Recent orders
Causes and Effects of Childhood Obesity
Causes and Effects of Childhood Obesity
Student’s name
Institutional affiliation
Introduction
According to the CDC, 1 in 5 children suffers from obesity in the United States. Child obesity has become a severe health issue, with some categories of children being affected more than others. Between 2017 and 2018, obesity had a prevalence of 19.3% and affected approximately 14.4 million children and adolescents. Children with a body mass index higher than or the same level as their peers are considered to have obesity. Body mass index is a tool used to calculate weight status and is determined using age and gender. This text discusses the causes and effects of childhood obesity, including poor diet, family factors and lack of exercise and diabetes, asthma, and depression, respectively.
Causes of Childhood Obesity
To begin with, some of the common causes of childhood obesity have to do with lack of exercise, a poor diet, and family factors. Lack of exercise for children is a trigger for childhood obesity. Children that do not exercise regularly are more prone to becoming obese since they do are not burning any calories. Children spend a lot of time doing sedentary activities such as playing video games and watching television. Such activities where the child spends not being active is a big contributor to the obesity problem. Additionally, watching too much TV can exacerbate the problem of childhood obesity, seeing that it features advertisements that advocate for unhealthy eating. Advertisements for unhealthy foods tend to encourage children to carry on taking unhealthy foods, placing them at a high risk of becoming obese (Ordway, Sadler, Holland, Slade, Close, & Mayes, 2018). Diet is another risk factor associated with childhood obesity. The American culture is usually a high fast-food culture. As a result, people tend to consume high-calorie foods, including baked goods, fast foods, and snacks at vending machines. Such foods are likely to do more harm than good. They are the main reason why children in the United States continue to suffer obesity at an alarming rate. Additionally, children are notorious for consuming candy which also causes weight gain. Deserts also contain lots of calories which is unhealthy for both children and adults. More research points to sugar drinks such as sports drinks and fruit juices as being the cause of obesity in other people. Out of all behavioral factors associated with child obesity, poor diet patterns in children has been linked with a high risk of childhood obesity. Intake of sugar-sweetened beverages and free sugars is a huge determinant of body weight in children. Family factors are another common cause of childhood obesity. If a child comes from a family where there has been a history of being overweight, there is a huge possibility that the child will put on some unusual weight. This is particularly true if the child is in an environment where foods with high calories are always available and physical exercise is not encouraged. Family dynamics come into play in influencing child obesity because if the child inherits genes that place them at high risk of obesity, there is a huge possibility that they become obese. Developing a model that encourages good nutrition and fitness practices at home goes a long way in overcoming genetic predisposition for childhood obesity.
Effects of Childhood Obesity
Some of the common effects of childhood obesity include asthma, diabetes, and depression. While some of the effects are physical, some tend to be social and emotional. Asthma is one of the physical complications associated with child obesity. Research has found that obese children are at a third higher risk of suffering from asthma compared to their healthy counterparts. While there are various ways to reduce the incidence of asthma in children, datas has revealed that suppressing the onset of childhood obesity can significantly reduce the public health hazard that is asthma. Worth noting both obesity and asthma has been cited as a significant health problem for children worldwide, and findings reveal that their prevalence is rising. According to a 2018 Nutrients review, although asthma and obesity tend to co-exist in some of the children, rising evidence points to the existence of a phenotype known as obese asthma in which increased body weight modifies and affects asthma characteristics. This asthma phenotype is characterized by worse control, additional control, severe and more frequent acute episodes, low quality of life, and reduced reaction to inhaled corticosteroids. Diabetes is another known effect of childhood obesity. Children that have obesity are at an increased risk of growing health problems such as diabetes, particularly type 2 diabetes. Type 2 diabetes is a health condition where one’s body is unable to metabolize glucose well. Diabetes is life-threatening, leading to nerve damage, kidney dysfunction, and eye disease (Tyson & Frank, 2018). Just like adults, children are at risk of developing type 2 diabetes as a result of being overweight. Worth noting, type 2 diabetes is a condition that can be easily reversed through lifestyle and diet changes. Another consequence linked with childhood obesity is depression. Children that suffer from obesity tend to suffer at the hands of their peers. They have to contend with peers’ bullying and teasing, resulting in low self-esteem and a high risk of anxiety and depression. Children presenting with obesity tend to be vulnerable as being bullied makes them anxious and depressed. This may cause psychological and emotional stress which limits their access to treatment. It makes them shy away from seeking the help that they need. Children with obesity should be offered long-term and adequate treatment to help reduce the risks. Worth noting in some regions of Sweden, children rarely get any form of treatment that they need.
Conclusion
In closing, the problem of childhood obesity is becoming an issue of concern for society. Childhood obesity is caused by poor diet, family factors, and lack of exercise. Some of the consequences of childhood obesity include depression, asthma, and diabetes type 2. There is a need to support the enforcement and encouragement of healthy lifestyles at home to address this problem. Parents should remain informed about the health hazard that obesity poses and strive to provide their children with healthy food options. If such behavioral change can take place consistently, it would pay off in the long term. Exercise and dietary interventions should be combined and employed on a community basis to stop the pandemic of obesity in children. Moving forwards, parents should set good examples that their children can follow. They should strive to make regular physical activity and healthy eating a family affair because all people are involved and everyone benefits. Additionally, parents should avoid giving non-foods as rewards to their children in their parenting duties. In essence, they should not promise candy to their children as a reward for good behavior.
References
Ordway, M. R., Sadler, L. S., Holland, M. L., Slade, A., Close, N., & Mayes, L. C. (2018). A home visiting parenting program and child obesity: A randomized trial. Pediatrics, 141(2).
Tyson, N., & Frank, M. (2018). Childhood and adolescent obesity definitions as related to BMI, evaluation and management options. Best Practice & Research Clinical Obstetrics & Gynaecology, 48, 158-164.
Adolescence
Students Name
Institution of Affiliation
Course Title
Date
Adolescence is typically a period of life that occurs mostly between the ages of 10 to 16 years. This period the youth undergo different physical and behavioral changes. Since many years ago, this stage has been viewed as a stage of tremendous stress and storms for youth and all who came across them. This stereotyping of young people being caught in changing bodies and raging hormones has been affecting not only their parents but also educators. Much weight has been given to difficulties associated with adolescents and has also led to many views on the level of control and patients among the youths who are trying to interfere with their adolescents. Recent research has to try to answer some of the questions pertaining to rapid change during early adolescence and how the schools and other educational institutions, including social welfares designed to serve these young students. The purpose of this paper is to discuss how the adolescent developmental characteristics of the students impact the classroom, such as the learning environment and a diverse student population in the school. It also explains how organizations structure impacts middle school programs and practices. Lastly, the paper tries to look at how is this information valuable to you as a future teacher as you consider socially equitable practices and your knowledge of middle schools.
Middle-level educators in the middle grades enjoy being with young adolescents as they are knowledgeable about the dynamic uniqueness of this stage. The value detailed study and carry research on decision reflecting the interest and the need of the student. These educators are more sensitive to students’ behavioral differences and respond positively toward them; hence, they are likely invertible to students’ role models. By the provision of good leadership, they improve schools’ effectiveness. They also send influential messages to the students and practice those qualities that they want students to emulate.
Through active learning, students are able to express their preferences and need where the educators are able to plan for instructions and assessment. Middle grades schools also become successful through the concept of active learning. This concept also assists students to hypothesize and get adequate information which helps them in understanding their goal hence playing a major role in the achievement of their education.
The challenging curriculum is another concept. The concept relates the curriculum as a vehicle for accomplishing the vision and mission of the school. In most of the middle grades schools, curriculum program not only includes classwork but also programs like group discussions, games, drama and music production, and student government. Some of the middle grades schools run their curriculum through units and projects where they mainly focus on the major issues and complex tasks. There is also a hidden curriculum where the students learn through seeing and interacting with people from different backgrounds, which mostly affects their way of doing things and also has a powerful influence on students’ education. Therefore, teachers in these schools should not only focus on the programmed curriculum but also focus on the positive interaction with the students and make sure that students are all treated equitably.
Even if the learning task is difficult, it should be seen as achievable, and this is by moving beyond the syllabus. Teachers should use their professional knowledge in consultation with the students to guide them on how to gather ideas from a vast range of information, and this can be achieved through teachers’ guide to students in examining the values, views, assumptions and address them on how and why things are happening. The concept will help the students to place emphasis on the understanding of the basic concept and able to use information informing creative solutions from the overwhelming data available.
Organizational structure nature effective interdisciplinary. Students and teachers work together to maintain high discipline, which signifies high performance in the schools. The disciplinary team also enhances parents’ contacts and improving the learning climate in the schools. Furthermore, a well-structured organization has a positive impact on the professional of teachers. A similar dairy schedule inhibits plans on how to integrate curriculum, analyze the collected data, monitor the students’ work, and discuss the arising hypothesis. Schedules that provide extensive class time schedules allow activities like mocks trial, fieldwork and trips, and debates, which are valuable learning experiences.
In most cases large schools, are divided into sub-divisions; houses or schools within the school in which replicates smaller grade levels, which make the school at large. The replication of lesser grades fosters a long term relationship between students and their teachers, which creates a sustainable relationship between teachers, parents, and students. The schools have also created a program where a parent can receive any information pertaining to students’ academic progress, and also, the student can receive a telephone from any family member in case of concern. The program has helped families stay engaged with their students’ educational progress though it is very difficult as most students prefer to keep home and school separate. But this type of communication leads to higher achievements among the students.
Adolescent involves dynamic behavioral and physical changes. Through learning, research, and long term association with the middle-level students, as a future teacher will be in a position of noting different traits and how to deal with them. Through good relationships with the students, you will get first-hand information about their preferences, and your instructions will be received. Students will be more likely to respect, obey, and listen to you. A good relationship with the student will report to improved performance in the curriculum, and this is due to the fact that students can easily approach you for help if they have a problem in a particular unit or subject. It is the fact that students get more encouraged to working hard if they know for sure that their teacher looks at them, which helps in the identification of the means and the strategies to use in order to maintain a good relationship with the students. Furthermore, through cross interaction with the student, the teacher will identify the best teaching method to adopt, hence improving a grade in your subject.
In conclusion, middle-class teachers use their research knowledge about young adolescent development and use the knowledge to integrate classroom events. They also use the knowledge in building good relationships with the student and initiating programs that help families stay engaged with their students’ educational progress though it is very difficult as most students prefer to keep home and school separate. This type of communication leads to higher achievements among the students. As a future teacher, one should embrace listening, and direct interaction with the student as this will create a good relationship between the teacher and the students, which are of benefits to both the teacher and the students’ performance.
Reference
Lounsbury, J. H. (2010). This we believe: Keys to educating young adolescents. Middle School Journal, 41(3), 52-53.
Most silent era films
Silent Era
Student’s Name
Affiliation
Most silent era films have lost footage from the public view and are neglected in the archives and in various private collections. Those that are available are too remote in their cinematic performance to engage modern audiences. This is because the modern films have advanced into digital and are more preferred to the silent film (Nicolas Gaudreault, & Santiago, 2012).
Preservation and lost films
The early activity pictures are lost due to the nitrate film that was used during era was exceedingly flammable and unstable. Moreover, many films were intentionally destroyed since they had less value before home video in the era. Others had no numerical data. Major silent films alleged lost included Titanic 1912 which showed survivors of the disaster and others. The old filming can be upgraded by proper archiving through transfer to the digital media for preservation. Currently Silent film preservation is a priority to the film historians (O’Regan, 1996).
The visual silent cinemas of the 1920 era were high, but there exist a misunderstanding that the movies were hardly watchable by contemporary principles. This misunderstanding resulted from movies that are played back at erroneous speed and their worsened condition. Most collected silent films only exist as a second or third copy that have been copied from already spoiled and abandoned films stock. Moreover, most prints suffer from editing cuts and missing scenes and frames, resulting to poor editing. With new technologies, the silent films are viewed to be boring and old fashioned. They involve ages and historic events that are viewed to be out dated.
Inter title
Motion picture increased and there was a need for an interpreter who would explain the actions and motions in the film. On screen inter titles were used to comment, narrate and explain a story to the audience since the silent films had no sound coordination for dialogue. The title writer was a major professional in silent cinemas and was different from the scenario writer who made the story. Titles became the graphic element featuring pictures that commented on the acts.
In modern film inter titles is used but only to translated an anonymous language into a national language that people can understand. It has even advanced for the impaired people that the films include an expert in sign language to explain events.
Live sound and music
Most silent films featured live music beginning with a pianist at the public outcrop of movies. Music was seen to be vital, casual to the atmosphere and providing the audience essential emotional sign. Big theaters had organist and a larger orchestra in place of pianist. Silent films music was gathered from photoplay music by the organist, pianist, and orchestra conductor as well as incorporated a cue sheet with the movie. There was a time when silent era movies were the only source of employment for instrumental musician. Enlargement of the range of film camera schemes must eventually give an appointment of the frame in relation to the imaginative control of the perforations and the visual soundtrack area.
In 1960s-1970s significance in the scoring of silent films became out fashioned. Most college film programs believed that audiences ought to understanding silent film as a pure illustration medium, undistracted by music (Edmondson & Pike, 1982). This believes had been brought about by the poor quality of music tracks found in most silent film reprints of the era. Recently there has been a restoration of interest in presenting silent films with better musical scores, either redoing of period scores or composition of suitable original scores.
A silent film has no coordinated substantial sound particularly without oral dialogue. Dialogue is transmitted through mime, gestures and little cards in the silent film. The plan of joining recorded sound and motioned pictures is almost as old as the cinema itself, however since the practical challenges implicated, coordinated dialogue was only made technical in the late 1920’s with the introduction of Vita phone coordination and the accomplishment of the Audio amplifier tube (Edmondson & Pike, 1982).
In modern technology music in films rhymes with the movies and explains what the movie is intended for. There are special instrument that have been innovated for the best production of background music. The music players and their instruments are not seen since they are at the back of the scenes. Sounds are modified and equalized to give the best sounds.
Acting Techniques
Silent film actors stressed on facial expressions and body language for better understanding from the audience on what the actor was portraying and feeling on screen. Most silent film acting is appropriate to beat modern-day audiences as simplistic. The histrionic acting style was a routine actors relocated from their initial period experience. Silent era period was 1877-1920 where two films were created by Eadweard Muybridge and Louis Le Prince. The art activity pictures developed into full maturity in the silent era previously silent films were substituted by talking pictures in late 1920’s. Most buffs and scholars argue that the artistic quality of films reduced for many years until actors, directors and the production staff adjusted to the new talkies (Oever, & van den, 2010).
Early studios
During silent eras there were few studios for movie making. After 1985, the demand for more and big studios rose and more studios were formed. In 1908, Edison brought about the formation of the Motion Picture Patents Company in the attempt to manage the production and shut out for smaller producers. The General film Co. and the motion picture patents Co. were found accountable of antitrust violation in 1915, however they resolved the matter. In Modern time studios are all over the world with numerous techniques of performance. They also have divisions depending on the professions for instance a studio for films and movies, a studio for music creations, a studio for news anchoring and much more (Edmondson & Pike, 1982).
Projection speed
Silent films were lacking speed frame rates until consistency of projection speed of 24 frames for sounds in 1926-1930 which depended on the studio. During the era 16frames per second was considered correct but modernly it is viewed to be n erroneous value for the frames speed. The silent films can be cranked to be slow or fast. Some were even under cranked when shooting to accelerate actions. Cellulose Nitrate projections of film brought a risk of fire when exposed to projection lamp for a longer time.
Normally projectionists established common directions from the distributors on the musical director’s cue sheet as to how fast scenes should be projected. In few cases, generally for larger productions, cue sheets particularly for the projectionist gave a comprehensive direction to presenting the film. For Theaters to maximize profit they sometimes diverse projection speeds regarding on the time of status of a film, and to fit a film into an approved period.
In modern times, Technology has advanced and there are projectors that can be used indoors and outdoors. They are made in different sizes depending on the audience to be covered and the function (Goldsmith & Lea land, 2010).
Visual
Comparing two different aspects brings some details of comparing, images with equal width, equal height, equal diagonal, or equal area. This includes the wide full length, and tallness at the same time closeness In silent Eras, the display units used were not visible and worse when it came to width and height. When the display was short the display was invisible and therefore not many people could view it unless it is broadened. This did not bring about any profit .How ever in modern Films people use LCDs and plasmas for display, cameras, projectors and other optical devices. For diagonal the shorter and the wider yields are the same therefore is more profitable since it is balanced.
Reference
Nicolas Gaudreault, D., & Santiago, A. H. (2012).Companion to Early Cinema. (p. 647). Hoboken, NJ, USA: Wiley-Blackwell DOI: ISBN 9781444332315
O’Regan, T. (1996). Australian National Cinema / Tom O’Regan. (pp. 365-375). London; New York: Routledge. DOI: 0415057302 0415057310 (pbk.)
Oever, , & van den , A. (2010). Cinema Beyond Film: Media Epistemology in the Modern Era. (p. 277). Amsterdam, NLD: Amsterdam University Press DOI: ISBN 9789089640833
Edmondson, R., & Pike, A. (1982). Australia’s lost films: The: Loss and Rescue of Australia’s Silent Cinemas. Australia: National Library of Australia.
Goldsmith, B. E., & Lea land, G. (2010). Directory of World Cinema Australia & New Zealand. (Vol. 3). Chicago, USA: t he University of Chicago Press,. Retrieved from http://www.intellectbooks.co.uk/MediaManager/File/Australia Directory eBook.pdf