidated, or one partner holds a position of power or authority over the other. Unit 7- Advocating for Enhanced Nutrition, Food Systems, and Health Outcomes Dietary Guidelines for Americans Guideline 1: Follow a Healthy Dietary Pattern at Every Life Stage Guideline 2: Customize and Enjoy Food and Beverage Choices to Reflect Personal Preferences, Cultural Traditions, and Budgetary Considerations Guideline 3: Focus on Meeting Food Group Needs with Nutrient-Dense Foods and Beverages, and Stay Within Calorie Limits Guideline 4: Limit Foods and Beverages Higher in Added Sugars, Saturated Fat, and Sodium, and Limit Alcoholic Beverages FOOD DESERT- a neighborhood where there is little or limited access to healthy and affordable food such as fruits, vegetables, whole grains, low-fat milk and other foods that make up the full range of a healthy diet. FOOD INSEQURITY lack of access to a sufficient amount of food because of limited funds. More than 49 million American households are considered food insecure and are vulnerable to poor health as a result. PROCCESED FOODS- any raw agricultural commodities that have been washed, cleaned, milled, cut, chopped, heated, pasteurized, blanched, cooked, canned, frozen, dried, dehydrated, mixed or packaged — anything done to them that alters their natural state.Babysitting first aidBabysitting Blues ELA.7.R.C2.2The Carter Family 49: Babysitting with Rover (단어) (+W all)The Carter Family 49: Babysitting with Rover (단어) (+W7)