How Is Inactivity And Obesity Effecting Children Young People Essay

How Is Inactivity And Obesity Effecting Children Young People Essay The rise of inactivity and its consequences The prevalence of sedentary lifestyles is increasing in America and much of the developed world. In the US (our core geographic area of focus for this project) this trend coupled with poor eating choices has notably manifested itself in rising obesity rates across the country over the past two decades as depicted in Exhibit 1. As of 2008, over 68% of Americans were categorized as being overweight, with nearly half of that group being defined as obese or morbidly obesei. Between 1980 and 2002 overweight rates for children aged 6 11 more than doubled from 7% to 16%ii. Today that number is estimated to be closer to 20%iii. Shortened life spans. More than 14% of deaths in the US in 2003 resulted from obesity related conditions; and Diminished motivation to be active. Being overweight or obese makes physical activity more challenging, thus requiring greater commitment and effort to be active compared to a healthy weighted individual. The more overweight people become due to reduced levels of activity the less likely they are to engage in future activity. Furthermore, obesity is often tied to depression which causes individuals to experience lower levels of energy and motivationiv. Teenagers the gateway to addressing rising inactivity levels . The number of years a consumer leads an active life; The variety of sports or fitness related activities the consumer engages in over those years; and The products that the two factors above drive demand for. In order to optimize across all drivers we honed in on teenagers (primarily 13-15) as our focus segment. We view other groups, such as adults and, retirees, and so forth, who have a shorter customer lifetime value and being, as being more set in their ways, both in terms of habit and product affinities. In arriving at this focal segment we have taken the following factors into consideration: According to the Eight Stages of Development, adolescents learn about and define who they are between the ages of approximately 12 and 19. If being athletic, or at least active, is not established as central to ones identity, the probability of prioritizing athletic activity later in life is likely diminished. If more children define themselves as being active during this influential period, the market for healthy, sustainable athletes will likely increase over time. From a commercial perspective, the potential lifetime value of an active teenager is likely to be higher than that of an average U.S. adult. Firstly the cost of acquiring an active youth is lower, as there are fewer barriers to exercise/activity as outlined above. Secondly, the number of years that teenagers have to be active is significantly greater as they not only start younger but may potentially live longer due to their adoption of healthy and active lifestyles. Teenagers generally have lower opportunity costs of activity and learning to exercise than adults. A combination of the greater amounts of leisure time available to them and their propensity to experiment with new things makes teenagers more likely to be comfortable learning about and engaging in activity. Teenagers also tend to have many opportunities to choose to engage in activities. These include physical education (PE) programs, sports teams, community teams, and informal pick-up games. Section 2 of this report presents key underlying influences and trends that currently inhibit and have the potential to further diminish activity levels among teenagers. Section 3 of this report then discusses the selection criteria that potential solutions must satisfy in order to most effectively address the problem of teen inactivity. Finally Section 4 lays out a potential solution aimed at leveraging key influences to encourage more active lifestyles among teenagers. Section 2: Factors underlying teenage inactivity Family influences In order to address the rising levels of inactivity among teenagers, it is necessary to first identify and understand the primary network of influencers that ultimately impact their decision making behavior and involvement in activities. Dual income single parent households Traditionally parents have been one of the strongest sources of influence over teenagers, and have played a crucial role in shaping their overall growth and development. However insights from interviews conducted with families in the Boston area suggest that shifts in the overall structure and composition of the average American family have decreased the amount of influence that parents exert over their children. In particular, the steady increase in the number of dual income earners1 and the rise in the number of single parent households highlight that parents today are facing increasing time constraints. A significant consequence of this phenomenon is that teenagers are increasingly subject to less direct parental oversight, as working parents often outsource the supervision of their children to external parties such as baby-sitters, nannies and daycare centers. While parents have a vested interest in encouraging their children to lead active lives in order to promote overall health and well-being, external parties are more likely to encourage teenagers to engage in sedentary, home-based activities that are easier to supervise. Examples of such activities include watching TV, surfing the internet or playing video games. Decline of parental role models Another implication of parental time constraints is that parents have less face-to-face time with their children and consequently fewer opportunities to educate them on the merits of leading an active lifestyle and adopting healthy eating habits. Given these time constraints parents themselves are also less likely to demonstrate the very behaviors that they aim to instill in their children. Thus, an absence of role models that are leading active lives in the household could further explain why teenagers are tending towards more sedentary lifestyles. Additionally, if parents spend less time prioritizing the on-going supervision and support of their childrens activity levels, teenagers may feel less motivated to participate in sports or other physical activities at school. For example our interviews with parents suggest that parental inability to attend games to cheer for their children or even provide the basic resources that support their childrens involvement in sports, such as providing rides to practice, may result in teenagers being less inclined or able to pursue active lifestyles. Evolution of family dining A further implication of parental time constraints is that working parents are increasingly relying on convenience and on-the-go food solutions for meal preparation. These habits can have a profound impact on the overall health and well-being of their children as evidenced by Child Development research which suggests there is a link between the number of years a working mother spends in the workforce and their childs BMI.v The increase in child obesity has attracted a great deal of media attention which has, in turn, resulted in a heightened sense of awareness of health wellness issues among parents. The observation that child obesity persists in the face of this awareness suggests that parents are precluded from developing solutions because they lack the necessary tools to motivate their children in the face of time constraints. This insight highlights an area of opportunity for Nike to provide tools to: Assist parents in incentivizing their children to lead more active lives; and Assist parents in motivating their children in a way that fits into their busy schedules. Crime parental attitudes An emphasis on helicopter parenting2, which has gained popularity in recent times, combined with the persistent coverage of criminal activity in the media has resulted in a heightened sense of paranoia around crime levels and neighborhood safety among parents. The implications of helicopter parenting are straightforward. As parents become more concerned about the overall safety of their neighborhoods they are more likely to only allow outside activity with adult supervision. However, due to their personal time constraints, they often encourage their children to stay indoors or commute to school by car, rather than engage in outdoor activities or walk, for example. In this case, parents appear to be prioritizing the short term benefits of child safety over the long term risks of obesity and other future health problems due to reduced activity levels Friend influences Increasing prominence of friends as influencers Siblings, particularly older ones, have traditionally been a powerful source of influence over teenagers. Younger siblings generally tend to emulate the behavior and habits of their older siblings, especially if there is a positive relationship between the two. However as the size of U.S. households continue to decline, the average teenager is growing up with fewer siblings to rely on and learn behaviors from. As a result of teenagers being exposed to fewer siblings and busier parents, peers and friend groups have gained more prominence in the influence and authority they have over teenagers lives. School influences In light of the factors discussed above, such as the limited amount of time parents spend with their children; external environments can serve as important influences on teenagers. Schools are not only a physical representation of where teenagers spend most of their time outside the home, but are also the arena within which their social networks converge. Teacher attitudes resource constraints Given that teenagers are highly exposed to their social networks at school, their fear of failing at physical activities can often overshadow their desire to try something new or different to shine in front of their peers causing them to shy away from any activity. For example, a school that has a reputation for being a leader in a certain sport, say basketball, may place significantly more emphasis on winning than inclusion. In such environments, children have less room to fail, that is to say, not to be good at basketball. Such overtly competitive situations can lead to divisions (ball players vs. non ball players) which amplify less skilled students feelings of inadequacy. Teachers serve as de facto parents in the school environment. Their attitudes towards general wellness and encouraging teenagers can be powerful drivers of childrens sustained engagement in activities. However, the continuous budgetary pressures schools face often result in understaffing, which causes teachers to stretch themselves very thinly across large student bodies. In these situations, teachers may not be able to provide the level of encouragement and personal attention necessary for children to enthusiastically engage in activities. If a child does not enjoy participating in an activity, the child is unlikely to engage in that activity again in the future. Tension between academics activity Teenagers are increasingly living in an achievement-oriented society, wherein the results of their efforts today can have a profound impact on their future options. In light of this, parents are getting their children involved in an array of extracurricular activities, such as debating clubs and honors classes, in order to increase their childrens chances of getting into good colleges. This additional competition on teenagers time often leads to reduced levels of activity. City influences Rural vs. urban settings The natural resources and climate of a region can impact activity levels depending on the type of sports they encourage. For example, hiking is an activity that requires minimal financial resources to participate and would likely encourage higher levels of activity. However, the relatively higher cost of participation in skiing may deter people from adopting the sport and therefore drive lower levels of activity. Media Technology influences Celebrity influence Proliferation of media distribution channels Celebrities and pop culture icons have become significant influencers of social behavior as children spend less time with their parents. The emergence of distribution channels such as Twitter has increased teenagers ability to gain direct access to celebrities. Given parents limited ability to monitor their childrens internet and mobile phone usage, teenagers are now accessing messages of varying quality. For example, children are no longer confined to watching PBS, which has focus on activity and wellness. They can now watch the latest craze on YouTube or access celebrity gossip on other outlets, which typically place a premium on glamorous lifestyles over healthy ones. Such messages can have a great degree of influence on children, who are particularly impressionable. Addictive characteristics of technology Perpetually connected to the internet and their mobile devices, teenagers today have become attuned to interacting with their environments using technology. Activity which requires them to disengage from electronic devices may be seen as dull and involve de-addiction from perceived high stimuli technology driven experiences. Physical vs. virtual interaction The advent of mobile phones and online social networks has reduced teenagers need to meet in person, as they can rely on the immediacy of virtual communication. The increased usage of these platforms has fundamentally changed the ways in which teenagers interact with one another by allowing them to remain socially engaged without needing to physically walk or bike over to see a friend.

On “Education” in “Modern” India Essay

As I was sat down, trying to ‘learn’ chemistry one Friday evening, I began thinking on our education system due to which I had to study in such a poor way; it’s a pity, that I have started hating the subject, or all subjects for that matter, the more the examinations approached. To that end, I wrote a poem later – my debut poem, with which I’d like to introduce the topic; her it goes: â€Å"Education† for Progress You take a pot and fill it with water, the ocean still remains, You make the pot bigger, to douse the house’s flames And you make it even bigger, till you wash all of hell. But as men march on in time’s way, so do the forces grow, That bar the door of wisdom, till it maketh a man (a) crow; And once, but out the feathers come, than you just lo: For cells have formed where ere was Eden, And into the Saharan sands hath Plato been driven; Till now, had man’s asininity been aeon ridden? You look across many a book or any common mind, And surprised you may well be, to find: The fountain remains flowing as ever, waiting for Its very first drinker. But heads of men are now sore, And they allow not the thirsty to have a pour, But Indian crabs as they are, they pull him back onto shore. They set for education a Hammurabi’s code, And state it on an Economist’s ode: not the fountain Whose drink all doth desire, but a mere factory by the road That gives not many the bliss which they hope, but pain; Agony from not just failing to educate the self, But excruciation seeing others that too need help. The birth of a boy sees many a new colour: Businessman, engineer, NRI or a doctor. The scholar of yore is seen no more As machines of the line’s grown stronger than before. The student of the day is not the knowledge seeker, But a piece of iron thrown in the hands of a ‘caster’; That moulds and melts him not into the Being, But a mercantile golem that lives to seek a living. To commend its superiors enjoying the beauteous Nature, Whilst it toils in turmoil on these pans of fire: Institutes that teach not to analyze and wonder, But to gobble, espouse, vomit and then†¦just wander. So, do we just give tests and go on becoming another mechanical product of this degree-machine, or relieve ourselves of this blunder? We find that today, education has reached such a stage, that the difference between the educated and the uneducated, is but a degree (or no degree), however the other may know; which reminds me of what a teacher of mine once said: â€Å"†¦You may wonder at the fact, that I have said Euclid and Aristotle together. You see, in the ancient world, the gift we had got, was the scholar, not the B.Tech, M.A., or B.Sc. (Hons). Thus, you get the same Pythagoras, who devised the theorem, AC2 = BC2 + AB2, giving the theory of transmigration of souls – two very different subjects, philosophy and mathematics, but the very same person.† Indeed, today we do lack such people, for the very fact that, India today is not the divine land where knowledge is respected – the land where the greatest university of the time exists, but a machine designed ages ago, to churn out Indian Civil Service workers, extended beyond into independent India by mistake (rather ignorance and lack of understanding), and united with the pre-ancient Indian processes of rote-learning, to make another machine, completely satisfactory in its ability and purpose of creating doctors and engineers, who work completely like a machine, with no interest in finding new methods or discovering new techniques or findings, but just working as per the age old methods engineered earlier, or today, but certainly by foreigners. The primary cause I believe, which has led to this is the method of education provided by society on him, from day one onwards – the very same day the student sees school that is. But first, let us have a look at the ‘ideal’ student, as society – the Indian society – views him. Is it not a boy, well in attire, i.e. in a neat and clean uniform, sitting in front of the table, with a book in front of him, learning what is written in the book, by-heart, writing down all that he has learnt, and at the end of the year, coming out with flying colours in his report-card? To those who find no problem with this, my question is â€Å"Why the farce?† Why the farce of such a false scene that has been idolized, to kill even the Einstein’s that our country has created? Is it that we have been so much into this claptrap of the rote-learner being the ideal, that we form this leucoma, to fail seeing through this farcical non-sense? Now, let us have a look at the true side of this story – the story that many of us have to go through, especially the ‘hopeless’ and the ‘fools’. As the young mind enters the nursery, he is forced to accept what he is told – a good method to teach language the fast way, but, the real problem occurs, when this process is extended into subjects which require full understanding, like mathematics. The student learns that two plus two is four, rarely because two objects and two objects come in to make a number o objects we call four, but rather because it makes four, be all and end all. And practicing thus, he goes on to learn tables, least understanding, what fives times three actually means. Thus, this process of forced learning create a feeling of boredom and the people who become successful, hence, are those who can accept these facts easily, little realizing the beauty that lies behind of the subject that lies beyond it, or the logic of why they are doing such, and at times, even, what they are actually doing, as an interview I carried out on standard three and four students, indicated – they knew very well, that eight into nine is seventy-two, without even the basic knowledge of why it is not seventy-one or seventy-three for that matter; it was seventy-two because they had learnt it to be seventy two PERIOD! It reminds me of Einstein’s â€Å"Concepts that have proven useful in ordering things easily achieve such authority over us, that we forget their earthly origins and accept them as unalterable givens.†(Translated from German) Worse still happens, when we try to extend this method into higher education, especially in the science and arts streams. Speaking of science, wherein I fit, the last blow on the camel’s back comes, when we are forced to accept theory and practical as two different ‘papers’, rarely finding the link lying between them. The only aim the students form now, is to get marks by properly doing what lay in front of us, finding the ‘correct’ answer, and finally, getting the marks. After that, there is nothing more to discover, and in some experiments, they don’t even figure out what physical quantity they are measuring. Some of us again, like a very good engineer, try understanding the things, from what is written in theory, which we have learnt by reading the book – thus, we tend to believe the book at each stage, even at the cost of manipulating the results of our experiments; little do we thus learn, that the value of ‘g’ which we got as 7.9 – 8.1 is actually the correct one, and not 9.81. Thus, we even fail to realize our foolishness. Computer Science is in fact, the only exception to this rule, as in it, we know why we are doing something, clearly, at least to the level of gates, which is generally considered the base of computing – at least as far as the programmer is concerned; which is perfectly acceptable. But as far as the other subjects are concerned, it is a different story altogether. Thus, this rote-learning that most of us have to go through in many subjects, in many schools, and in many standards is the sole cause of this problem. What intensifies this, are the many competitive examinations that we, the high school students, try to prepare ourselves for. In the process, we blindly accept some facts and play as much as we can with them, to tackle the problems that would be given in the exams. Thus, we slowly and painfully, kill the scientist, which lies within someone. But what truly wait, is not more criticism, but a solution to all this; of course, it is only my thought, which I believe can work, but it is a thought that comes from first0hand experiences and realizations. So, let us begin to address this from day one. The child enters the school, knowing nothing; what he especially does not know, is the beauty of knowledge and to him, school is a dreadful place (courtesy the stories that society teaches him). Hence, this can easily break him; thus, we must first break this breaker, by allowing him to play and interact with the other students and the teachers, as time progresses, to get a firm grip on him. As the bond slowly develops, we can introduce him or her to alphabets first those of his mother-tongue, and then that of English – however, both these languages must be taught simultaneously, or at least in the same class – nursery. Thus, we must teach the child, with a caring attitude, having no concern for teaching him this much or that much, as specified by the syllabus, we can form a proper child, who is ready to learn. And as he progresses to higher subjects like mathematics, science and higher English/Bengali/Hindi, it can be taught slowly and in a manner wherein the child learns by experimentation. For example, tables can be taught, not through the usual boring and strict way of mugging up the tables up to 9, but by making him himself realize, that when two is added five times, it gives ten and making him do the exercise a number of times fully understanding how these follow, as tables. This done, the student formed would be one, who is ready to experiment, loving the subject, fully understanding what he does. At the end of the day, a student who does this, would really want to learn it faster and would do so. Going on to English, comprehension and grammar exercises and short stories can be taught, in a way that makes him realize what the content of the story is, and make him develop a reading habit; reading classes can be organized, so as to develop his reading skills, and full scale discussion of the topics, with debates, speeches, etc. can be taken in order to develop his skills in public speaking, understanding the language, etc. As for science, â€Å"everything around us is science and can be understood if tried to† can be the key to the success in this path. The children can be taught to thus observe the phenomenon around, to learn form what he sees around him and only at this stage, remember (not blindly accept) that something he sees, like wet clothes drying up when it is kept in the sun, etc.; to this note, I remember a personal experience that I cherished: in class two, when we were being taught birds, we were asked to collect feathers of birds that had fallen, in order to study them, match them to find whom they belonged to, and even discuss on them. The experience of that class, as I still remember, was the most entertaining, enthralling and enriching one ever in my life. But sad it is, that few teachers are so innovative enough to draw our full attention, and let our interest in the subject rise to such an extent, where we learn so nicely that we remember those classes for our entire life. Coming back, this process can go on thus, and as for value education, classes should be based on yearly assessment of thoughts, not as in maintaining a diary, but as a class-work. Shifting up to the high school level, children from class six onwards can be allowed to go to the practical labs, to freely experiment with the instruments upon the teachers’ instructions, observing, making systematic recordings, and last but not the least, themselves inferring from the data they find, so as to find patterns in Nature. This can be nicely done in physics, if not chemistry – at least with organic chemicals the students can experiment, as for harsh ones, the teacher can perform the experiment, making the students infer from them. Thus, an ‘experimentative’ approach and curious nature would be instilled into the child’s young mind, as he passes through this elementary level of science, giving rise to the birth of the scientist within him. He should also be given full freedom to talk on the subject in the class, alone with the teacher, in word or in writing, so as to fully clear his/her doubts, and understand the subject deeper than ever. In a line, the student should not learn the laws, but derive them out of his activities. Moving on to class nine, the first six months can be classes of revision of whatever he or she had learnt in the junior classes. Later, new topics can be introduced, and in a very similar manner, he must be taught these. Hence, the final student that would be formed would not be the marks-seeker, but a true knowledge-seeker – thus at least the scientist. As for arts, students can be introduced to philosophy at an elementary level itself, not in the form of boring lectures, but by making them philosophize on everyday happenings, historical events, problems and solutions, etc.; thus he’d not need to learn philosophy, but develop a taste for finding philosophy in everyday life. Hence, when he/she will read texts of great authors, he’d immediately find the essence of it all. The same goes for commercial applications and economics, where he can be made to realize the truth behind all the business policies – through stories, and even experiments in the form of mock business sessions (even on very small imaginary ones, like buying a product of Rs. 2), to make the students understand the principles behind the complex business policies. He should also be given the proper mathematical background required behind this, as in pure statistics and some of pure and applied mathematics, and if a student is found interested more in some subject, which is not in his syllabus, he can well be taught the lesson after school. This method I believe,, will surely create not only a true student, but also a complete human being. As for the so-called ‘boring’ subjects of history and geography, it is the method of teaching alone, that makes all the difference. History can be taught by first drawing the interest of the student. Ancient history is a good place to start this practice, by making history an extension of literature and logic combined. He can be †¦ taught to learn not the whats alone, but taught more importantly the ‘why’s and hence, the deeper ‘how’s!

The Upside to Grade 6 Descriptive Essay Samples

The Upside to Grade 6 Descriptive Essay Samples What Everybody Dislikes About Grade 6 Descriptive Essay Samples and Why There are struggles that could easily be eliminated when you're in the early phases of writing your personal narrative essay. The climax needs to have the ability to draw the reader in and to carry on reading the story. Contrary to other essays in which you might want to argue or prove something, a narrative essay is all about telling a story. Expository essay utilizes formal language to talk about someone or something. Developing a narrative essay is similar to telling a story. Writing a great narrative essay is dependent mostly on this issue you chose. Do not be scared to look for a sample narrative essay to comprehend how others approached this sort of writing. As a way to be prosperous in writing a personal narrative essay, to begin with, select and concentrate on the simple fact that you wish to tell. The writer ought to be in a position to bring an emotional link between the reader and the subject. It's tough to pick just 1 topic whenever there are so many you could write about. Therefore, the focus isn't merely descriptive. The narrative's parts ought to be coherent and convey a specific mood. At times, however, a narrative isn't about such essential topics. It is very personal, so you should underline the significance of the ongoing events for your identity. Things You Should Know About Grade 6 Descriptive Essay Samples Tutorials, 303 words Writing an application is among the principal steps for you to be admitted to the college of your selection. Descriptive Essay on Market can be employed by tourists or visitors that don't have any prior understanding of a marketplace. Writing it requires time and efforts. Thus, it's necessary to compose an attractive paper if you want a simple time in school. A narrative essay is thought to be among the most popular varieties of tasks that students get all too often. When you want an example written by means of a student check out our vast assortment of absolutely free student models. Students lead busy lives and frequently forget about an approaching deadline. There are several things worth sharing. Stories about traveling have an outstanding potential. The beginning details supply a framework to earn your storytelling powerful and meaningful. There's, clearly, a limit on the variety of pages even our finest writers can produce with a pressing deadline, but generally, we figure out how to satisfy all the clients seeking urgent assistance. Although descriptive essays are somewhat more open to creativity, you could be surprised to know that it involves a whole lot of organization as a way to interest its audience so it's important you take the opportunity to do this to guarantee excellent work. The subject of the narrative essay usually indicates the writer's experience and there isn't any need to use any data from the outside sources. It's more appealing and understandable in the event the words you're using are interconnected and are extremely acceptable for the subject issue. Subsequently, essay was defined in a number of ways. An essay was defined in a number of means. Narrative essay is just one of the most fascinating forms of essays. Like any different type of essay, descriptive essays comes in many formats. Aldous Huxley, a top essayist, gives guidance on the topic. A financial essay can begin with a thesis, or it may begin with a theme. The debut of your essay can begin with a hook. Thus, let's take a peek at how to begin a narrative essay. It is possible to come across narrative essay examples wherever you locate a very good story. Know the aim of your essay. If one paragraph appears weak, then the general level of your essay will be lacking. Within this section you will locate samples of essays belonging to different essay types and manners of formatting. Among the most well-known forms of essays it is crucial to grasp how to write one. The exact first step in writing a descriptive essay is to select your topic.

The Main Duty Of A Pharmacist - 1280 Words

The main duty of a pharmacist is to counsel patients and optimize their medication therapy. In order to carry out this responsibility, a pharmacist has to develop a relationship with the patient. Establishing an interpersonal relationship with patients requires the understanding of three concepts: initiating, sustaining and terminating the interpersonal relationship. When it comes to initial contact with a person, typically the primary objective is to initiate a relationship and get to know the person better. An article written by Marcia Alesan Dawkins titled â€Å"How it’s Done: Using Hitch as a Guide to Uncertainty Reduction Theory,† discusses how one can effectively reduce uncertainty when initiating relationships. According to the article, there are three conditions that involve uncertainty reduction. The first is a person’s perception of â€Å"reward and punishment†. When individuals encounter somebody for the first time, they typically try to find out whether that person has the potential to reward them by giving a positive experience or whether that person can punish them, giving them a negative experience. The next condition is a person’s perceived expected behavior. If an individual walks up to somebody and expects to be greeted warmly, but instead is given the cold shoulder, this will increase th e amount of uncertainty present between the two. Finally, the third condition the article mentions is when a person expects future interactions. If an individual expects toShow MoreRelatedCase Study : My Summer Pharmacy Internship1166 Words   |  5 Pagespresented in my pharmacy, he was trying to buy some syringes and needles without prescription. The pharmacist on duty went up to talk to him. 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