TERM: 2nd TERM
SUBJECT: BASIC SCIENCE
CLASS: JSS 2
WEEK FIVE DATE: ………………..
FAMILY LIFE EDUCATION II
Life Continuum—the mechanism by which an individual is compelled to carry on the life of another deceased or departed individual, generating in his own body the infirmities and mannerisms of the departed.
The human continuum can also be defined as the sequence of experience which corresponds to the expectations and tendencies of the human species in an environment consistent with that in which those expectations and tendencies were formed. It includes appropriate behavior in, and treatment by other people as part of that environment.
The continuum of an individual is whole, yet forms part of the continuum of his family, which in turn is part of his clan's, community's, and species, just as the continuum of the human species forms part of that of all life.
This is the idea that in order to achieve optimal physical, mental and emotional development, human beings, especially babies , require the kind of experience to which our species adapted during the long process of our evolution. For an infant, these include such experiences as...
In contrast, a baby subjected to modern Western childbirth and child-care practices often experiences...
If, however, his continuum expectations are fulfilled — precisely at first, with more variation possible as he matures — he will exhibit a natural state of self-assuredness, well-being and joy. Infants whose continuum needs are fulfilled during the early, in-arms phase grow up to have greater self-esteem and become more independent than those whose cries go unanswered for fear of "spoiling" them or making them too dependent.
Factors influencing individual sense of self worth (Body image)
Biological- the impact of overall health, of current illness or injury, and the scope of the individual's anatomy and physiology all are considered under this aspect. An example is how having diabetes mellitus causes the person's nutritional activities to differ from those of a person without diabetes.
Psychological- the impact of not only emotion, but cognition, spiritual beliefs and the ability to understand. this is about "knowing, thinking, hoping, feeling and believing". One example of the application of this factor would be how having paranoid thoughts might influence independence in communication; another example would be how lack of literacy could impact independence in health promotion.
Sociocultural- the impact of society and culture experienced by the individual. Expectations and values based on (perceived or actual) social class or status, or related to the individual's perceived or actual health or ability to carry our activities of daily living. Culture within this factor relates to the beliefs, expectations and values held by the individual both for themselves and by others pertaining to their independence and ability to carry out activities of daily living. One example is when caring for an individual of advanced age and how societies expectations and assumptions about infirmity and cognitive decline, even if not present in the individual, could influence the delivery of care and level of independence permitted by those with sufficient authority to curtail it.
Environmental- it recommends consideration of not only the impact of the environment on the activities of daily living, but also the impact of the individual's (ALs) on the environment. One example of the environment impacting ALs is to consider, if damp is present in one's home, how that might impact independence in breathing (as damp can be related to breathing impairments)
Politicoeconomic – this is the impact of government, politics and the economy on ALs. Issues such as funding, government policies and programmes, state of war or violent conflict, availability and access to benefits, political reforms and government targets, interest rates and availability of fundings (both public and private).
NIGERIA BASIC SCIENCE PROJECT PAGE 77-83, Precious seed BASIC SCIENCE FOR JUNIOR SECONDARY SCHOOLS BOOK 2 PAGE 25
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