2018

HEC101V ASSIGNMENT
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STUDENT NO: 55733891/ UNIQUE NO: 881074
HEC101V/ASS.2 STUDENT NO: 55733891 UNIQUE NO: 881074

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HEC101V/ASS.2 STUDENT NO: 55733891 UNIQUE NO: 881074

TABLE OF CONTENTS

CONTENT PAGES
QUESTION 1:
1.1 POINTS TO INCLUDE IN THE SCHOOL FEEDING SCHEME 2
POLICY
1.2 MEALS TO BE INCLUDED & ITS NUTRIENT VALUES 2

1.3 NUTRITION OBJECTIVES FOR CHILDREN 2

1.4 EFFECTS OF INSUFFICIENT CALCIUM IN CHILDREN’S DIET 2-3

1.5 DIFFERENCES BETWEEN OBESITY & MALNUTRITION 3

QUESTION 2
2.1 HEALTH RISKS 3
2.2 PRECAUTIONARY MEASURES LEARNERS MUST FOLLOW 3
WHEN CROSSING ROADS
2.3 SAFETY AWARENESS* IMPORTANT POINTS: 3
-SAFETY WHEN CROSSING THE ROAD 3
-DEALING WITH STRANGERS 4
-ASSESSING THE VICTIM AND THE ACCIDENT SCENE 4
5
-CREATIVE WAYS OF REDUCING TRASH

QUESTION 3
3.1 FACTORS AFFECTING CHILD HEALTH DURING THE EARLY 5
YEARS:
-PRE-NATAL, PERI-NATAL, POST-NATAL 5
-HEREDITY 6
6
-ENVIRONMENT
6
-LIFESTYLE AND BEHAVIOUR
3.2 OBJECTIVES OF THE HEALTH PROMOTING SCHOOL 7
PROGRAMME IN SOUTH AFRICA
LIST OF SOURCES 7

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QUESTION 1
1.1 POINTS TO INCLUDE IN THE SCHOOL FEEDING SCHEME POLICY
The school feeding scheme will operate daily within certain time frames. All
parents who volunteer must sign a timetable and volunteer form. Any
volunteer that is absent must present a valid reason or letter.
1.2 MEALS TO BE INCLUDED & ITS NUTRIENT VALUES
Breakfast pack, with apples, cereal, & juice, to provide calcium, increase the
dietary fibre and provide B vitamins including energy. At Lunch, a baked
beans sandwich will be served with some yoghurt for calcium and protein
nourishment, to increase their vitamin A, C and D levels and the essential B-
vitamins needed to maintain a healthy immune system, and provide the
necessary carbohydrates to maintain effective functioning. A lunchtime snack
will also be provided and this will include nuts & raisins together to help them
increase their iron and sodium levels and provide some fibre to aid
congestion and digestion.
1.3 NUTRITION OBJECTIVES FOR CHILDREN
According to the U.S department of Health and Human Service’s most recent
edition, “Healthy people 2010, 2000, the nutrition objectives are”
✓ Increase the prevalence of healthy weight and decrease the prevalence
of obesity.
✓ Reduce growth retardation among low-income children.
✓ Increase the intake of fruit and vegetables to at least 5 servings a day
✓ Increase the proportion of people who meet the recommendation for
calcium.
✓ Reduce iron deficiency in children, adolescents, woman of child-
bearing children and low-income pregnant women.
✓ Increase the proportion of schools teaching essential nutrition topics.
✓ Increase the intake of grain products to at least 6 servings a day.
✓ Increase the proportion of people aged 2 and older who meet the
dietary guidelines for fat and saturated fat in the diet.
✓ Increase the proportion of people who limit themselves to the daily
value of 2,400-3000 mg. or less of sodium a day.
✓ Increase the proportion of children and adolescents whose intakes of
meals and snacks at school contribute to overall dietary quality.
1.4 EFFECTS OF INSUFFICIENT CALCIUM ON CHILDREN’S DIET
Conditions such as Amenorrhea and rickets can occur due to lack for calcium
for the proper growth of bones. Amenorrhea, commonly known as the
“female triad athlete” is a condition that develops in young girls who
participate in endurance based athletics to adopt a certain physique they
must lose weight and so, they eventually stop eating or eat very little which

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eventually leads to lower energy intake with low levels of estrogen levels as a
result leading to menstrual cycle irregularities and low bone density.
Rickets can occur due to calcium and vitamin D deficiency in children, this
condition causes the bones to soften and weaken resulting in loss of bone
mass and severe pain.
1.5 DIFFERENCES BETWEEN OBESITY AND MALNUTRITION
Obesity is a condition in which a person develops an unhealthy weight, that
is above the recommended weight of a healthy person due to eating foods in
high calories in high amounts coupled with lack of exercise or any physical
activity, laziness and also unhealthy food eating patterns e.g. Eating late night
snacks or eating while watching TV and not keeping a check on how much is
being eaten, however malnutrition is when a person lacks the recommended
amount of essential vitamins and minerals vital for the day to day functioning
of the body and the immune system to do basic work, or being “under-
weight”, being below the recommended weight with age, due to incorrect
foods being eaten or no eating of nutritious foods at al. e.g. In poverty-
stricken countries such as Somalia, which is a developing country that cannot
provide the best foods to reach the daily nutrition requirements or it is not
available to them.
QUESTION 2
2.1 HEALTH RISKS POSED BY THE SCHOOL LOCATION
✓ Noise pollution: The road is used as a main passing route to get to
other places (central), so increased cars are present, taxi rank is close
by, so taxis are always passing by.
✓ Air pollution: The dumping site triggers the harmful release of gasses
and chemicals in the air from the solid waste accumulation.
✓ Too many males present, the men can exploit the learners for other
purposes such as selling drugs, human trafficking etc. Increases the
threat of safety to the school and learners, especially after school
when learners wait for their transport, any man or men can just
kidnap a child and this could lead to a serious case, e.g. Gang rape and
violence to young girls.
2.2. SAFETY WHEN CROSSING THE ROAD
✓ STOP, LOOK, wait &
✓ IDENTIFY all the vehicles coming
✓ WATCH the LIGHT -little man on the robot
✓ GO FOR GREEN
✓ RED FOR STOP
✓ LOOK TWICE BEFORE YOU CROSS, RIGHT, LEFT, AND LEFT AGAIN

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DEALING WITH STRANGERS

✓ Never talk to someone you don’t recognise
✓ Look for suspicious behaviour e.g. staring all the time
✓ Don’t ever discuss anything if you’re alone
✓ Don’t answer the door if a parent is not at home
✓ Say NO!! When someone offers a gift, sweet or a ride home
ASSESSING THE VICTIM AND THE ACCIDENT SCENE
✓ Assess the scene and the environment and look out for unusual signs,
smells, behaviours.
✓ Use these clues to help identify what happened or how many people
are involved.
✓ If the scene is safe, then the first aid person if it is follow up with
assessing the victim.
✓ Never assess the victim if the scene poses a threat to safety e.g. a
mass shooting or fire, as you, the first aider can be harmed.
✓ If there is more than one person to treat, decide who to treat.
✓ Treat the most severely injured person first.
✓ Start by determining whether this person is conscious or not.
✓ Consciousness is when the person can speak.
✓ If a person is not conscious, tap him or her gently and ask, “Are you
okay’?
✓ If the person does not respond, look, listen and feel to see if the victim
is breathing.
✓ Don’t move then conscious person
✓ If an injury is suspected, check for consciousness and breathing but
don’t move the person.
✓ Do not say anything about the injuries to the person that is
unconscious as they can hear.
✓ Roll the victim into a position that can allow to check for
consciousness if the position is such that consciousness can’t be
checked,
✓ Be careful if the victim has a back problem as this can further worsen
problems.
✓ Place one hand on the hip and one on the neck for stabilization.
✓ If there is no breathing present, roll victim on the back and open the
airway by placing two fingers on the bony part of the chin and the
palm of the hand on the forehead while tilting the head back while
lifting the chin.
✓ Kneel next to victim, check for the heartbeat rise and fall, place the
cheek next to the victim’s mouth to listen for exhalation of air, or any
sound coming out for 5-10 seconds.
✓ Monitor the pulse if the victim is breathing and a pulse is present.

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✓ If a pulse is present and the victim is not breathing, start rescue

breathing immediately.
✓ Check for severe bleeding after pulse and breathing are checked.
✓ If blood spurts, could be due to arterial tension such as amputation.
✓ When checking for a pulse, use your index and third finger, and follow
the following steps:
Adults: Check at the neck by placing your index and third finger on the
Adam’s apple and slide the fingers approximately 1, 5 inches across
the neck and toward the spine in line with the Adam’s apple.
(eds. Weinstein & Rosen 2003)

CREATIVE WAYS OF AVOIDING AND REDUCING THE TRASH

✓ Use both sides of scrap paper
✓ Buy recycled paper products
✓ Carry your lunch in a box or re-usable bag
✓ Sort out glass and plastic containers for re-use
✓ Buy and use a recycle bin, sort out your waste into three groups, glass,
paper and plastics, metal
✓ Line the trash can with paper
✓ Donate unwanted clothing and furniture instead of throwing it away
(eds. Weinstein & Rosen 2003)
QUESTION 3
3.1 FACTORS AFFECTING CHILD HEALTH DURING THE EARLY YEARS
Pre-natal factors:
✓ Genetic conditions
✓ Drug and alcohol abuse and dependency
✓ Radioactive exposure
✓ Certain medications
Peri-natal factors
✓ Birth injuries
✓ Haemorrhage
✓ Lack of O2 during the birth process
Post-natal factors
✓ Damage to the central nervous system from infections
✓ Injury
✓ Poisoning
✓ Metabolic disturbances

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Heredity
✓ Abnormal genes or chromosomes
✓ Genetic disorders=intellectual/physical impairment
✓ Abnormal chromosomes are inherited and can result in birth
defects and genetic diseases e.g. Down’s syndrome
(Health education 2018:7-10)
Environment
“The most important factors in the environment that contribute to disease,
disability and death in South Africa are the following “(NCRC, 1994; Von
Schirnding, 1995):
✓ A lack of sewers, drains and services for disposing of solid and liquid
waste
✓ A lack of a safe and sufficient water supply
✓ Overcrowded and inadequate living conditions
✓ Insufficient safe and clean fuels for domestic cooking and heating,
which means that expensive and often unhealthy fuels are used (coal,
paraffin and wood) which cause pollution, as well as health problems
for infants and children e.g. Wood is easily available in informal
settlements
✓ Poor control of workplace environments, in both the formal and
informal sectors, leading to chemical and biological contamination of
land, air, water and food resources which result in unacceptable levels
of pollution, e.g. Coal producing factories in Free State and chemical
plants release harmful toxins and gasses into the air leading to lung
cancer, and the waste produced contaminates the river, killing marine
life.
✓ Examples include, majority of households in rural areas do not have
access to electricity and safe water supplies.
Lifestyle and behaviour
✓ Health knowledge about body systems and health care e.g. People
with limited knowledge make irrational decisions sometimes or fail to
ask for proper advice.
✓ Customs affect the way people live, and look after their bodies
✓ Religious beliefs play a major role in healing when a disease occurs,
e.g. Spiritual or divine healers are thought to bring about balance, or
herbal and ayurvedic medication in India is used to treat cancer etc.
✓ Certain misconceptions, beliefs also influence the way a person
decided how to live e.g. You cannot get AIDS from sleeping with
different people from time to time.

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✓ In some areas, children are not taught the basics of a healthy lifestyle
or education on health and looking after yourself, e.g. In some
households, the children are not taught how to eat healthy, or what to
eat etc.
3.2 OBJECTIVES OF THE HEALTH PROMOTING SCHOOL PROGRAMME IN
SOUTH AFRICA
General Objective
“To guide the provision of a comprehensive, integrated school health
programme which is provided as part of the PHC package within the Care and
Support for Teaching and Learning (CSTL) framework.”
✓ “To provide preventive and promotive services that address
the health needs of school going children and youth about
both their immediate and future health
✓ To support and facilitate learning through identifying and
addressing health barriers to learning
✓ To facilitate access to health and other services where
required
✓ To support the school community in creating a safe and secure
environment for teaching and learning. “
(Integrated School Health Policy, 2003)
List of sources
Integrated School Health Policy. (2018). [ebook] South Africa: Department of
Health, p.11. Available at: https://www.health-e.org.za/wp-
content/uploads/2013/10/Integrated_School_Health_Policy.pdf [Accessed 17
Apr. 2018].
Teaching Children About Health: A Multidisciplinary approach. (2003). 2nd ed.
Belmont USA: Peter Marshall, p.452, 477-478.
Health Education, Tutorial handout distributed in the unit, HEC101V Health
Education, University of South Africa, Pretoria, 2018.

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