The Epidemic called Childhood Obesity. Professor Ramos Blog

The Epidemic called Childhood Obesity. Is Childhood Obesity an epidemic?   Obesity is a condition that occurs when a person carries excess weight or body fat that affects their health. They say â€Å"A healthy body eats healthy food†. I say â€Å"An unhealthy eating creates an unhealthy body and has a short life span.† Childhood Obesity is becoming a global concern, as more children/adolescents are either obese or tending towards being obese. Childhood obesity has been linked to Ethnicity, Social class, and lifestyle. This is a wake-up call for the Government, Parents, and everyone to do something to stop this issue before it becomes uncontrollable. All over the world, the issue of childhood obesity is increasing yearly (Lobstein et al). Ten percent of the worlds school-aged children are estimated to be carrying excess body fat with an increased risk for developing chronic disease. Of these overweight children, a quarter is obese with a significant likelihood of some having multiple risk factors for type 2 diabetes, heart disease and a variety of other co-morbidities before or during early adulthood. The problem of childhood obesity is linked to Ethnicity. According to a study carried out in 1988-1998 by the national Longitudinal survey of youth among 8270 children aged 4-12years, the result shows that prevalence of overweight increased significantly and steadily among Hispanic and African American and non-Hispanic white. (Strauss and Pollack). Also, a survey study in the 1990s shows that in Brazil and the USA, an additional 0.5% of the entire child population became overweight each year. In Canada, Australia, and parts of Europe, the rates were higher with an additional 1% of all children becoming overweight each ye ar (Lobstein et.al) Childhood obesity is prevalent in economically developed countries but is rising significantly in most parts of the world. In developing countries, child obesity is most common in the wealthier section of the population (Lobstein et. al). Children of lower income families are particularly vulnerable because of poor diet and limited opportunities for physical activity. The root causes of obesity are any factor that raises energy intake by even a small amount will cause obesity in the long term (Ebbeling et.al). One of the causes of obesity in children is Television viewing. It is believed that television viewing promotes weight gain not only by displacing physical activity but also by increasing energy intake. Children while watching television consume an excessive amount of energy-dense food and drinks without resistance. Additionally, television advertisement could adversely affect dietary patterns throughout the day. American and British children are exposed to about 10 foods commercial per hour of Television time; most of these adverts are for fast food, soft drinks, sweets, and sugar-sweetened breakfast cereal. Diet is also a cause of obesity in children. Excessive fat consumption is known to cause weight gain. Intake of partially hydrogenated (trans) fat, commonly found in commercial bakery product and fast food increase risk for both cardiovascular disease and type 2 diabetes. Consumption of carbohydrate foods especially in the form of refined foods e.g. bread, ready to eat cereal, p otatoes, soft drinks, cakes, and biscuits, increase the chances of being obese. These type of food are called high glycemic index food and they can stimulate hunger and cause overeating in children. Consumption of fast food is on the increase in both developed and developing nations. The regular consumption of fast food increases the chances of being obese, the reason being that fast food contains high calories, high glycemic index, saturated and trans fats and they are low in fibre, micronutrients, and antioxidants. Family factor is also a major cause of obesity in children and adolescent. Parent-child interaction and the home environment can affect behaviours related to the risk of obesity. (Ebbeling et.al). African American and Hispanic families often time like to eat out, and thus tend to increase the chances of developing obesity in children. Children consume more energy dense food when meals are eaten in restaurants than at home. Some of the solutions to the problem of childhood obesity can be by increasing access to healthy food for poor and low-income families. For them, it is easier and cheaper to afford unhealthy food. Getting rid of fast food wouldn’t be beneficial unless there was a replacement. For the wealthy ones in the society that can afford to buy healthy food but still prefers to eat unhealthily, Counselling and educating them on the health implications of eating unhealthy food will be a better solution. Parent, schools and the Government should discourage the consumption of soft drinks and sweetened juice in children and adolescents. A study that was conducted by the American Dietetic Association (ADA), it was concluded that sweetened beverages intake is related to obesity and over weight in children and adolescents (Davis et. al). It was also found that among low income children to years of age, consumption of sweetened drinks increased the odds of becoming obese by more than 60%. I will encourage Parents, schools and the community to replace the consumption of sweetened beverages and sweetened juice among young children and adolescents with water which is healthier. Drinking of water is beneficial in numerous ways. Also, Parents should reduce the consumption of food rich in saturated fats and increase the intake of fruits and vegetables that is healthier when serving meals to their children. In schools, mealtime should be a fun time, where fruits and vegetables are presented to children in a colorful and appetizing manner. Food rich in saturated fat should be completely removed from the school menu. I will propose that physical exercise be introduced in all level of education in schools. Parents should also take time off on weekends and go do some physical activity with their children. In the last few decades, obesity prevalence as increased as a function of number of hours that TV network devote to target children population (M.Caroli et. al). Television could be convenient tool to spread correct information on good nutrition and obesity prevention. The likeness of food and obesity in television has many negative consequences on food habits and pattern. Reducing the hours spent viewing television could help in reducing and preventing obesity and overweight in children and Adolescents. Work Cited. Strauss, Richard S. â€Å"Epidemic Increase in Childhood Overweight, 1986- 1998.†Jama, vol. 286, no. 22, 2001, p. 2845, doi:10.1001/jama.286.22.2845. https://jamanetwork.com/journals/jama/article-abstract/194443 Lobstein, T., et al. â€Å"Obesity in children and young people: a crisis in Public health†. Obesity Review, Vol 5, no. Sl, 2004, pp.4-85. https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-789X.2004.00133.x Ebbeling, Cara B, et al. â€Å"Childhood Obesity: Public Health Crisis, Common Sense Cure†. The Lancet, vol.360, no.9371, 2002, pp.473-482, doi: 10:10161/s 0140-6736(02709678-2 https://www.sciencedirect.com/science/article/pii/S0140673602096782 Davis, Mathew M, et al. â€Å"Recommendation for Prevention of Childhood Obesity†. December 2007, vol 120/issue supplement 4. https://pediatrics.aappublications.org/content/120/Supplement_4/S229?eaf= Caroli, M, et al. â€Å"Role of Television in Childhood Obesity Prevention.† International Journal of Obesity, vol. 28, no.sb, 2004, doi: 10.10381 sj: ijo.0802802. https://www.nature.com/articles/0802802 Picture credit: https://www.debate.org/opinions/should-parents-be-responsible-for-their-obese- childs-condition

Billy Bishop - World War I Ace

Billy Bishop - World War I Ace Billy Bishop - Early Life Career: Born February 8, 1894 at Owen Sound, Ontario, William Billy Bishop was the second (of three) child of William A. and Margaret Bishop.   Attending Owen Sound Collegiate and Vocational Institute as a youth, Bishop proved a marginal student though excelled in individual sports such as riding, shooting, and swimming.   Possessing an interest in aviation, he unsuccessfully attempted to build his first aircraft at age fifteen.   Following in his older brothers footsteps, Bishop entered the Royal Military College of Canada in 1911.   Continuing to struggle with his studies, he failed his first year when he was caught cheating. Pressing on at RMC, Bishop elected to leave school in late 1914 following the beginning of World War I.   Joining the Mississauga Horse regiment, he received a commission as an officer but soon fell ill with pneumonia.   As a result, Bishop missed the units departure for Europe.   Transferred to the 7th Canadian Mounted Rifles, he proved an excellent marksman.   Embarking for Britain on June 6, 1915, Bishop and his comrades arrived at Plymouth seventeen days later.   Sent to the Western Front, he soon became unhappy in the mud and tedium of the trenches.   After seeing a Royal Flying Corps aircraft pass over, Bishop began seeking an opportunity to attend flight school.   Though he was able to secure a transfer to the RFC, no flight training positions were open and he instead learned to be an aerial observer. Billy Bishop - Beginning with the RFC: Assigned to No. 21 (Training) Squadron at Netheravon, Bishop first flew aboard an Avro 504.   Learning to take aerial photos, he soon proved skilled at this form of photography and began teaching other aspiring airmen.   Sent to the front in January 1916, Bishop operated from a field near St. Omer and flew Royal Aircraft Factory R.E.7s.   Four months later, he injured his knee when his aircrafts engine failed at takeoff.   Placed on leave, Bishop traveled to London where his knees condition worsened.   Hospitalized, he met socialite Lady St. Helier while recuperating.   Learning that his father had suffered a stroke, Bishop, with St. Heliers aid, obtained leave to briefly travel to Canada.   Due to this trip, he missed the Battle of the Somme which started that July.   Returning to Britain that September, Bishop, again with St. Heliers assistance, finally secured admission to flight training.   Arriving at the Central Flying School at Upavon, he spent the next two months receiving aviation instruction.   Ordered to No. 37 Squadron in Essex, Bishops initial assignment called for him to patrol over London to intercept night raids by German airships.   Quickly boring of this duty, he requested a transfer and was ordered to Major Alan Scotts No. 60 Squadron near Arras.   Flying older Nieuport 17s, Bishop struggled and received orders to return to Upavon for further training.   Retained by Scott until a replacement could arrive, he achieved his first kill, an Albatros D.III, on March 25, 1917, though he crashed in no mans land when his engine failed.   Escaping back to Allied lines, Bishops orders for Upavon were rescinded.    Billy Bishop - Flying Ace: Quickly earning Scotts trust, Bishop was appointed a flight commander on March 30 and achieved his second victory the following day.   Permitted to conduct solo patrols, he continued to score and on April 8 downed his fifth German aircraft to become an ace.   These early victories were obtained via a hard-charging style of flying and fighting.   Realizing that this was a dangerous approach, Bishop shifted to more surprise-oriented tactics in April.   This proved effective as he downed twelve enemy aircraft that month.   The month also saw him earn a promotion to captain and win the Military Cross for his performance during the Battle of Arras.   After surviving an encounter with German ace Manfred von Richthofen (The Red Baron) on April 30, Bishop continued his stellar performance in May adding to his tally and winning the Distinguished Service Order. On June 2, Bishop conducted a solo patrol against a German airfield.   During the mission, he claimed three enemy aircraft shot down as well as several destroyed on the ground.   Though he may have embellished the results of this mission, it won him the Victoria Cross.   A month later, the squadron transitioned into the more powerful Royal Aircraft Factory SE.5.   Continuing his success, Bishop soon ran his total to over forty achieving the status of highest-scoring ace in the RFC.   Among the most famous of the Allied aces, he was withdrawn from the front that fall.   Returning to Canada, Bishop married Margaret Burden on October 17 and made appearances to bolster morale.   Following this, he received orders to join the British War Mission in Washington, DC to assist in advising the US Army on building an air force. Billy Bishop - Top British Scorer: In April 1918, Bishop received a promotion to major and returned to Britain.   Eager to resume operations at the front, he had been passed as British top scorer by Captain James McCudden.   Given command of the newly-formed No. 85 Squadron, Bishop took his unit to  Petite-Synthe, France on May 22.   Familiarizing himself with the area, he downed a German plan five days later.   This began a run that saw him raise his tally to 59 by June 1 and reclaim the scoring lead from McCudden.   Though he continued to score over the next two weeks, the Canadian government and his superiors became increasingly concerned about the blow to morale if he were to be killed.   As a result, Bishop received orders on June 18 to depart the front the following day and travel to England to aid in organizing the new Canadian Flying Corps.   Angered by these orders, Bishop conducted a final mission on the morning of June 19 which saw him down five more German aircraft and raise his score to 72.   Bishops total made him the top-scoring British pilot of the war and second-highest Allied pilot behind Rene Fonck.   As many of Bishops kills were unwitnessed, historians in recent years have begun to question his total.   Promoted to lieutenant colonel on August 5, he received the post of Officer Commanding-designate of the Canadian Air Force Section of the General Staff, Headquarters Overseas Military Forces of Canada.   Bishop remained in the job until the end of the war that November. Billy Bishop - Later Career: Discharged from the Canadian Expeditionary Force on December 31, Bishop began lecturing on aerial warfare.   This was followed by a short-lived passenger air service that he started with fellow Canadian ace Lieutenant Colonel William George Barker.   Moving to Britain in 1921, Bishop remained engaged in aviation concerns and eight years later became chairman of British Air Lines.   Financially devastated by the stock market crash in 1929, Bishop returned to Canada and ultimately obtained a position as vice president of the McColl-Frontenac Oil Company.   Resuming military service in 1936, he received a commission as the Royal Canadian Air Forces first air vice-marshal.   With the beginning of World War II in 1939, Bishop was elevated to air marshal and tasked with overseeing recruitment. Highly effective in this role, Bishop soon found himself compelled to turn away applicants.   Also overseeing pilot training, he aided in authoring the British Commonwealth Air Training Plan which guided the instruction of nearly half those who served in the Commonwealths air forces.   Under extreme stress, Bishops health began to fail and in 1944 he retired from active service.   Returning to the private sector, he accurately predicted the postwar boom in the commercial aviation industry.   With the beginning of the Korean War in 1950, Bishop offered to return to his recruitment role but his poor health led to the RCAF politely declining.   He later died on September 11, 1956, while wintering in Palm Beach, FL.   Returned to Canada, Bishop received full honors before his ashes were interred at  Greenwood Cemetery in Owen Sound. Selected Sources Bishop HouseAce Pilots: Billy BishopHistoryNet: Billy Bishop

Property ownership, oral evidence (parole) Assignment

Property ownership, oral evidence (parole) - Assignment Example However, in some cases verbal agreements may be considered as evidence. In instances where a written contract contains clerical or typographical errors, oral evidence may be presented after the written agreement since the written agreement in such a case does not show the true agreement made. Clerical errors may make alter the meaning of the contract or may omit critical details in the contract. In such occasions, the complainant may be allowed to present verbal contracts as evidence. The court may also consider the verbal contract in cases where one party entered into a contract under duress, mistake, fraud or undue influence. Contracts that are entered into under pressure force are considered as null and void and thereby giving room to presentation of verbal agreements. Verbal agreement may also be accepted after a contract if one of the parties proves to the court that there was a separate agreement made between the parties. In cases where a written contract is ambiguous, verbal a greement may be used in order to clarify the true meaning of the contract. The law of sales involves many written and oral agreements which contribute to determining a court’s decisions when the two parties cannot agree or are in a dispute. In cases regarding sale of property, the law allows the court to refer to prior, contemporaneous, and subsequent verbal agreements in order to supplement the written agreement or give better and detailed explanations of the written agreement (Klass, 2010). In property sales cases, the court examines factors such as course dealing, trade usage and proof of consistent additional terms. Paul’s property purchase should present a written agreement that shows that the house was sold together with carpet. If such terms  are not in the  written agreement, he should prove that they had verbally agreed that the carpet will be sold together with house. The company may also produce evidence that will show that in previous business transaction

Three Rhetorical Strategies and Effects Assignment

Three Rhetorical Strategies and Effects - Assignment Example Cause and effect is a rhetorical strategy that a writer uses to focus on or explain why an event or situation occurs and links this with what might happen. Cause deals with the investigation and analysis of past events while effects deal with the prediction of future events based on past events (Mukalel 80). Writers employ this method when explaining pertinent global issues such as global warming or social issues like the investigation of the reasons for the rise in teenage drug abuse. Comparing and contrasting: Comparisons are used to look for similarities between things while contrasts look for differences. Application of this strategy requires the writer to locate similarities and differences between two or more things. At first glance, only differences may be obvious but upon closer analysis, the writer is likely to find more similarities than earlier anticipated and convey them to the reader. Compare and contrast is mainly used in report writing, giving a speech especially to persuade your audience to hold a particular position, endorsing an individual or party and making an argument. It can be done it two ways; block technique, the writer gives the differences first and then later list the similarities, Point- by- point involves explaining both sides in an alternating manner, for instance, A,B, A,B to the exhaustion of all points. A description is a rhetoric technique that involves describing a place, person or thing. The writer when describing often attempts to paint a mental picture of the person, place or thing to the reader in such a way that the reader can visualize the object in detail. He or she achieves this by indicating how the object looks like, feels smells, sounds, tastes. It requires a proper choice of verbs, clear adjectives, and specific nouns in order to be successful (Mukalel 109).  

Shakespeare’s Use of Ovids Metamorphoses and Virgils Aeneid as Basis

Shakespeare’s Use of Ovid's Metamorphoses and Virgil's Aeneid as Basis for The Tempest William Shakespeare, as did most writers of his time, took the basis for the stories he wrote from other texts. He would use source poems or mythology in order to write his own works. Romeo and Juliet, for example, can be compared to the tragedy of Pyramus and Thisby. Plays such as Richard III and Julius Caesar are artistic accounts of historic events. The Tempest, however, is commonly perceived as an original story. Many critics feel that this was the only story of his that was entirely created by Shakespeare. This is not the case. In fact, there are several sources from which he very much drew inspiration for this tale. Shakespeare used classical texts for most of his plays, and The Tempest is no exception. Two of the stories from which Shakespeare drew most of his inspiration were Ovid's Metamorphoses and Virgil's The Aeneid. Both are very often used in the construction of stories or works that have come after, and my intention here is to illustrate just how they were used in the writing of The Tempest. The Aeneid tells the story of a Trojan warrior named Aeneas, who is the son of Venus (the Roman goddess of love) and Anchises, a Trojan prince. The tale takes place in the12th century B.C., after the Trojan War, which was started when the Trojan prince Paris seduced Helen, the wife of the King of Sparta, and took her back to Troy. In retaliation, a Greek army waged a 10-year war on Troy, leaving the once great city and most of its people devastated. After the war, Aeneas, along with others that escaped the destruction, sets sail in search of a new home. Their journey takes them towards Sicily and Italy, and this i... ...07. Knapp, Charles. The Aeneid of Vergil, books I-VI, and the Metamorphoses of Ovid, with introductions, notes, and vocabulary by Charles Knapp. Chicago: Foreman and company, 1928. Mandelbaum, Allen. The Aeneid of Virgil: A Verse Translation. Berkeley: University of California Press, 1971. Miller, Frank Justus. Ovid's Metamorphoses in Two Volumes. Cambridge: Harvard University Press, 1916. Pitcher, John. "A Theatre of the Future: 'The Aeneid' and 'The Tempest'." Essays in Criticism 34:3 (1984): 193-215. Shakespeare, William. "The Tempest." The Riverside Shakespeare: Second Edition. Boston: Houghton Mifflin Company, 1997. 1661-86. Tarantino, Elisabetta. "Morpheus, Leander, and Ariel." Review of English Studies 48:192 (1997): 489-98. Wiltenburg, Robert. "'The Aeneid' in 'The Tempest'." Shakespeare Survey 39 (1987): 159-68. Shakespeare’s Use of Ovid's Metamorphoses and Virgil's Aeneid as Basis Shakespeare’s Use of Ovid's Metamorphoses and Virgil's Aeneid as Basis for The Tempest William Shakespeare, as did most writers of his time, took the basis for the stories he wrote from other texts. He would use source poems or mythology in order to write his own works. Romeo and Juliet, for example, can be compared to the tragedy of Pyramus and Thisby. Plays such as Richard III and Julius Caesar are artistic accounts of historic events. The Tempest, however, is commonly perceived as an original story. Many critics feel that this was the only story of his that was entirely created by Shakespeare. This is not the case. In fact, there are several sources from which he very much drew inspiration for this tale. Shakespeare used classical texts for most of his plays, and The Tempest is no exception. Two of the stories from which Shakespeare drew most of his inspiration were Ovid's Metamorphoses and Virgil's The Aeneid. Both are very often used in the construction of stories or works that have come after, and my intention here is to illustrate just how they were used in the writing of The Tempest. The Aeneid tells the story of a Trojan warrior named Aeneas, who is the son of Venus (the Roman goddess of love) and Anchises, a Trojan prince. The tale takes place in the12th century B.C., after the Trojan War, which was started when the Trojan prince Paris seduced Helen, the wife of the King of Sparta, and took her back to Troy. In retaliation, a Greek army waged a 10-year war on Troy, leaving the once great city and most of its people devastated. After the war, Aeneas, along with others that escaped the destruction, sets sail in search of a new home. Their journey takes them towards Sicily and Italy, and this i... ...07. Knapp, Charles. The Aeneid of Vergil, books I-VI, and the Metamorphoses of Ovid, with introductions, notes, and vocabulary by Charles Knapp. Chicago: Foreman and company, 1928. Mandelbaum, Allen. The Aeneid of Virgil: A Verse Translation. Berkeley: University of California Press, 1971. Miller, Frank Justus. Ovid's Metamorphoses in Two Volumes. Cambridge: Harvard University Press, 1916. Pitcher, John. "A Theatre of the Future: 'The Aeneid' and 'The Tempest'." Essays in Criticism 34:3 (1984): 193-215. Shakespeare, William. "The Tempest." The Riverside Shakespeare: Second Edition. Boston: Houghton Mifflin Company, 1997. 1661-86. Tarantino, Elisabetta. "Morpheus, Leander, and Ariel." Review of English Studies 48:192 (1997): 489-98. Wiltenburg, Robert. "'The Aeneid' in 'The Tempest'." Shakespeare Survey 39 (1987): 159-68.

Literary Devices Employed By Shakespeare In The Play Macbeth

Literary devices employed by Shakespeare in Macbeth’s words in Act 4 Scene 1 of the play Macbeth Symbolism: the apparitions’ appearances each symbolise something, the first, a bloody head in a helmet, symbolises Macbeth and his inevitable death. The second, a bloody child, symbolises Macduff, who had been â€Å"untimely ripp’d† (born of a C-section), and the third, a child with a crown and a tree. The crowned child symbolises Banquo’s progeny that will come to rule after Banquo.Metaphor: metaphors are used throughout the apparitions’ speeches, the apparitions themselves are metaphors. They symbolise things that tie in with each prophecy.Parallel: there are parallels between the witches’ speech and Macbeth’s, Shakespeare uses this to show how Macbeth is becoming more and more evil, he is becoming like the witches.Irony: Shakespeare uses dramatic irony in what the apparitions symbolise and prophesise; where Macbeth accepts what th e apparitions tell him literally, the audience knows that what is said has deeper meaning. Another instance of irony is when Macbeth says â€Å"and damn’d all those that trust them (the witches)† (line 138). Macbeth is cursing the people who trust witches, yet he trusts them.Imagery (lines 49 – 60): Shakespeare uses Macbeth’s lines to describe the usual risks and effects of witchcraft in exact detail, allowing the audience to build an impressive image of destruction and confusion. He does this to emphasise the effects of dealing with witches and what happens when the great chain is disrupted.Paradox: the apparitions tell Macbeth to not fear any man born of a woman, which Macbeth takes to mean as that he cannot be killed because every man must be born of a woman. He didn’t think that Macduff could harm him because he was born of a woman, but Macduff was not â€Å"born†, he was â€Å"untimely ripp’d† (born of a C-section).

herbert hoover and his role in the great depression Essay

Herbert Hoover and His Role in The Great Depression nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;With the continually worsening conditions, and the stock market crash on Black Tuesday, October 29, 1929, the United States was thrown into the biggest economical disaster of our history. Everyone, excluding the rich upper class, became poor and most unemployed. The majority of the American populace found themselves living in ‘shantytowns’ or ‘Hoovervilles’ as they later became to be known, which consisted of many cramped shacks constructed from whatever was available. This meant old burnt-out cars, cardboard boxes, random pieces of lumber, and anything else that people could find. Times truly were tough. It was a daily†¦show more content†¦With the public work programs, Hoover provided unemployed Americans with many different jobs in order to create some sort of income. The most famous of these programs was the Boulder Dam, which will be talked about later. Throughout the entire depression, Hoover stood on his belief of a h ands-off government until late in his presidency. Under pressure from Americans and his fellow politicians, President Hoover eventually gave in and signed an act granting money and/or food to areas in dire need. That was the extent of his direct relief. nbsp;nbsp;nbsp;nbsp;nbsp;As previously mentioned, the Boulder Dam was one of the most famous, and certainly most expensive (with the whole project costing about $385 million) public works program. To provide jobs and much needed money to unemployed Americans, the Bureau of Reclamation, under President Hoover, authorized the Boulder Canyon Project on the Colorado River in 1928. The entire project included a hydroelectric power plant and a reservoir to control floods of the Colorado River and supply power to the Pacific Southwest. 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