The sequence and rate of development - 2617 Words

Understand Child and Young Person Development Understand the expected pattern of development for children and young people from birth – 19 years Each child and young person will follow an expected pattern of development, focusing mainly the skills they are learning rather than the physical growth. Although when discussed the development of children it focuses on the skills it is undeniable that both skills and growth of children and young people are linked and will impact on the development on the child. Development of children and young people are describe in five different areas; physical, cognitive, communication, social and emotional and moral development. Physical development describes the development of the physical movements.†¦show more content†¦When held upright so their feet are touching the floor a baby at this age will take stepping movements as a reflex movement rather than conscious stepping. Within their first month babies development changes dramatically. They have usually developed into a pattern with most of their time sleeping but starting to spend more time awake. They will cry to communicate their needs with their parents starting to understand the different types of cry indicating the different needs. A baby will starting to recognise the parents or carers voices and may calm when they hear this and will be noticeably trying to focus on the face of the person who is holding them and are able to focus at a range of 20 – 25cm. As a baby progresses to about 3 months old the child would have grown in both height and weight. Babies may have learnt the difference between night and day and may be able to sleep through the night. It is important to note that not all babies develop at the same rate and so not all babies may be sleeping through the night. Parents and carers are more able to understand the differences between their babies cry and hence babies begin to cry less. Due to babies beginning to understand the difference between night day babies will begin to sleep less and start to seam more alert. A baby may be able to lift and turn their heads and notice objects around them such as mobiles. Babies will start to show they recognise theirShow MoreRelatedRate and Sequence of Development Essay3430 Words   |  14 PagesBabies are born at 40 weeks. If a baby is born before the due date, they will be classed as premature. Premature babies generally take longer to meet the early development milestones, Newbor n babies spend more time sleeping than being awake. It is very important to a newborn baby to spend quality time bonding with their primary carer. Babies develop fast during the first four weeks; feeding and sleeping patterns can start to form and will start to communicate through smiling and crying. As fromRead More022 Sequence and Rate of Development3658 Words   |  15 PagesOutcome 1: Understand the Expected Pattern of Development for Children and Young People From Birth to 19 Years Explain the Difference Between Sequence of Development and Rate of Development and Why The Difference is Important. All children develop at different rates, information and sources are only guidelines. These help to monitor what children can and cant do at certain stages in their lives. It also helps to plan effectively to ensure the child gets the attention they need, in the areasRead MoreDifference Between Sequence Development And Rate Of Development1782 Words   |  8 Pagesdifference between sequence of development and rate of development and why the difference is important. There is a definite pattern to a child developing e.g. a toddler being able to walk before they can run. Another may sit up, walk, run missing out rolling over and crawling. Even though elements are missed the development still proceeds in what’s viewed as an expected pattern. Sequenced development also involves patterns and order of development of intellectual growth- sequence can include an orderRead MoreThe Sequence And Rate Of Each Aspect Of Development Essay1499 Words   |  6 Pages The sequence and rate of each aspect of development from birth to 19 years can be broken down into 4 areas such as: Physical development, intellectual development, communication development, social, emotional and behavioral development: 0-3 months Babies can start to grasp things in their hands and are able to feed for e.g. by latching onto the motherà ¢Ã¢â€š ¬TMs breast they can suckle. The colors can be recognized. Babies start to look at the environment. Recognize parents and enjoy repetitive activitiesRead MoreExplain The Sequence And Rate Of Each Aspect Of Development2132 Words   |  9 PagesExplain the sequence and rate of each aspect of development from birth to 19 years. You may find a timeline useful as part of your explanation. Childrenà ¢Ã¢â€š ¬TMs development is continuous and can be measured in a number of different ways. Although all children will develop at different rates and in different ways, the sequence in which they develop will be roughly the same as they need to have developed one skill, for example walking, before they move on to develop another such as running and jumpingRead MoreExplain the Difference Between Sequence of Development and Rate of Development and Why the Difference Is Important922 Words   |  4 PagesExplain the difference between sequence of development and rate of development and why is this difference important. Sequence of development refers to the normal sequence in which children learn different skills, and the rate of development refers to the speed in which a child will develop. However, according to Burnham et al (2010) the difference between the sequence of development and the rate of development is that the sequence refers to the normal or expected sequence in which children learn differentRead MoreExplain the Difference Between Sequence of Development and Rate of Development and Why the Difference Is Important.1465 Words   |  6 PagesOutcome 1.2 Explain the difference between sequence of development and rate of development and why the difference is important. It is important to know the difference between the sequence and the rate of development as it helps to identify the Childs needs during the stages of their school years. It is crucial to plan effectively ensuring the child receives the support they need in the areas they find most difficult in, for example physical development shows a pacific pattern; a baby will learnRead MoreSequence Rate of Child Development from Birth to 19 Years Essay1993 Words   |  8 PagesCT230 1.1 Explain the sequence and Rate of each aspect of development from Birth to 19 years of age Age Group | Physical Development | Communication Development | Intellectual amp; learning Development | Social Development | Emotional and Behavioural Development | Birth to 2 mths | * Usually born around 40 weeks gestation * Has swallowing and sucking reflex * Has rooting reflex * Has grasp reflex * Walking or standing reflex * Gaining about 5-7 ounces per week * Growth aboutRead MoreExplain the Sequence and Rate of Physical Development from Birth to 19 Years2045 Words   |  9 PagesUnit 6 Assessment Criteria 1.1 Explain the sequence and rate of development from birth to 19 years. Physical Development: Gross motor control: 0 – 3 years 1 month: Head droops if unsupported Pulled to sit, head lags Lies with head to one side Large jerky movements of limbs Arms active Turns head from cheek to cheek when on tummy Lifts head momentarily when on tummy Lifts head (bobbing) when held in vertical at shoulder Kicks legs rhythmically 2-3 cyclesRead MoreExplain the Sequence and Rate of Each Aspect of Development from Birth – 19 Years.1300 Words   |  6 PagesExplain the sequence and rate of each aspect of development from birth – 19 years. All children and young people develop at different rates, but the order in which they advance differs very little. Children’s development tends to progress: # from head to toe # from inner to outer # from simple to complex # from general to specific Here we will be looking at each child’s physical development, social and emotional development, intellectual development, and language development. Not one area

Gender Equity in Math and Science Essay - 2572 Words

Gender Equity in Math and Science From the research I have read while there is a disagreement on when and how much of a gender gap exists in math and science, there is definitely an equity issue that needs addressing. There seems to be an abundance of information about equity issues and as a future teacher I feel that it is important to examine these issues. If gender equity issues exist in todays’ classrooms why do they and what can be done to help correct it. Everything Ive read so far states that a gender gap exists in science, while opinions about math vary. I found a paper on the Internet from the National Center for Education Statistics called â€Å"Trends In Educational Equity of Girls Women.† Using information†¦show more content†¦However, the National Center for Education Statistics (2000) reports that females are now doing as well or better than males in school and college and the gender gaps that have existed in most cases have been eliminated. From looking at the graphs p resented in the NCES report if there is a differences in males and females scores the difference was very slight. This leads me to question how big a gender gap actually exists. The NCES report (2000) on science is a little different. It reports that between 1973 and 1994 nine to thirteen year old females were more likely to score lower than males and that seventeen year old females always scored lower. In the early grades girls and boys are equally as interested in science and math as boys and their achievement is comparable, it is in middle school when girls begin to fall behind (M. Sadker, D. Sadker, and Stulberg, 1999). In every article I read there is agreement that there is a gender gap in science and I am convinced that one exists. Why do these gender gaps exist? Researchers believe that cultural and social factors, as well as educational, and attitudinal factors contribute to this gap. Cultural beliefs that boys excel in math and science and that girls excel in the arts can be passed down through generations and adults who may not even realize it are acting on these beliefs (Sanders, 1997). â€Å"Subtle and unintended messages can create the idea among girls and boys that there are fieldsShow MoreRelatedEssay on Gender Equity in Education1632 Words   |  7 PagesGender Equity in Education Gender equity issues in mathematics and science have been the focus of many educators and researchers for years. Women have often been denied an equal education in math and science for many reasons. Parents and teachers must realize this fact and change their habits wherever necessary. Girls must be given the same opportunity as boys from the beginning, particularly in math and science where girls tend to lag behind. First of all, the term gender equityRead More Reflective Research Paper1619 Words   |  7 Pages Gender biases are a problem in many schools and gender equity has been used to help remove those biases. Equity refers to having equal expectations and treating students of different sexes and cultural backgrounds equally. Gender biases have been a problem in education for years. In the past boys and girls have had different expectations when it comes to education. Boys have generally been taught to take leadership roles and girls to take more passive roles. In recent years gender equityRead More Reflective Research Paper1164 Words   |  5 Pagesreflective research paper to objective # 1 because it made me examine my personal belief and attitude on gender equity issues. I did not realize that gender equity existed at the level that it does until researching the topic. Doing the research made me realize that the way we teach directly affects how children learn in every aspect. Gender inequities in the fields of math and science are well researched and the results are shocking. Women compromise 45% of the work force, they hold jobsRead More Gender Equity Essay1321 Words   |  6 PagesGender Equity Are male students and female student’s receiving the same opportunities when it comes to Math and Science in the schools? I don’t believe they are. This is why gender equity is a major problem facing our schools today. Many girls are having very negative attitudes towards Math and Science. Through doing research on this topic I found out why. In the article How Research Helps Address Gender Equity, a very shocking and eye opening thing was written. I learnedRead MoreEssay about Encouraging Girls in Math and Science1599 Words   |  7 PagesEncouraging Girls in Math and Science An ideal classroom in an elementary school would allow both boys and girls to learn fairly, equally, and also be encouraged to be involved in the classroom. The teacher would expect the same effort from the boys as well as the girls. The teacher would implement a respectful atmosphere where the teacher as well as the students would respect one another. The reality is that girls quickly become discouraged to pursue math and/or science related careersRead MoreEssay on Gender Bias in the Classroom1589 Words   |  7 PagesGender Bias in the Classroom RESEARCH IN CHILD DEVELOPMENT AND THEORIES OF LEARNING Gender inequity is not only learned and accepted in the socialization process that starts at home, but is also present in the school environment form the very early years. Parents and teachers consciously or unconsciously reinforce sex stereotypes. In 1992 Olivares and Rosenthals research findings examined three areas: Read MoreThe Issues Within Public Education Essay1393 Words   |  6 Pagesunequal gender bias. Gender bias in education is typically thought of the fact that girls are pushed toward classes that are humanities based, while the boys are pushed to take classes that are science and math driven. This then leads into the fact that women make less money than men, so something must be unequal, whether it is education or gender rights, or both. This paper will examine the gender gap in K-12 education, which includes stereotyping and the unequal representation of boys in math and scienceRead More Equity in the Classroom Essay821 Words   |  4 PagesEquity in the Classroom The concerns regarding equity issues in math and science may seem minimal, but in reality are very large. Usually unintentionally, teachers pay more attention, and give more positive attention to boys in their classrooms. This is especially noticed in the areas of math and science. â€Å"Girls are equal to or ahead of boys in achievement† (Sadker, 1993, p. 67) in the early stages of schooling. So why do boys seem to do so much better in math and science in the later schoolRead MoreEssay about Gender Equity in Education3139 Words   |  13 Pages Gender equity in terms of education is about the socialization of men and women and the results of this process on the life outcomes of the two genders (Husen Postlethwaite, 1994). In the United States, the education system is required to treat males and females equally. There has been much research done to compare the genders in all areas. In the past, research has found that women fall far behind men in many areas such as math, and science, but men lag behind women in certain areas as wellRead MoreEffectiveness Of Experiential Learning Using The Workshop Activity For Gender Equity Simulation1008 Words   |  5 PagesActivity for Gender Equity Simulation – Academic version (WAGES-Academic) to deliver gender inequity information† (Zawadzki, Danube, Shields, 2012, P.605). Researchers formed a quantitative study by comparing the â€Å"WAGES-Academic to an Information Only condition (knowledge without experiential learning) and a Group Activity control condition† (Zawadzki et al., 2012, P.605). For the methods of the research, â€Å"at baseline, 1249 undergraduates from the pool (705 women, 529 men, 15 gender unspecified)

The Great Gatsby, Chapter 8 Free Essays

Owen Marshall Honors Language Arts, Lohman March 27, 2013 Chapter 8 This chapter begins with Nick talking to Gatsby after the horrible events of the night before. Gatsby tells Nick how he spent his night waiting for Daisy to see him just for her to ignore him the whole time. He then tells Nick about why he fell in love with Daisy, and why he is still so deeply attached to her. We will write a custom essay sample on The Great Gatsby, Chapter 8 or any similar topic only for you Order Now Nick then leaves for work, shouting to Gatsby reassuring words seeing as he is obviously lost and depressed. After Nick leaves we are told about the actions of grief stricken George Wilson. We are told that George believed that the driver of the car that killed his wife was Gatsby and George acts upon this information. He spends the day making his way to Gatsby’s house and upon his arrival kills Gatsby in his pool and then ends his own life. Suspense This chapter creates a very deep suspense through the actions of George Wilson. Fitzgerald cultivates this suspense for the climax of the novel by describing George’s actions with little detail, describing them as if we are being told by a police report. He skirts what actually occurred, instead describing the setting in vivid detail. He mentions the â€Å"†¦cluster of leave†¦Ã¢â‚¬ (pg 170) that are in the pool foreshadowing Gatsby’s fate by having the leaves represent the end of the season and the end of his life. Fitzgerald uses this suspense to keep the reader intensely reading keep Gatsby’s death a shock. How to cite The Great Gatsby, Chapter 8, Papers

Dementia Care for Training Content and Didactic - myassignmenthelp

Question: Discuss about theDementia Care for Training Content and Didactic. Answer: Introduction: The requirement of addressing dementia care for patients has to be associated with flexibility of the model of care services delivery leading to the distinct variations in the outcomes for the patients, families as well as carers. The selection of research study literature as a credible source of information helps in determining a model that can help in effective realization of a healthcare service delivery system for dementia (Boersma, et al., 2015). The particular indications towards the increasing share of ageing population in major OECD countries leads to the detrimental consequences that can be identified in the long run by these countries. The recognition of dementia as a formidable aspect of social policy, healthcare settings and care for the aged individuals is essential in order to develop appropriate frameworks that can address the contemporary health trends with respect to dementia. The following report aims to reflect critically on evidence pertaining to the model of care service and models of service delivery that can be implemented in practice (Borson, et al., 2013). The report explicitly discusses the reason for implementing the model and the potential outcomes that can be derived from the model. The application of the service delivery model in dementia care is discussed with evidence pertaining to the process available in literature as well as the change management process and quality improvement strategy that can be ascertained from the existing literature from research studies. The concluding section of the report would be supported with the use of timelines and plans that could be derived from other business cases and proposals (Brooker Latham, 2015). Proposal for the model: The initiatives for development of dementia care service delivery models could be associated with noticeable investments as observed in the examples of countries like America which invest approximately more than $100 billion annually. The service models are based on the implications of clinical research and evidence based practice outcomes. As per Dalkin, et al, the care model that has to be considered for implementation in context of this report includes references to a collaborative framework that would enable members to perceive the depreciation of inequalities in the care services for dementia (Dalkin, et al., 2017). The increasing number of ageing population and the escalation in number of people suffering from dementia could also be assumed as a major substrate for development of a framework that could facilitate improvisation of dementia care on a national level. The negative social stigma associated with dementia could be identified as a profound setback for the delivery of care to patients suffering from dementia (Dalkin, et al., 2017). Furthermore, the personal apprehensions of a person regarding the terminal nature of dementia and the fact that it cannot be cured once it is diagnosed could lead to the fear of an individual patient to avail treatment for dementia. Another noticeable pitfall that can be observed in the case of care services for patients suffering from dementia is the lack of competences among the health practitioners for implementing diagnosis for the patients. As per Elliott, et al, Health practitioners also depict the insufficiencies such as lack of training to use information and support services for addressing the health conditions of the patient after diagnosis (Elliott, et al., 2016). The framework considered for this report would be directed towards improving the volume of information pertaining to dementia that is accessible for patient, family and the caregivers. This framework would also comprise of profound references to the inclusion of health and social support domains. As per Eggenberger, Heimerl Bennett, accessibility of information for patients and their families as well as the health and social support groups would enable the access to productive outcomes such as wellbeing and independence in their treatment. The existing scenario suggests that people suffering from dementia are more likely to obtain diagnosis of their condition from the secondary healthcare services that is possible only in advanced stages of the illness (Eggenberger, Heimerl Bennett, 2013). According to Gridley, et al, the delay in diagnosis of dementia could be reflective of the inability of the patient to communicate significant aspects of their condition to the healthcare service provider. The late diagnosis could also be held as a disadvantage for the patient as well as their family since they would be subject to additional stress due to the lack of access to support and information services that could have contributed to the reduction or prevention of symptoms associated with dementia (Gridley, et al., 2016). The lack of information and support services could be considered inept for the treatment of dementia since it the delay in diagnosis and service delivery could lead to the proliferation of opportunities wherein consequential symptoms can be observed in the patient such as psychological, depression, anxiety and behavioural patterns. The model of service care delivery is also associated with the improvement of awareness regarding dementia alongside addressing the social stigma pertaining to the affliction. The model would include a functional care plan and the appointment of an attorney that ensures the improvement of wellbeing of patients alongside ascertaining their potential needs in the future. The particular specialist services provided for diagnosis of dementia are observed in minimal quantities thereby suggesting the detrimental consequences arising from the lack of appropriate number of specialist services that can impose substantial pressure on the specialist service providers . Primary healthcare service systems would have to be improved in order to improve the care services and enhance the early diagnosis of dementia thereby assisting the families and caregivers of patients with dementia (Heinrich, et al., 2016). The use of the information dissemination model in context of primary healthcare settings would facilitate comprehensive cost effectiveness and flexible distribution of patient case load for specialist service providers and secondary healthcare settings. As per Knapp, Iemmi Romeo, the consideration for this information delivery model could be associated with the profound underlying factor which is the age group of the patient. However, the concerns of dementia could be observed in case of different people such as people with alcoholism and drug addictions, younger people and patients with Down syndrome (Knapp, Iemmi Romeo, 2013). Therefore the development of information dissemination platform in the project would have to be characterized by the exclusive involvement of the aspects of sector knowledge, training requirements and appropriate information. The model for care should also include references to the consideration for needs of ethnic minorities in the concerned jurisdiction s ince the evidence drawn from literature suggests the inappropriate healthcare delivery systems for ethnic communities. The representation of minorities in the management level of healthcare with respect to this information delivery model would have to be realized in order to ensure that people with dementia in ethnic communities such as the Maoris in New Zealand and the Aboriginal and Torres Strait Islander people are able to receive early diagnosis of dementia. It is also essential to consider the cultural barriers that can be reflective of profound impacts on the delivery of information regarding dementia. As per Lorenz, et al, Cultural barriers in certain communities are observed in the form of apprehensions to diagnose dementia and its perception in the social circle of the individual as a stigma (Lorenz, et al., 2017). Therefore, ethnic communities are less likely to engage in diagnosis and treatment of dementia that escalates the risks of the problems faced by people with dementia alongside increasing the concerns of the caregivers for patients suffering from dementia. The implementation of the model could be described through a subjective interpretation of dementia care and the information delivery models that are intended for health and social support groups to deliver appropriate care opportunities to dementia patients. Implementation plan: The implementation of the framework considered in the above section could be reviewed from a detailed interpretation of the guiding principles and the significant elements that are required for effective dementia care. The key element considered in the awareness and risk reduction model for dementia care can be observed in the evaluation, early diagnosis, intervention and continual support (Steiner, 2016). The other crucial elements refer to living well, addressing challenges for improving the wellbeing of an individual alongside profound references to the end of life. Addressing these individual elements in the model would have to be directed by specific guiding principles. First of all, the model would follow an approach that is person specific and is centred on the benefits for people. The health and social support services involved in dementia care should be able to facilitate opportunities for patients, their families and carers for upholding their rights and access services without any apprehension. The families, caregivers and patients with dementia should be involved in the planning and provision of care services as partners through precise communication and training facilities which should be reflected comprehensively in all the levels of decision making. As per Surr, et al, Empowering of the individual stakeholders for involvement in the decision making process would have to be ensured in order to address their capacities for participation in the model (Surr, et al., 2016). The framework also implies formal references to the imperative of addressing the distinct spiritual, social, economic and cultural variations observed in the background of patients with dementia. The support and care services are also include of references to the symptoms and disease progression requirements that should be facilitated despite any setbacks such as reduced capacity of the patients due to the affliction. The next principle that must be emphasized by health and social support services refers to the early diagnosis of dementia and improving the participation within the relevant communities. This principle could be realized effectively in the case of providing appropriate support to improve the culture of engagement and partnership in the domain of dementia care. The services should be characterized by formal characteristics such as proactive nature and accessibility alongside implying the mandatory precedents of flexibility that could be productive in addressing the distinct needs of individual patients that can be observed in the variations of economic and social needs. The health and social support services should also be aligned with supportiveness for the choices that are made by the individual suffering from dementia, their family and caregivers (Testad, et al., 2016). The proper implications for appropriate training of the staff should be adopted in this model that can enable the staff to understand the varying dimensions of dementia care according to the variations in age and culture. Furthermore, the necessity of a proactive and friendly approach should be identified in the case of physical environment of the care providers and their service provision approaches. As per Testad, et al, the guiding principle of improving the accessibility of health and social support services could be realized only if the services are integrated to accomplish service specific objectives (Testad, et al., 2016). The service models are adapted to address the local requirements for dementia care that would be supported by the frameworks for regional and local dementia care process governance. As per Webster DiBartolo, the integration of services would also be reflective of the outcomes such as consistency and flexibility of the care planning process across varying services in healthcare and social support which encompass the government organizations, primary and secondary healthcare apparatus, private sector organizations and non government organizations that facilitates opportunities to maintain the continuity of support and care for people with dementia. Another prominent outcome that can be derived through the implementation of service integration is identified in the evaluation of interdisciplinary dimensions in the service delivery framework alongside planning of care delivery pathways with formidable references to the social, functional and psychological goals (Webster DiBartolo, 2014) . The focus of the services on person involved in the care delivery framework would have to be complemented with the aspects of early intervention, escalating the levels of maintenance, independence and health improvement, obtaining the consent of the people and their families and support. The appointment of welfare guardian, personal order guardian and the enduring power of attorney can serve as apt facilities for people with dementia that cannot provide consent or are legally classified as incapacitated. The improvisation of the potential standard of care for people with dementia should also be emphasized in the case of the development of a model for disseminating information and creating awareness for dementia. The development of services would be aligned with the mandatory implications of providing the appropriate services in the context of appropriate location and time (Lorenz, et al., 2017). The standard of excellence perceived in dementia care should be reflective of prominent r eferences to the international standards and trends alongside the use of evidence based practice models. The standard of services acquired from the implementation of the model could also be validated through the comprehensive training and education processes implemented to develop a skilled workforce. The implications of cost effectiveness and safety could also be considered as major highlights in the implementation plan derived from guiding principles that help in upholding the continuity of services facilitated in dementia care. The standardization of dementia care with respect to national and regional perspectives could also be a productive measure in the implementation plan that validates the credibility of the care service delivery model. The implementation plan should also emphasize on certain aspects pertaining to the effectiveness of the distinct areas and stages of dementia care. The factors should be assumed as priorities in order to address compliance with the guiding principles for the model. The first factor refers to the education and training for people with dementia (Dalkin, et al., 2017). The educational opportunities and facilities for training of the patients and their families could be addressed through development principles established for development of health education resources alongside emphasising on the positive aspects of a lifestyle with dementia and the value of physical activity. The education and training should be reflective of measures to address the distinct learning styles and competences of the patients, their families and carers with profound emphasis on resolving communication issues. The training and awareness of the workforce is also an imperative concern in the implementation plan as it would ensure that there is not lack of professional support to patients with dementia and their family (Brooker Latham, 2015). The workforce training is vested in the focus on people and delivery of care approaches that imply access of inputs from the involved people. The opportunities for the workforce in dementia care to acquire substantial support in the form of references to the distinct learning styles and abilities as well as the references to the responsiveness of the workforce to people with other underlying conditions such as Down syndrome and other incapacities. Other factors that should be considered essential in this case refer to the governance, family support, culturally appropriate services, advocacy, monitoring and evaluation and sources of funding streams (Borson, et al., 2013). Change management: The implications associated with the delivery of a dementia care service model could be apprehended with prominent references to the scope of change management. Change management is required primarily for addressing the human stakeholder concerns such as training and support for patients, their families and the caregivers associated with them as well as the new workforce that would be included from the primary healthcare sector. The change management process in context of the model for dementia care proposed in this report has to be explicitly associated with the key factors in the model and references to the best practices that can be implemented in context of each element (Elliott, et al., 2016). The foremost dimension of awareness and risk reduction could be associated with primary objective of leveraging on the national and regional efforts for increasing the awareness of people regarding a healthy and active lifestyle for people that are perceived to be suffering from or depicting chances of developing dementia. The improvement of awareness could be assumed as crucial factor to be addressed by the change management process since it is considered significant for resolution of the issue of social stigma associated with dementia (Knapp, Iemmi Romeo, 2013). The change management process implies references to the best practices in order to improve awareness regarding dementia and can be observed in the form of the following measures. The first step is to improve the awareness of public regarding the issue thereby implying formidable references to self-identification and associated strategies could be informed through the use of national websites and awareness programmes and participation in community training sessions. The local change management best practices could be identified distinctly in the provision of training to the primary healthcare service apparatus thereby contributing to the proficiency of healthcare personnel in the reduction of risks (Lorenz, et al., 2017). The implementation of a model for acquiring and providing information regarding dementia care through evidence based practice and research should be aligned with the mandatory facets of improving interdisciplinary training and increasing co-operation between the agencies for healthcare and social support services. Another prominent aspect that could be observed in context of addressing the concerns of awareness and risk reduction with respect to dementia care can be observed in improvement of media opportunities that can enable the social acceptance of the training provided to the public and other involved stakeholders in the realization of the plan. The second crucial element that should be addressed in the change management process is vested in the empowerment of people to improve their cognitive assessment capabilities. The necessity of evaluation on time could be considered as a significant factor that is responsible for profound change management application (Surr, et al., 2016). It is also necessary for the implementation of programs that would inform the healthcare teams, support staff and health practitioners regarding the significance of early diagnosis and obtain opportunities. The particular aspects that should be included in the change management process refers to the inclusion of comprehensive dimensions such as cultural barriers, limited access to medication, missed appointments and other underlying conditions that could complicate the issue. The change management process is primarily inclined towards preparing the framework to be responsive to the emerging trends in dementia healthcare. The implications for health practitioners in this case would also involve profound references to the acquisition of information and competences that assist in cognitive assessment and information regarding dementia (Eggenberger, Heimerl Bennett, 2013). The health practitioners in the sector of dementia care should also be provided with consistent support from specialists in the field thereby contributing to their responsiveness to change. The frequent monitoring and evaluation of the condition of patients suffering from dementia could also be a major issue for change management process in this context. It can also be apprehended that the change management process should also be reviewed from the perspectives of positive and negative impacts. The implementation of organizational level change was not addressed in the report which was characterized by explicit references to the impairment of conventional service delivery structure. Initially, the secondary healthcare organizations and private organizations were associated with prolific references to the minimal or specialized organizational apparatus intended for addressing the concerns of dementia care. The expansion of the workforce would lead to the inclusion of a multidisciplinary approach to healthcare and social support mechanisms in dementia care (Lorenz, et al., 2017). Therefore, change management on the organizational level or work unit level could be addressed through prominent references to the implementation of prolific recruitment and selection approaches that can facilitate the selection of competent leaders and managers. The competency of leaders has been attributed as a major attribute for ensuring the effectiveness of change management. Therefore the involvement of effective leaders in allocation of tasks and responsibilities for different stakeholders within an organization could be helpful for the workforce of the organizations to acquire substantial information regarding patients and the required approaches for addressing the care and social support for them. The change management could also be improvised through emphasizing on the attributes of communication and establishing objectives that could be accounted as positive factors for the aspects of dementia care for patients and provision of relevant support to the families and carers (Surr, et al., 2016). The model should be communicated effectively to the different involved stakeholders through training and holistic learning approaches. Experiential learning would account for prolific outcomes in context of improving the readiness of workforce, patients, their families and associated authorities to adapt to reforms in service delivery apparatus and accessibility of information frameworks. Quality improvement: The aspects of quality improvement should also be considered as notable concerns for the effectiveness of a model intended to deliver care and social support for patients with dementia. The model considered in the case of this report is inclined towards the objectives of addressing the competences of patients, families, carers, primary and secondary healthcare settings, nongovernmental and governmental authorities to improve awareness regarding dementia care (Brooker Latham, 2015). The implementation of the model would be accompanied with a drastic change management process that should be analyzed comprehensively in order to obtain an impression of the potential gaps in the model. The pitfalls identified from monitoring of the change management process and its outcome along the course of implementation phase could be used as inputs for the quality improvement strategy for the model proposed in this report. The comprehensive evaluation of the areas characterized by insufficiencies in quality could be addressed through references to the creation of a mandatory program for enrolment of patients and caregivers characterized by the provision of opportunities for self management and support. This measure would address the quality gaps observed in the outcomes of the models implementation in the form of limited involvement of civil participants i.e. patients in training. While the workforce could depict a participative approach due to their professional obligations, the objective of the model could be realized only through the awareness of patients, their families and caregivers. This insufficiency in quality can be addressed through specific measures such as support group participation, self management counselling sessions, informal communication through telephonic channels and speciality referrals (Gridley, et al., 2016). Another quality improvement strategy that can be implemented in context of the model to be implemented is the implementation of active case finding and evidence based research to identify the distinct patterns in the case studies. The identification of insights from counselling sessions between healthcare and social support providers and the patients as well as their families would enable the proliferation of valid opportunities to implement person specific care as outlined in the guiding principle for the models implementation. Management of physical activity and its monitoring was also identified as a crucial pitfall in realizing the effectiveness of the model to facilitate information regarding self management of dementia and improve the competences of primary healthcare apparatus to address the same. The model should also include notable mentions of the frequency of underlying conditions and their impact on the progressiveness of dementia in case of the patient. The inclusion of comprehensive information regarding the importance of physical activity and the impact of underlying conditions such as anxiety and depression on the health of patient with dementia would facilitate quality improvement (Surr, et al., 2016). It is also imperative for the quality management strategy to consider the significance of the mental and physical health of the caregiver that should be complemented with the proactive monitoring. The surveillance of caregivers emotional and physical health has to be included in the distinct stages of the models lifecycle such as implementation and change management. The variations in cognitive, behavioural, psychological and functional conditions pertaining to different work settings could provide viable insights into the factors hindering professional development of workforce to cater the requirements of dementia care. The communication with primary care physician assigned to each caregiver can be supported with patient management protocols that would enable the caregivers to follow a streamlined approach to the non pharmacological treatment of patients. It is necessary to consider the pitfalls in quality of the implementation of the model in the communication aspect which serves as a functional attribute in the change management process (Knapp, Iemmi Romeo, 2013). However, the precedents established for communication in the implementation phase could not be translated effectively in the change management process thereby leading to a quality gap in the model. The appointment of a dementia care coordinator could serve as a centralized source for improving communication quality involving the patient and caregiver. The role of a facilitator for communication would also contribute to the improvements in multidisciplinary teamwork approaches in dementia care that would address the excess disability or incapacitation occurring due to co morbid medical conditions (Gridley, et al., 2016). Conclusion: The model for improving the awareness of patients, family, caregivers, non-governmental organizations and primary healthcare settings regarding dementia was illustrated in this report with explicit references to the processes of implementation, change management and quality improvement. The timeline for planning, development, application, review and improvement of the model could be presented as follows in the form a Gantt chart. 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