Obesity Essay Example | Topics and Well Written Essays - 2500 words - 1

Obesity - Essay Example This paper seeks to discuss the definition and measurement of obesity, the current state of obesity among high school students, the causes, and the possible measures that can be taken to address the issue. The nature of obesity makes it difficult to clearly define the condition. However, most researchers define obesity as the presence of excessive fat in the body that is characterized by the presence of adipose tissue. Using the above definition, presence of 30% fat in females was considered as obese while for males, presence of 25% fat in the body was considered obese. The Body Mass Index (BMI) is the most common tool used to measure obesity. The BMI is the ratio of an individual’s weight in kilograms to the square of their height in meters. The BMI percentiles are used together with a growth chart to assess levels of obesity among various age groups. Currently, the rate of obesity among high school students stands at 13.7% while the number of overweight students is 16.6% of the total population of high school students in the US. On the boys’ category, the rate of obesity among white American students stands at 16.5%. The rate is slightly higher among Latin American students whose figure stands at 19.0%. However, this rate for African American students with this group’s figure recorded as 14.8%. On the girls’ category, 9.7% of white American students are obese while the figure for Latin American students increases slightly and is recorded at 11.4%. African American students at 16.7% recorded the highest rate of obesity for this category. According to these statistics, African American girls have the highest rate of obesity among high school students white American girls have the lowest rate. Latin American boys have the highest rate among boys. The above statistics indicate that obesity is most prevalent among African American students. White Americans have the smallest rate of

Issues in sports 1 Essay Example | Topics and Well Written Essays - 500 words

Issues in sports 1 - Essay Example The women players or athletics are under many constraints related to economical, financial, social and political issues. Most of the conservative countries are not permitting women to participate in any sports event. The social and political rules and regulations are against the women. Some countries are not providing enough financial assistance to the women team or women athletics but they are very much interested in putting more money for the men’s team or athletics. According to Kirsch, â€Å"In todays world female athletes are learning the hard way that even if they train harder than their male counterparts and out-perform them they will still not receive the same recognition or money that the guys make†. (Kirsch) Recently, some countries are giving importance to their women players and athletics. United Nations, China and some other developed and developing countries are trying to remove this discrimination through proper implementation of new policies, which help women players to come out from those constraints. The United Nations Millennium Development Goals (MDGs) introduced innovative ideas to solve this discrimination problem. This was a great achievement for women athletics and players. It was implemented to create gender equality in sports. In 2002, the United Nations Inter-Agency Task Force on Sport for Development took initiatives to give more importance on this discrimination issue in sports. They suggested some steps by which they can create gender equality. The steps are as followed, Drug abuse by athletes and sports persons is an international issue in sports. For instance East German succeeded in sports during the 1970s and 80s fighting back the United States and even Soviet Union with the help of intake of several performance enhancing medicines. This was meant to prove their power in sports against the west. Swimmers like Kornelia Ender, Barbara Krause and Carol Mitschke were the victims of the doping schemes. During 1989

Cultural Factors of Euro Disneyland In Terms Of American and French Essay

Cultural Factors of Euro Disneyland In Terms Of American and French Practices and Behaviours - Essay Example This paper tells that Euro Disneyland has become one of the major tourist attractions for Europe and France. There are various elements of the theme park which are now subject to discussion in this paper. These elements refer to cultural factors, mostly in terms of American and French practices and behaviors. This essay shall answer four questions. The first shall use Hofstede four cultural dimensions as a point of reference and discuss the key cultural differences between the United States and France. It will also discuss how Trompenaars’ research helped explain the cultural differences between the US and France. This essay will also discuss the three mistakes made in the management of Euro Disneyland. Finally, it will present three lessons which the company should have learned on how to deal with diversity. These questions are being discussed in an attempt to re-assess the cultural elements involved in the management of Euro Disneyland, in the hope of making eventual suggest ions on the management of the current resort or other companies seeking to secure their businesses abroad. Americans and French perceive each other differently. The Americans perceive the French to be arrogant, flamboyant, and emotional. They are also perceived to be hierarchical in their power structures in organizations. On the other hand, the French perceive Americans to be aggressive and unprincipled, immorally liberal, as well as highly stressed workaholics. Power distance refers to the understanding within organizations of the extent to which power is distributed within the institution. Within the American and French cultures, power is hardly distributed evenly.   It is founded on management positions within the organizational culture and based on the power distance relationship.  

Foreigners Changing China, 1850-1980 Essay Example | Topics and Well Written Essays - 1750 words

Foreigners Changing China, 1850-1980 - Essay Example This particular frame of mind can be considered as the main cause of their resistance in adopting other cultures and their values for millennia. They assumed that they are self sufficient in all forms of society and do not require foreign intrusion. But in the late nineteenth and early twentieth century China has undergone various changes in many parts of their core infrastructures that include politics, language, economics, culture and society. This is believed to be largely under the influence of the foreign countries such as USA and Britain. So what are the basic forms of modifications that have been implemented and what has caused these changes to take place that was resisted before for such a long time? Answer to this question is the main notion of this discussion. Among all the considerable changes that were brought up by the foreign influence, changes in the politics are most important and should be emphasized in detail. Ancient Chinese Society: To understand or clearly apprec iate any change we need to view the original form that was present before that modification was made. As we know from history that China was considered as a kingdom led by the emperors. These emperors and their dynasties were not chosen on their relationship to the people of China but their origin was more religious and mythical (Foster 2010). Any ruler or dynasty corrupted with the evil will be reflected upon by the nature’s anger in the form of earthquake floods or droughts indicating the change were imminent (Kornberg et al 2004). This was in contrast to the west where democracy was laying foundation of a strong government bodies. Despite China’s ruling being based on such religious foundations, it continued for a very long time. Starting from the Hans dynasty in 206 BC it remained intact until Qing dynasty collapsed in 1911 (Zinzius 2004). Arguably there needs to be a solid bond that united this nation on single platform. By looking at a bigger prospective it can b e concluded that the main reason for sustenance of such establishment can be traced back to the strong social values that hold the structure together for centuries. No other nation has ever been close to signify the theme of middle kingdom like Chinese did for centuries. They were proud of their existence in the middle while the rest of the humanity revolves around them and learn from them (Ford 2010). There is no doubt that the social system in these ancient dynasties was more localized on the families and tribe as a distinct entity rather than on a single individual. So there was a strong concept of nuclear family and relationships were given highest regards. From the economic point of view China was a self sufficient civilization. Most of the Chinese emperors were not open for trades with the western world because of the hierarchical system in China. The theme of middle kingdom were so deep rooted that they considered that no one else is worthy of given an equal status to them. A lthough in the nineteenth century there was a great demand of China’s silk, spices and other items among the western consumers. Similarly westerns also wanted to introduce some of their unique items and offered many trade agreements to the emperors during that time but all were put down. As we know that trade creates a great influence on any society but China was virtually immune to it. Therefore, no significant foreign influence was detected in the Chinese empire due to their isolation from the rest of the world. Foreign Penetration and changes in the Politics: The difference between China’

Incorporating technology into the classroom Research Paper

Incorporating technology into the classroom - Research Paper Example The amount of refocused attention greatly depends on the type and amount of technology being presented (Anderson, 2008). However, this does not imply that the teacher has lost significance in the learning process. Students may be submerged in various technologies at home, but it is a wrong assumption that they are equipped to manipulate this technology for learning purposes. Guidance is essential in helping most students effectively use technology as a collaboration and learning digital tools. Podcasts can be an effective communication tool for highlighting upcoming school events and activities particularly scheduled ones. They also come handy in putting to spotlight the staff and student accomplishments. Testimonials from parents affirm that podcasts serve as a very effective communication tool. Podcasts can also be used for lessons. Students can be allowed to take home and listen again to a lesson or even missed classes. Further explanations can be given on the subject via podcasts. Programs are installed that link student’s work both in school and at home. That way, a student has access to notes and can print the notes from any internet connected. This aids in eliminating the need of physical files transfer and increasing accessibility. Teachers can give notes and assignments, and when a student is not in a position to attend school, they can access the lesson materials. This should however be used in caution since it can encourage absenteeism since students know they will eventually get the notes. Although many schools ban cell phones, few have embraced this readily available technology and utilized it as a tool for teaching. Students are instructed to register with their class teacher. Teachers can then send mass short messages to students for assignments, instructions and more (Eschenbrenner & Nah, 2007). Students are also allowed to take snapshots of the blackboard, access blogs by their teachers, download entire

Social scientific approach Essay Example for Free

Social scientific approach Essay Topic: What according to Whitelam (1998), Dutcher-Walls (2009) and Steinberg (1995) is a social scientific approach to the OT? How does this approach help us understand Judges 9 better? Introduction: The aim of social scientific criticism, as a subfield of biblical exegesis, is to study the biblical materials as a reflection of their cultural setting. The meaning and/or the social background of the text are thus more fully illumined by the exercise of sociological and anthropological methods and theories. The era of modern social-scientific research began in the late 19th century with the work of Karl Marx, Auguste Comte, and Herbert Spencer. Their social theories created an atmosphere of curiosity about the human condition and advanced the evolutionary perspective that had taken hold with the writing of Charles Darwin. As sociology and anthropology emerged as separate sciences. Social scientific criticism is an interpretive method that uses heuristic models from the social sciences to understand the social context of ancient Israel and to interpret texts create within that context. From 1960’s there develops some of the Social groups, cultural relationships, patterns of behaviour, political structures which all of them are under the topic social criticism. As I have stated above that in 19th century many of the scholars were very much interested on the issue of social. In 1970 they were uses of the social criticism methods from variety of situations, and especial the one of sociology , which stress the life between social behavior of the people during the time of the old testament. Which has emerged is how scholars might have access to the ancient past and the multifaceted social world of ancient Palestine and the Mediterranean. The quest of the social world of the bible Those who were travelling from the east they reported about the culture that hey were seeing in different with the one of the western culture. Exactly after the important influence from the Palestine archeology of the nation , when they publish the thing. For the early scholar this things about the quest of the social world became an important thing for them to consider. For them to understand the west text, they reconstruct the history and the social , which is out of the bible. They tried to study in order to understand the social and political from the bronze age from Palestine , of the time of the roman empire. The bible and its social world In order to understand the different directions which now characterize the new quest, it is important to understand the convergence of a series of influential trends whose combined force has transformed biblical studies in the latter part of the twentieth century. It was the result of the convergence of new intellectual currents in psychoanalysis, linguistics and philosophy which helped undermine the authority and the stability of established disciplines and their previously thought assured results. The rise to prominence of newer literary studies within biblical studies was part of this general movement. The publication of Robert Alter;s The Art of Biblical Narrative and David Gunns The Fate of King Saul and The Story of King David had a profound effect on the way in which biblical narratives were read as artful constructions. Thus the books of Samuel, for instance, were increasingly understood as skilful and serious literature rather than primary sources for the monarchy of Saul and David. Many biblical books which had previously been considered to be historical, in the sense that they preserved a reasonably accurate picture of the history of ancient Israel or later communities, became the subject of detailed literary treatments. Furthermore, developments in historical studies in general, allied to increasing archaeological data from the region, raised serious questions about the world of ancient Palestine and the Mediterranean as it had been understood. The result was a general disillusionment with previous historical studies, which were seen to be too limited in scope or theologically motivated. The search for the social world of the Bible since the nineteenth century had been closely identified with the history of Israel through to the first century C E. The gradual and ever-increasing erosion of this history, its increasing divorce from the biblical texts was the catalyst for fresh attempts to explore and reconstruct the social world of ancient Palestine and the Mediterranean world. The appeal to the social sciences was an attempt to recover the many aspects of society which were not mentioned in the texts but which formed an essential element in the social world from which they emerged. The appeal to archaeology, sociology and anthropology, in particular, was seen as addressing some of the deficiencies in the biblical texts as sources for their own social world. This was paralleled by an increasing interest in the social production of the biblical literature, its ideological aspects, the factional disputes which lay behind it and the social and political world it represented or reflected. The trends and directions in current research which constitute the new search for the social world of the Bible are much too varied a phenomenon to be categorized by a single phrase such as the sociological approach. It is ironic that the new search for the social world of the Bible, initiated by Mendenhall and Gottwald, has resulted in a redefinition of the biblical period which has severely restricted its chronological limits. Earlier in the century, it was understood as stretching over two millennia from the early second millennium to the end of the first century CE. The impact of literary studies, which increasingly questioned the relationship of the complex of biblical narratives from Genesis to 2 Kings to history, has undermined confidence in the construction of vast periods of Israelite history. The result has been the loss of the Patriarchal and Conquest periods from many historical accounts and an increasingly fierce debate over the nature of the settlement and early monarchic periods. Ironically, therefore, the very search for the world of the Bible which informed many of these revisionist studies of the history of Israel has resulted in the removal of several centuries previously attributed to that world. The conviction that the Hebrew Bible was the product of the Persian and Hellenistic periods has underpinned this radical shift. R. P. Carroll states baldly what many biblical scholars have been coming to accept for a long time: The Hebrew Bible is the product of the second Temple period. This ought to be an uncontentious statement, but I imagine some unreconstructed biblical scholars may wish to contest it in favour of a First Temple period origin for the Bible with some appendices from the time of the second Temple. While I can see that there may be something to be said for the view that the Bible contains fragments of material from before the collapse of the temple in the sixth century, the claim that the Bible as we know it (i. . the fully redacted final form of the various books constituting it) comes from the Second Temple period seems to me ungainsayable. The implications of this conviction are highlighted by P. R. Davies when he writes of the desire to see the biblical period properly defined as the period in which the Bible was written or, more correctly, when the literature in its biblical form was compo sed, since by its very nature, the Bible, being a collection of scriptures, was not written, but ratified by consent or decree or both (and thus, of course, the term biblical authors is also misleading). The implication of this now widespread conviction, a return to the position of Wellhausen in many ways; is that if the Bible is the product of the Persian, Hellenistic and Roman periods, then the search for the social world of the Bible should be restricted to those periods. The key problem which has emerged, and which dominates all attempts to understand the social world of the Bible, is the complex relationship between texts and their social worlds. The legacy of literary studies has been to undermine confidence in the assumption that the world of the texts coincided with the views of the past they portrayed. However, dating the final form of these texts to the Persian and Hellenistic periods or first-century Roman Palestine does not solve the problem of their relationship to the socio-historical backgrounds or ideological influences which shaped them. The methodological problems have multiplied and sharpened on how to investigate periods where there is insufficient (literary) evidence, particularly for the Late Bronze and Iron Ages, and how to bridge the gap between text and social reality in the Persian to Roman periods. The biblical traditions can no longer be understood as simple reflections of earlier historical reality. Rather they offer a valuable insight into perceptions of that reality from particular points of view at the time of the writers. This is not to suggest that such texts may not preserve some authentic memories and information about the past but these are increasingly difficult to assess. The relationship between the text and society is considerably more complex than the common binary opposition between literature and society, text and context. For example, the social practices presented in a text may not correspond to any such practices in reality: they may be an attempt to subvert current social practices. How far a text subverts the dominant or some other perception of reality or represents a dominant view depends on its relationship to other pieces of literature, monuments, artefacts, etc. that can reveal important comparative information about social attitudes or perceptions of reality. Many New Testament scholars, in particular, have appealed to the social sciences in order to try to understand the implications of key concepts in New Testament literature in terms of its wider social setting. However, Carroll offers an important reminder of the inherent difficulties in such attempts to move from textual levels to social world. It is ironic that as the focal point of the social world of the Bible has shifted from the Iron Age to Persian, it has become evident that very little is known about the social and historical background of the Second Temple period. It is for this reason that scholars appeal to social-scientific studies and data in order to try to make sense of the fragmentary and partial textual and art factual data available. Carroll concludes that the gap between texts and the real world remains as unbridgeable as ever. 16 However, the biblical texts offer access to the privileged conception of reality of a literate stratum of society revealing little or nothing of the sub-literate culture, to use Eric Hobsbawms phrase, or the deep-seated movements of history. As such, the value of these texts as a source for the historian is not so much in terms of the past they purport to describe but as such an insight. They are important, therefore, as much for what they choose to leave out as for what they include. The multi-layered nature of the texts, their adaptability and vitality means that the historian needs to ask how they shaped and were shaped by their different contexts, what audiences they address, and what other possible constructions of the past they deny and thereby silence. The appeal to social scientific models and data drawn from social and cultural anthropology, sociology, economics, politics, archaeology or cultural studies has been instrumental in helping to uncover the social world of ancient Palestine and the Mediterranean. Society and history There are more inclusive history of Palestine, but though it cannot rely on the perspective of the elite. They were people of late bronze age and its transition was very much slow and poor. They were mixing up of the local , Palestine and Egyptian history and the society, were the interpretation of the text and the languages used sometimes were not that easy as they were staying together. The quest for the social world of the Bible has been one of the major goals of biblical scholarship since the early nineteenth century. Travellers reports from the Middle East of a culture radically different from that of the West; along with the increasing excitement of reports in the national press of archaeological discoveries in Palestine; captivated audiences across Europe and the USA. Such developments offered the prospect of revealing the world from which the Bible had emerged in the ancient past. Monumental works such as George Adam Smiths historical geography of Palestine brought alive an ancient landscape on which the biblical events were played out. At the same time; biblical scholars were trying to reconstruct the history and social contexts out of which the Bible arose in order to understand a foundational text for Western culture. The critical methods which emerged were designed to date and locate the biblical texts, or their constituent parts; in specific historical contexts in order to reveal their meaning.

Theory Analysis Essay Example for Free

Theory Analysis Essay The ultimate goal of theory evaluation is to determine the potential of the theory to scientific knowledge. Hardy †¢Theory evaluation: o meaningful and logical adequacy oOperational and empirical adequacy oTestability oGenerality oContribution to understanding oPredictability oPragmatic adequacy Logical adequacy (diagramming) identifying all theoretical terms (concepts, constructs, operational definitions, referents). Theory is a set of interrelated concepts and statements Emprical adequacy- single most important criterion for evaluating a theory applied in practice. Margaret Ellis Identified characteristics of significant theories Scope Complexity Testability Usefulness Implicit values of the theorist Information generation Meaningful terminology Choose two of the theory evaluation approaches that are discussed in chapter 5 of McEwen. Locate the original sources of these two theorists; some articles are in Course Resources for you. Compare and contrast the strategies that they advocate for theory evaluation. What commonalities do you see? How do the two approaches differ? Could you use a synthesized version of the two approaches? Share your insights with your group under Analytic approaches topic. All postings due by 10/12. I chose to compare and contrast the theory evaluation approaches of Rosemary Ellis and Margaret E. Hardy. Ellis uses various characteristics such as scope, complexity, testability, usefulness, implicit values, information generation and meaningful terminology to identify the significance of nursing theory (Ellis, 1968). Hardy on the other hand, has a different set of criterion for evaluation theory: meaningful and logical adequacy, operations and empirical adequacy, testability, generality, contribution to understanding, predictability and pragmatic adequacy (Hardy, 1973). I noticed more similarities than differences in the two theory evaluation approaches. The first similarity I noted was that both theorists referred to hypothesis as a defining component of the development of a theory. Ellis states that theories are insignificant if they do not generate a hypothesis of some sort (Ellis, 1968). Hardy states that a theory is made up of â€Å"hypothesis derived from axioms, initial hypothesis or postulates† (Hardy, 1973). The second similarity I found between both theorists was the characteristic of â€Å"usefulness† as a prime characteristic for the significance of a theory. Ellis states that theories are not considered significant if their usefulness is not explored to develop and guid e practice (Ellis, 1968). Similarly, Hardy has a characteristic of pragmatic adequacy, which is essentially the usefulness of a theory (Hardy, 1973). The third similarity I found was the characteristic of â€Å"information generation† used in both theory evaluation approaches. Ellis states that significant theories are â€Å"capable of generating a great deal of new information† (Ellis, 1968). Hardy’s characteristic of â€Å"contribution to understanding† is similar in that it explores new ideas, insight, and different ways of looking at the theory (Hardy, 1973). The last similarity I found was the shared characteristic of generality and scope. Ellis states that the broader the scope of the theory, the greater the significance of the theory (Ellis, 1968). Similarly, Hardy believes the more general a theory is; the more useful it is (Hardy, 1973). I noticed a few differences between the two theorists. The first difference I noted was their views on the testability of a theory. While Ellis lists testability as a characteristic, she does not require it to be significant to the evaluation of the theory. She goes so far as to say that â€Å"testability could be sacrificed for scope, complexity, and clinical usefulness† (Ellis, 1968). On the contrary, Hardy lists testability as an important attribute to evaluating a theory, and goes into further detail on how to measure the theory. The most obvious difference between the two approaches is the contrasting characteristics listed to evaluate the theory. Hardy lists logical adequacy, operational/empirical adequacy and predictability, while Ellis lists complexity, and implicit values of the theorist. I do think that there could be a synthesized version of the two approaches since they do share more similarities than differences. I would chose Margaret Hardy’s approach over Rosemary Ellis’s, due to the detailed characteristics listed in her evaluation method. I felt her points were more concise, and worked well together as a criterion for evaluating a theory. References: Ellis, R. (1968). Characteristics Of Significant Theories. Theory Development in Nursing, 17(3), 217-222. Hardy, M. (1973). Theories: Components, Development, Evaluation. Theoretical Foundations for Nursing, 23(2), 100-106.