Decrease childhood obesity Research Paper Example | Topics and Well Written Essays - 3000 words

Decrease childhood obesity - Research Paper Example Unfortunately, the study has it that child obesity can lead to depression and poor self-esteem. Statistically, according to US’s department of health, there is a dramatic increase in number of children suffering from obesity. Considerably, it is noted that almost ten percent of children aged four and five are overweight, and the above number is double to that of twenty years ago. The research argues that obesity is a gender related disorder where, girls are the ones who suffer obesity more compared to boys. It is agreed that childhood obesity is an alarming disorder that needs immediate action. Therefore, to decrease childhood obesity, it is pertinent for all schools in the US to incorporate salad bars into the children’s lunch program. In so doing, those children will be able to access fresh vegetables and fruits, which in turn will develop healthier life from long eating habits (Linsley, Kane, & Owen, 2011.p.81). This essay tactically illustrates the policy recommendations for obesity in children, obesity regulations program and the US federal laws, assumptions and pertinent secondary recommendations to mention but a few, all converging to the childhood obesity issue. ... Although the shift may seem small, the size of the sample collected for the study makes it significant. Notably it is unbelievable to realize that each percent stated above points for almost 26,700 in the population study, which are either extremely obese or no longer obese. Forcibly, the Obama’s administration involving in the fight for obesity in children shows the severity of the disease among the US children who live in poverty. First lady Obama Michele has tirelessly fought the eradication of poverty through her message involving not only healthier diet but also physical activities. According to recent research, it is pertinent to note that the new trends in obesity levels indicate a modest progress of prevention of obesity in young children. The above study is pertinent for the implications of health risks for extreme obesity and obesity in young children. Therefore, the above passage outlines the importance of tackling obesity in children by the US government. It is evi dent that obesity can to some extent affect the young US generation undesired diseases that were supposedly to be for adults. Policy Recommendations for childhood obesity Controlling and preventing childhood obesity requires a multifaceted and wide programs staged by the communities as well as formulation of policies where parent will play a vital or critical roles. Pertinently one of the important elements that can regulate obesity involves the parents. Here, the children’s behaviors are affected by the eating habits of the parents, level of education as well as physical education. According to the study, it is noted that parents are role models and they influence to some extend the physical

Nisei Daughter Essay Example for Free

Nisei Daughter Essay Second Generation Daughter Even with all the mental anguish and struggle, an elemental instinct bound us to this soil. Here we were born; here we wanted to live. We had tasted of its freedom and learned of its brave hopes for democracy. It was too late, much too late for us to turn back. † Monica Sone’s Nisei Daughter is a compelling story of the life of a Japanese American growing up and discovering who she is in the World War II era United States. Nisei†, meaning, â€Å"second generation†, is a Japanese term used to specify the children born to Japanese people in a new country (who are called Issei). Monica Sone was born an American Citizen, but her parents –as well as other Issei– were not deemed to be American citizens until post World War II. This essentially important difference between Issei and Nisei seemingly forced an ultimatum to Nisei people; to be Japanese or to be American. Nisei were often criticized by their families for their absent role of Japanese customary behavior, and were criticized by Americans because they weren’t able to assimilate into American lifestyle. Nisei Daughter is a story about a Japanese American girl constructing her own self-identity in an environment where there is much confusion amongst Nesei people who are torn between two cultures. [ 1 ]. Monica Sone, Nisei Daughter (Canada: McClelland and Stewart Limited, 1953), 124 [ 2 ]. Wikipedia, Nisei (Published from Wikipedia at: http://en. wikipedia. org/wiki/Nisei ,2013), Article Introduction

Areas of Learning in Childcare Environment

Areas of Learning in Childcare Environment Q.1. Identify each of the three prime areas and four specific areas of learning? The Early year’s foundation Stage areas of learning and development have been produced by the government and early year’s professionals for use by all early years’ providers including child minders. It is important for practitioners to become familiar with how the areas of learning and development are arranged in the framework. We need to use the areas of learning and development when we are observing, assessing and planning for your child’s individual needs. These areas make sure that we are constantly challenging the child and helping them to develop and succeed. There are seven areas of learning and they are split into 2 parts: The 3 prime areas, which are for all children and will always, be the main focus of the planning and activities for babies and children under 3. The 4 specific areas, they are for all the older children (over 3s) but are also relevant for younger children. These are the 3 prime areas: Personal, social and emotional development (PSED) PSED involves supporting children in developing and sustaining important relationships. It supports children in expressing and managing their feeling and behaviour and encourages them to develop a sense of self-esteem and confidence. It also covers how children make friends and shared and takes turns. Physical development: Physical development involves encouraging children to be active in their play and learning. This area is about how children move and uses gross motor skills, develop fine motor skills, learn about healthy living and manage self-care independently. Communication and Language: This area involves children developing the skills required to become an effective speaker and listener. It involves children to listen and pay attention, understand what is being said and communication with others. Accurate identification of the 3 prime areas of learning and a good overview of what each area involves. These are the four specific areas: Literacy: This area of learning and development is about how children enjoy reading book, likes to make marks, learn to write and stars to explore phonics and letter sounds. Mathematics: This area involves how children learn about numbers and counting, recognising the passing of time and explores measures, capacity, space, shapes, opposites etc. during play. Understanding the world: This area learning and development is about how children find out about nature and the world around them, talk about people and their local community and learns about similarities and differences and learns to confidently use ICT equipment. Art and design: This area of learning and development is about how children enjoy being creative, sings and dances and makes music, plays imaginatively and uses express themselves. Sources: www.optimuseducation.com www.bridgewater.herts.sch.uk (NEW EYFS Summary 2012.pdf) Good. Q.2. Explain how planning can be devised to promote the individual needs of children? All children develop at their own rate and in their own time this should be remembered when planning activities. Children develop quickly in early years and as early years practitioners we need to do all that we can do to help children have the best possible start in life. Children are born ready, able and eager to learn. They actively reach out to interact with other people and in the world around them. Development is not and automatic process, however it depends on each unique child having opportunities to interact in positive relationships and enabling environments. Early years’ experience should build on what children already know and can do, no child should be excluded or disadvantage because of ethnicity, culture or religion home language, family background, special education needs disability or ability. To be effective an early year’s curriculum should be carefully structured. In that structure there should be three strands. Provision for the different starting points from which children develop their learning, building on what they can already do. Relevant and appropriate content that matches the different level of young children needs. Planned and purposeful activity that provides opportunities of teaching and learning, both indoors and outdoors. There should be opportunities for children to engage, in activities which are planned by adults and also those that they plan or initiate themselves. Good point. As a practitioner we must be able to observe and respond appropriately to children, in found by knowledge of how children develop and learn a clear understanding of possible next steps in their development and learning. Activities need to be planned properly; it should engage children in the learning process and help them make progress in their learning. Children to have rich and simulating experience, the learning environment should be well planned and well organised. It provides the structure for teaching within which children explore experiment, plan and make decisions for them thus enabling them to learn, develop and make good progress. As practitioner we need to understand and observe each child’s development and learning progress. For example in response of a child’s experience of breaking an arm and bringing in her x-ray, and children showing interest in the child’s plaster cast. Practitioners can set up a hospital in the nursery setting. They can add reception area with telephone, children can take a role of receptionist answering calls and making appointments. Children can dress up as doctors, nurses and patients. Practitioners can show children how to use bandages. Although children join and leave the play, many sustain their attention for a long time. Some play a number of roles and perform many actions, while some repeat and practise the experiences important to them. A good example. The practitioners should make sure that the children spend their time in worthwhile and challenging activities. Throughout the session there is a supportive routine with a mix of group and individual activities together with opportunities for children to make choices about activities. This provides the security which promotes confidence and the challenge which promotes learning. Source: www.foundationyears.org.uk http://osclinks.com/618 Q.3. Describe how practitioner can support children’s learning and development in each area of learning? Prime areas There are three prim areas of learning. 1. Physical Development 2. Communication and language development 3.Personal, social and emotional development. These prime areas begin to develop from a base of secure, loving relationship and positive. The area of physical development is divided into two aspects. Moving and handling: Moving and handling looks at children’s development of gross and fine motor skills. Children can show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencil for writing. From birth, babies begin their development and will first learn to turn their heads towards sounds or bright lights. Development is rapid in the early years and babies will learn to hold their head up, move their arms and legs, roll over and gain control of their bodies to sit up. Major developmental milestones are achieved within this aspect, such as crawling, walking, running, jumping and climbing. Health and self-care: In health and self-care development children needs to know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. Babies express discomfort when they are hungry or thirsty through crying to ensure their needs are met. Babies will often show excitement in anticipation for their feed. As babies are weaned onto solid food, they will begin to open their mouth for a spoon and as they become older will show an interest in feeding themselves using a spoon and their fingers. Children will be willing to try new and different food textures and tastes, but will begin to form likes and dislikes with their food. Children need to manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. The area of communication and language is divided into three aspects: Listening and attention This looks at children’s development of listening skills. Children listen attentively in range of situations. From birth, children will begin to tune in to the sounds around them, turning to look for where the sound has come from and recognising their main carer’s voice. These skills of listening develop and refine as a child becomes older − they will be able to differentiate between voices and will begin to understand the meaning of words. As children come to the end of early years their listening and attention skills will be more mature. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. Children give their attention to what others say and respond appropriately, while engaged in another activity. Understanding: In this area we look at how children learn to understand the principles of language and communication. Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. They continue their development by gaining understanding of the meanings of single words such as ‘mummy’, ‘daddy’, ‘no’. The complexity of the words and sentences a child understands and can respond to increases as a child grows older. Speaking: Speaking looks at how children actually use language. It includes childrens verbal and non-verbal communication. Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. The area of personal, social, emotional development is divided in three aspects: Making relationship: This looks at the way in which babies and young people develop relationships. Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity.They show sensitivity to others’ needs and feelings, and form positive relationships with adultsand other children. Self confidance and self awarancess Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. Children will develop confidence to express their feelings and opinions and will be able to select their own activities that interest them. Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.They work as part of a group or class, and understand and follow the rules.They adjust their behaviour to different situations, and take changes of routine in their stride. The four specific areas: 1. Literacy 2. Maths 3. Understanding the world 4. Expressive arts and design The area of literacy is divided into two aspects: Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Mathmathics: The area of maths is divided into two aspects: Numeracy: Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Shape, space and measures: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them. Expressive art and design: The area of art and design is divided into two aspects: Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being Imagantive: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories. Understanding the world: This area has three areas of aspects: People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. Source: www.silkysteps.com/2012-eyfs-early-learning-goals.html Q. 4. Evaluate how the effective characteristics of learning can promote children’s learning and development. The Unique Child reaches out to relate to people and things through the Characteristics of Effective Learning, which move through all areas of learning. -playing and exploring (Finding out and exploring) (Playing with what they know) (Being willing to have a go) -active learning (Being involved and concentrating) (Keeping on trying) (Enjoying achieving what they set out to do) -creating and thinking critically (Having their own ideas) (Making links) (Choosing ways to do things and finding new ways) Playing and exploring Play and exploration are key ways that children to learn. As Vygotsky, the famous Russian psychologist whose work has been so important to our understanding of child development, stated: in play the child operates at their highest level ‘beyond his average age, above his daily behaviour; in play it is as though he were a head taller than himself’ (Vygotsky, 1978: 102). Finding out and exploring: Exploratory play is important to all of us. It is how babies begin to understand their surroundings and the relationships between themselves and others, using all their senses and every part of the body. Gopnik e al. (1999) describe babies and toddlers as young scientists, testing out and often repeating the same actions time and again to establish an idea about the object in question and what their own actions can do. Their explorations continue as they grow and develop. Playing with what they know: From the beginning as they play and explore, babies and young children build a repertoire of knowledge, skills and understanding, using memory, and they are also able to imagine possibilities. Being willing to have a go: Through play, children will develop their self-confidence and will enjoy challenge and risk. They will have a positive attitude and will be more likely to try out new experiences and activities without fear of failure. ‘There is no activity children are better prepared for than fantasy play. Nothing is more dependable and risk-free, and the dangers are only pretend’ (Paley, 2004: 8). Active learning: The second characteristic of learning is not about being physically active, which of course is important in children’s learning and development, but refers to being mentally active and alert. Being involved and concentrating: When a child is deeply involved she/he cannot easily be distracted. The importance of play and exploration cannot be underestimated as it is when children make their own choices, follow their natural curiosity and own train of thought that deep involvement is most likely to happen. Keeping on trying: Through trying out new experiences and activities, children will experience and disappointment. This aspect looks at how children persist in challenging activities and tries out alternative methods when difficulties occur. This process promotes problem-solving skills in children and will support the development of self-confidence. ‘As soon as children become able to evaluate themselves, some of them are afraid of challenges. They become afraid of not being smart’ (Dweck, 2008: 16) Enjoying achieving what they set out to do: Succeeding at their activities and achieving new skills will give children a feeling of satisfaction and pride in their own abilities. Children will be proud of the process they have followed in order to achieve the task and will be more likely to try out further activities to achieve that same sense of satisfaction. Creating and thinking critically: When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better under-standings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions. (EYFS card 4.3, 2008) Having their own ideas: Enabling children to think critically and creatively means encouraging them to play and investigate, providing a rich environment with interesting things to discover, explore and wonder about and, crucially, time to do so. Making links: Once a child has discovered their own ideas and methods, they will be excited to try them out. Practitioners can support this through engaging in sustained shared thinking with the child to help them to further explore their ideas. Choosing ways to do things: This aspect of the Characteristics of Learning involves the child in making choices as to how to go about something and is not about following instructions. When children are involved in their own self-chosen activities they are more likely to want to find the right strategy to achieve their goal. Source: mcgraw-hill.co.uk/openup/chapters/9780335247530.pdf http://osclinks.com/618

How George Psalmanazar Escaped From History :: History Historical Essays

How George Psalmanazar Escaped From History Moravagine is an idiot, but he is also an idiom...a term whose meaning is established by usage, and not deducible from the meanings of its constituent parts. Idioms are the place where language shows signs of wear: those phrases have been said so many times they have fused into a single unit and can no longer be pried apart. -- Paul La Farge, "Idiots!," The Believer 1. In early 1703, a man named George Psalmanazar arrived in London and had a few discreet conversations. Within a year, he had a publishing contract and the ear of the British royal courts; not long after that he was given a post at Oxford. Psalmanazar's book, An Historical and Geographic Description of Formosa, describing the virtually unknown East Asian island society from whence he came, was read throughout Europe, and his beliefs - among them, that false accusations were worse than cannibalism, Jesuits were the ruin of pure societies, and the blood of snakes could keep a man alive for a century - were repeated as ethnographic dogma. In keeping with the traditions of his native land, Psalmanazar ate only raw foods and recorded the Lord's Prayer in an alphabet unknown to Western civilization (Aldington 44). His conversion from pagan heathenism to the Anglican Church fueled a thousand heated theological debates in learned society. Once ingratiated into European literary circles, he use d his unique firsthand knowledge of Formosa to help compile one of the greatest encyclopedias British society had to that point seen (Stagl 186). When at last Psalmanazar passed away in 1763, leaving behind a small estate, a room of empty laudanum bottles, and a request to be buried in a pauper's grave, it seemed that the idiom would never be pried open. The man from another world was modestly interred and there the matter appeared to rest. In 1764 his papers were given a more thorough examination, and the following facts were discovered: - The deceased man's name was not George Psalmanazar. - In almost no way did the actual island of Formosa resemble Psalmanazar's celebrated account of it. - Psalmanazar had, in fact, been born in Europe, and never left it in his lifetime. - The society, language, history, belief system, and culture of Formosa, right down to the calendar, were products of his own invention. The strange case of George Psalmanazar lies somewhere at the uncomfortable intersection of truth and credulity.

Commodity market Study Essay

1.Is Sol Levin running a business‘just like any other business’,or is his company open to moral criticism? Defend your answer by appeal to moral principle. In today’s society has become a commercial chain selling blood,it cannot be stopped,if not in the interests of business between demand it will always be a demand,is what we need.May be a pint of blood can promote economic growth,so,it also belongs to egoism(Shaw et al2013,p/63),so blood trading wether to follow business ethics,in my opinion depending on the needs of the recipient,not the opposite.Philosopher Peter Singer elaborated this point in the blood,‘If blood is the price of a commodity,donation only means to save other people’s money’.(p/99)So if the blood successful sale transaction,both to meet the needs of those who also grew by commercial interests,belongs ‘a double win pay’. 2.Did Plasma international strike a fair bargain with the West Africans who supplied their blood to the company?Or is Plasma guilty of exploiting them in some way?Explain your answer. I would agrue that the bargain here was not fair.Plasma international until a Tampa paper charged that Plasma was purchasing blood for as little as 15 cents a pint and then reselling it to hospital in the United States and South America for $25per pint.Blood,low sell high income as a worthless commodity. i supposed Plasma international is quility.But West African,large population,backward development,so, 3.Many believe that commercialisation is increaing in all areas of modern life.If so,is it something to be applauded or condemned?Is it wrong to treat certain things-such as human organs-as commodities? Human organs-applauded,we can help poor person who needs organs,but commodities is differen.

Cancer Essays - RTT, Infectious Causes Of Cancer, Prostate Cancer

Cancer Essays - RTT, Infectious Causes Of Cancer, Prostate Cancer Cancer Introduction According to Mollet, cancer is the second leading cause of death in the United States. Estimates for 1982 indicate that 430,000 Americans will have died of some form of cancer. If national trends continue, some fifty-three million Americans now alive will contract cancer sometime during their lifetime. Of this inverse number, approximately one-half will die of cancer despite a medical effort to cure and prevent cancer (300). Although 45 percent of the detected cases of serious cancer are curable, an increase of 5 percent in the last ten years, it is obvious that measures can be taken to increase the cure rate and also prevent onset of various cancers. Clark suggested that several types of cancer have cure rates that could improve by detection and treatment at an early stage before "regional involvement" occurs; that is before the disease spreads to lympnodes systems in the area of the original tumor. After cancerous cell have dispersed into other regions of the body, the control or termination of cancer is made more difficult, if not impossible (56). The Most Prevalent Cancers and Their Causes. Effects, and Cures. According to Miller, lung cancer was first clearly described about 150 years ago and at the turn of the century this disease was still considered a rarity. The incidence of this disease has changed dramatically since then; lung cancer is now the leading cause of death for both men and women. The failure to detect lung cancer early, however, remains just as dramatically unchanged and the majority of patients with lung cancer have extensive diseases at the time of diagnosis (77). Symptoms Roth states that lung cancer has no specific symptoms and after foreign respiratory elements. In fact, in the earliest stages of the disease there are usually no symptoms. Only ten per cent of lung cancer patients have been diagnosed from routine chest x-rays as a part of a physical examination or during the investigation of another compliant (301). Dodge asserts that the problem of lung cancer is largely one of prevention and early diagnosis. The treatment available are most effective when the cancer is small and the individual is still healthy. The quality and length of life for patients with lung cancer is small and the individual is still healthy. The quality and length of life for patients with lung cancer have been improved by increased understanding of the biology of the disease and the valuable information, even the form of negative results, obtained from experimental programs (15). According to Brown, approximately 138,000 Americans develop cancer of the large bowel- the lowermost portion of the gastrointestinal tract, which is made up of the colon and rectum. Large bowel cancer is a leading cause of death among both sexes, exceeded only by cancer of the lung in men and of the lung and breast in women. At present half of these patients can expect to be cured, a figure that could be greatly improved by more diligent attention to established methods of screening for bowel cancer (341). Anyone with persistent symptoms that could be caused by a problem in the large bowel should see a doctor promptly. The most common symptom of a large bowel cancer is a change in bowel habits, usually either diarrhea, which is typical of a rectal cancer, or constipation, which is typical of a cancer in the left colon. If the tumor has extended beyond the wall of the colon and spread elsewhere in the body, symptoms might include enlargement of the liver, abdominal bloating, pain in lower neck, as noted earlier, is another common early symptom, but this is not always apparent without a test for occult, as hidden blood. Any recent change in bowel habits, as rectal bleeding as lower abdominal pain that does not subside promptly is a clear indication that medical attention should be sought. As noted earlier, the present cure rate for colon cancer could be greatly improved by earlier detection and treatment of the disease . A wide ranging study by the American Cancer concluded that all persons do a digital rectal examination annually. This examination is easily performed and, while it may be embarrassing for the patients, it involves no discomfort. The doctor gently inserts a rubber-gloved finger into the rectum. The doctor