Film Analysis Research Essay Example | Topics and Well Written Essays - 1000 words

Film Analysis Research - Essay Example Filmed in black and white the movie is regarded as one of the greatest films ever made till date mainly because it contains all the ingredients like a good cast, excellent direction, good camera work, editing and sound. Film Analysis Caine (2000) describes that one of the most important things to make a good film is to hire a good cast. The actor should be recognized or popular to drive the audience into the cinemas. Caine (2000) believes that casting popular actors in a movie automatically raises the chances of its success. People of course would not want to pay for tickets for someone who they do not recognize as a cinematic figure and thus it becomes vital to fulfill these criteria. Caine (2000) has his reasons for believing this as he says that nearly all the greatest movies ever made had a strong cast in it, something which people enjoyed and gave thumbs up to. The lead cast of the film was considered as a powerhouse in that era. Humphrey Bogart had established himself as an act or with The Maltese Falcon and High Sierra that were released in 1941, just a year before Casablanca was released. Humphrey Bogart was already a favorite of the audience and critics and he was a perfect fit for the role of Rick. The same was the case with the Swedish born actor Ingrid Bergman. Just a year before Casablanca, she starred in a movie called Dr. ... Humphrey Bogart’s role was very well identified and acted out. He is shown in the movie as a man suffering from the consequences of the war. He has lost his love and spends most of his time in the cafe he owns. His character shows how war affects the life of a common man very ironical to the lives of millions of people that were affected by the war. His character is very easy to relate to by the audience. Not only his but the character played by Ingrid Bergman also shows the conventional life of the women living in the era of war. She tries to obey his husband and stick to him when his life was under great threat. Women were asked to obey their husband at all times as men were regarded very superior much because of their active participation in the war. The female audience also found it easy to relate to that character as portrayed by Ingrid Bergman. Direction of the movie is yet another important element for its success. Osborne (1997) believes that Michael Curtiz did a spect acular job in making Casablanca one of the greatest movies ever. He combined some of the most skilled people in his crew including the lead cast. It was his decision to start Humphrey Bogart and Ingrid Bergman in the movie when Warner Bros wanted to keep a little tight budget by hiring new actors for it. Harmetz (2002) elucidates that the Humphrey Bogart and Ingrid Bergman were not in the best of relations during the time when the movie was being made. The two lead cast used to quarrel with each other on sets and because Humphrey Bogart was also doing 3 other movies at the same time he started to give Casablanca a little less importance. It was not

Religious Education Learning Package Essay Example | Topics and Well Written Essays - 1000 words

Religious Education Learning Package - Essay Example With such deliberations of the beliefs and practices advocated for during the Rosh Hashanah festival, it is apparent that, this marks a period of purifying oneself for the rest of the year. In addition, since the season is marked with several prayers, fasting and repenting, it reminds every Jew to abide by the Jewish beliefs and practices (Jacobs, 1987). In light of this, it is critical to focus on the beliefs and practices of Jews that make them repent so that they can have a good and sweet year ahead. In this regard, the concern is the relevance of beliefs and practices exhibited in the Rosh Hashanah festival, which culminates the evaluation of oneself in regard to their adherence to the beliefs and practices of Jews for the previous year. Therefore, the Rosh Hashanah festival could be argued to detail the overall beliefs and practices of Jews. This is in line with what Segal (2009) pointed out that, formal prayers guide Jews and their beliefs and practices. The following learning package aims at enlightening year 8 students with lessons designed to give insights to Jewish beliefs and practices. ... The first reading material is Essential Judaism: A Complete Guide to Beliefs, Customs & Rituals, a book by George Robinson (Robinson, 2003). Robinson highlights the importance of Jewish beliefs and practices, which are put into practice through various festivals. The festivals are symbolic interaction between Jews and God. In Rosh Hashana, Jews recite prayers. Robinson argues that prayer is at the heart of Jewish prayer, God listens to them. In order to elicit a clear understanding of such an assertion from the text, students would be requested to review the assertion, which is further elaborated by Robinson to mean that prayer is part of dialogue between man and God. In this regard, the students would be required to explain what they take of the assertion in relation to the understanding of Rosh Hashana prayers. A set of questions would be used to develop a discussion of whether the students believed that a prayer acted a means of communication between Jews and God, and whether what Jews believe in their Rosh Hashanah prayer is actually fulfilled by God. Some of the verbs used in driving points home from the book involve requesting students to read specific chapters and sentences of the book that emphasizes on the Jewish beliefs and practices in regard to the Rosh Hashanah festival. This would ensure that the students clearly understand the content of the book. In addition, students would be required to quote some sentences and phrases from the book that supports their arguments during discussions. A validation of their Jewish beliefs and practices would also be enhanced through reading the following sentence from Woodhead, (2002, p. 128): â€Å"the

The Global Childhood Obesity Epidemic Health And Social Care Essay

The Global Childhood Obesity Epidemic Health And Social Care Essay In this paper, the author will examine the complex interaction of social, economic, biological and environmental determinants of health that may explain the recent explosion and shifts in demographic trends of this world wide problem and briefly explore lifestyle and behavioural factors that may create particular risks. This will be followed by discussion about causes, complications and treatment options of childhood obesity. The author will review and analyse determinants and health policy initiatives, critically appraise various global, national and local strategies, initiatives and interventions which are aimed to prevent obesity in childhood and also examine how they are linked to conventional health promotion models and theories. By critically examining the range of interactions and existing initiatives, the author seeks to propose appropriate interventions to tackle the growing challenge of childhood obesity. Key words: childhood obesity, inequalities, policy, strategy, prevention, health promotion DEFINITION Obesity/Adiposity is defined as a condition characterised by excessive body fat. Body fat can either be stored predominantly around the waist or around the hips. Body Mass Index (BMI) is used to measure obesity and defined as: bodyweight(Kg) (Keys et al. 1972) height(m)2 BMI is useful in clinical practice and in epidemiologic studies, but has limitations and in his report (2004), Wang reported that although a high BMI-for-age is a good indicator of excess fat mass, BMI differences among thinner children can be largely due to fat-free mass. Two international datasets that are widely used to define overweight and obesity in pre-school children are the International Obesity Task Force (IOTF) reference and WHO standard (WHO Child Growth Standards, 2006). None is superior to the other and both tend to underestimate or overestimate the prevalence when used on the same population (Monasta et al. 2010). Thresholds for obesity in children in UK (and Scotland) are measured by referring to UK National BMI classification system that uses reference curves based on data from several British studies between 1978 and 1990(ScotPHO 2007). Children are classified as overweight or obese using the 85th and 95th percentiles as cut points. PREVALENCE trends Obesity has become an epidemic in many parts of the world and surveys over the last decade have documented the rapidly increasing prevalence of obesity and overweight among children along with rising socioeconomic inequalities (WHO factsheet 2006; Lobstein 2004). The latest WHO report (Mercedes, Monika and Elaine, 2010) based on surveys from 144 countries estimates that globally, 43 million children (including 35 million in developing countries) are overweight and obese and another 92 million are at risk of overweight. This corresponds to a prevalence increased from 4.2% in 1990 to 6.7% in 2010. In England, 2008 figures showed 16.8% of boys aged 2 to 15, and 15.2% of girls were classed as obese, an increase from 11.1% and 12.2% respectively in 1995(Health and Social Care Information Centre, 2010). Scotland has one of the highest levels of obesity in OECD countries; only the USA and Mexico having higher levels. In 2008, 15.1% children were obese and 31.7% were overweight. This is predicted to worsen even with current health improvement efforts (Scottish Govt. report, 2010). Amidst this doom and gloom scenario are recent reports showing trends in overweight and obesity prevalence have stabilized or reversed in France (Lioret et al.2009), Switzerland (Aeberli, 2008) and Sweden (girls 1011 years) (Sjoberg et al. 2008). In the US too, the obesity epidemic may be stabilising (US CDC Report, 2008; Ogden et al.2010) but it is too early to know whether the data do reflect a true plateau (Cali and Caprio, 2008). Similarly, in England, trends in overweight and obesity prevalence have levelled off after 2002 (Stamatakis, Wardle and Cole 2010). COSTS Healthcare costs of obesity are only a fraction of overall costs to society (McCormick 2007) due to loss of employment, production levels and premature pensions and extra burdens on businesses. Obesity is responsible for 28% of health costs in Europe and other developed countries (WHO 2007). Total cost to NHS Scotland of obesity in 2007/8 was about 175 million and expected to double by 2030. The total cost to Scottish society of obesity in 2007/8 was in excess of 457 million and expected rise to 0.9 billion-3 billion by 2030 (Scottish Govt. report 2010). In England, updated estimate of direct obesity-related costs to NHS is 4.2 billion and this may double by 2050. Cost to the wider economy is in the region of 16 billion, and will rise to 50 billion per year by 2050 if left unchecked (UK Public health report). INEQUALITIES Although an earlier review by Parsons et al.(1999) reported no clear relationship between socio-economic status (SES) in early life and childhood obesity (but confirmed a strong relationship with increased fatness in adulthood), a more recent systematic review (Shrewsbury Wardle 2008) supports the view that overweight and obesity tend to be more prevalent among socio-economically disadvantaged children in developed countries. Similar patterns are shown in data from England (Stamatakis, Wardle and Cole 2010; Law, 2007) and Scotland (Scottish Govt. report, 2010). However, trends vary within different ethnic populations (Wang and Zhang 2006) e.g., a review by Caprio et al. (2008) concluded higher prevalence in non-Caucasian populations in US. Earlier reports (Wang, 2001) revealed that the burden of this problem was mainly in wealthier sections of the population in developing nations. In contrast, later reports (Lobstein, Baur and Uauy 2004; Wang and Lobstein 2006) indicate that prevalence is rising among the urban poor in these countries, possibly due to their exposure to Westernized diets overlapping with a history of undernutrition. The reasons for the differences in prevalence of childhood obesity among population groups are complex, involving race, ethnicity, genetics, physiology, culture, SES including parental education, environment, and interactions among these determinants (Law et al.2007; Sonia et al. 2008; Townsend and Ridler, 2009). CAUSES and COMPLICATIONS The development of obesity in childhood and subsequently in adulthood involves interactions among multiple factors (the obesogenic environment): * personal (e.g., dietary and physical activity patterns preferences; disability) * environmental (e.g., home, school, and community) * societal (e.g., food advertising, social network, and peer influences) * healthcare-related (access availability) * physiological (e.g. genetics, race and ethnic, psychological, metabolic) Although genetic factors can have an effect on individual predisposition (Rankinen et al 2002), rapidly rising prevalence rates are explained by perinatal and environmental factors (Wojcik Mayer-Davis 2010). Key perinatal factors for childhood obesity are maternal overweight before, during and after pregnancy (Oken at al. 2007; Whitaker and Dietz 1998), smoking (von Kries et al. 2002) and bottle-feeding (Gillman et al. 2001). The mothers dietary habits and level of physical activity are also important factors (Wojcik Mayer-Davis 2010). The First Law of Thermodynamics implies that weight gain is secondary to increased caloric intake and/or decreased energy expenditure (Anderson and Butcher 2006). Decreased physical activity levels associated with sedentary recreation (video and computer games), mechanised transportation (less walking), and increasing urbanization (limited opportunity to physical activity) (Trost et al. 2001; Gordon-Larsen, McMurray and Popkin 2000) are associated with increased risk of obesity. Children with disability are at a greater risk to develop obesity (Reinehr et al. 2010) due to several reasons including health issues and restricted access to physical activity. Television viewing is thought to promote weight gain not only by decreasing physical activity, but also by increasing energy intake (Epstein et al. 2008). Also, television advertising could adversely affect dietary patterns at other times throughout the day (Lewis and Hill, 1998). Psychosocial factors are linked to dietary and physical activity behaviours that define energy balance. Children who suffer from neglect and depression are at increased risk for obesity during childhood and later in life (Johnson GJ et al. 2002; Pine DS et al. 2001). On the other hand, social support from parents and others increases participation in physical activity of children and adolescents (Sallis, Prochaska, Taylor 2000). There is evidence that breast milk in infancy may moderately protect against overweight in childhood (Davis 2001) while intake of foods with high glycemic index, sugar sweetened soft drinks and fast foods are associated with increased risk and prevalence of childhood obesity (Ludwig et al. 1999; Ludwig et al. 2001; French 2001); however, long term trials are needed to corroborate this association. Also, eating out (Zoumas-Morse et al. 2001) appears to be an important contributory life style factor. Excessive fat in the diet is believed to cause weight gain (Jequier 2001); however, this association is not consistently shown in epidemiological studies (Atkin L-M Davies 2000; Troiano 2000). Moreover, the type of dietary fat consumed more important than total fat consumption (Kris-Etherton P et al. 2001). Lustig (2006) proposes that the relationship between changes in the environment and neuroendocrinology of human energy balance is complex. The author explains that behaviours of increased caloric intake and decreased energy expenditure are secondary to obligate weight gain that is due to associated hyperinsulinemia, leptin antagonism and interference with normal satiety. Childhood obesity is a multisystem disease with potentially serious complications: * Cardiovascular risk factors along with insulin resistance have been documented in children as young as five years old (Young-Hyman et al. 2001). * Several studies suggest that childhood overweight/ obesity is associated with increased mortality risk in later life (Gunnell 1998; Dietz 1998). * The rapidly rising prevalence of type 2 diabetes in obese children is worrying in view of the vascular complications (heart disease, stroke, limb amputation, kidney failure, blindness) (Ludwig and Ebbeling 2001; Sinha et al. 2002). These risks appear to be higher in non-Caucasians (Goran , Ball and Cruz 2000) * Adverse psychosocial effects [more severe in white girls (Richard 2000)]. Treatment Effective intervention is essential because obese children are likely to face substantial health risks as they mature (Cali and Caprio 2008; Speiser et al.2005). Further, as healthcare costs of this problem are rising (Wang and Dietz 2002); intervention is required to prevent morbidity in adulthood while effective tools for primary prevention are being developed. Spear et al. (2007) reviewed the evidence about the treatment options in primary care, community, and tertiary care settings and proposed a comprehensive 4-step approach for weight management. This view is supported by a similar review by Uli, Sundarajan and Cuttler (2008). Several large reviews of lifestyle (i.e. dietary, physical activity and/or behavioural therapy) interventions for treating childhood obesity (Luttikhuis et al. 2008; Freeman 2008; Epstein et al. 1985) concluded that family based combined behavioural and lifestyle interventions can produce significant reduction in overweight in children and adolescents. Although Golan et al. (1998) suggested that targeting exclusively parents for change was superior to targeting only children for change, behavioural approaches involving both parents and children in the framework of a combined lifestyle intervention appear to be more effective (Wilfley et al. 2007; Epstein 1994; Bronwell 1983). Moreover, intensive lifestyle intervention (with mandatory caloric restriction, multiple counselling sessions and clinic visits and daily exercise) appears to be more effective (Nemet at al. 2005) than standard lifestyle intervention (Epstein et al. 1980). Although there is no consistent evidence to show the effectiveness of decreasing sedentary behaviour in terms of reducing television viewing (Dennison et al. 2004; Gortmaker et al. 1999), restricting TV food advertising to children may be one of the most cost-effective population-based interventions (Magnus et al. 2009). In obese adolescents, treatment with orlistat or sibutramine is sometimes used as adjunct to lifestyle interventions. However, these drugs have the potential for significant side effects and this approach needs close monitoring and follow-up (Freemark 2007). Data indicate substantial weight loss after bariatric surgery in morbidly obese adolescents but potential serious complications (Lawson et al. 2006; Uli et al. 2008) necessitating close follow-up and dedication to a specialized dietary regimen (Shen, Dugay Rajaram 2004) for successful results. Role of schools Systematic reviews of random controlled trials (RCT) by Reilly and McDowell (2003) and Summerbell et al. (2005) concluded that the evidence base for interventions in childhood activity or school-based initiatives for prevention of obesity remains limited. In contrast, Thomas et al. (2004) in their review put forward a more positive conclusion. Similarly, Flynn et al. (2006) and Doak et al. (2006) reported favourable outcomes in nearly all trials they reviewed. Interestingly, in an analysis of school-based programs, authors from National Institute for Health and Clinical Excellence (NICE), UK (2006) indicated that the evidence does not convincingly support the multidisciplinary whole school approach advocated by UK National Healthy Schools Program. Nonetheless, Connelly, Duaso Butler (2007) in their review of RCTs have supported a decisive role for obligatory provision of aerobic physical activity in schools coupled with nutritional education and skills training. Finally, Kropski, Keckley Jensens review (2008) concludes that although evidence is limited, schools play an important role in prevention strategies and different techniques directed at boys and girls for a program may have more impact. HEALTH PROMOTION MODELS RELATED TO PREVENTION OF CHILDHOOD OBESITY KnowledgeAttitude-Behaviour model proposes that as knowledge accumulates, changes in attitude are set off resulting in gradual change in behaviour. The model assumes that a person is rational (Barnowski 1997). However, evidence shows that most people in most situations do not exhibit objectively rational behaviour (Shafir LeBeouf 2002). The commonest application for promoting change by use of this model has been the provision of information in school curricula. Although knowledge partially mediates a relationship between goal setting and self-efficacy, it is not related to a change in the behaviour (Schnoll Zimmermann 2001) or to changes in physical activity behaviour (Rimal 2001) except perhaps in limited subsets of people (Wang Biddle 2001). Besides, no research has demonstrated that knowledge-based intervention programs lead to behavioural change (Contento et al.1995). Thus, the KAB model, independently, is an inadequate tool in promoting dietary or physical activity-related behavioural change. Behaviour Learning Theory (BLT): According to BLT, behaviours are performed in response to stimuli, and the frequency of such behaviour after a stimulus will increase if the behaviour is reinforced (Skinner 1938). A modern version of BLT, the Behavioural Economics model (Epstein 1999) suggests behaviour is the result of benefits and costs where benefits are reinforcers. Obese people obtain more reinforcing value from food than others (Saelens Epstein 1996) whereas physical activity was found to be more reinforcing among non-obese people (Epstein et al.1991). Further, the distance to a preferred physical activity reduced the reinforcing value of the preferred activity (Raynor, Coleman Epstein, 1998). Thus, obese people tend to find behaviours that lead to obesity more reinforcing. Saelens Epstein (1988) applied the model successfully in obtaining increased physical activity. However, application of reinforcers procedures on controlling behaviour is challenging and not all parents may be able to do it. HEALTH BELIEF MODEL: The Health Belief Model helps explain utility of health services and has been widely applied to health-related behaviours (Rosenstock 1966; Janz, Champion Strecher 2002). The model explains health actions through the interaction of sets of beliefs: perceived susceptibility, perceived seriousness perceived benefits and disadvantages and cues to action. There is evidence that promptness to cues varies depending on their source (Jones, Fowler Hubbard 2000) and perceived importance (Strychar et al 1998). Perception of susceptibility also varies between populations and may not translate into intention to change behaviour (Humphries Krummel 1998) or may do so only weakly (Leventhal, Kelly Leventhal 1999). A meta-analysis study by Witte and Allan (2000) of fear-based communications revealed that they can induce behavioural change by affecting individuals perception of threat. However, because children and adolescents tend to see themselves as immortal, the concept of fear and threat and perceived risk, susceptibility and seriousness are not useful in this age group. HBM may become more relevant if the perceived seriousness of and susceptibility to obesity becomes alarming (Baranowski 2003). Social Cognitive Theory (SCT) proposes (Bandura 1986) that behaviour is a function of continuous mutual interaction between the environment and the person. Changing behaviour revolves around the ability to exert self-control which is motivated by outcome expectancies because people desire to achieve positive outcomes and avoid negative outcomes. The theory has been tested with a number of behaviours and number of target populations (Bandura 2004; Sharma, Wagner Wilkerson 2006). Programs based on SCT have resulted in some changes as reported in a review by Sharma (2005) of school-based interventions for preventing childhood obesity where SCT was the most popular basis of intervention. However, the predictability of SCT concepts for understanding diet and physical activity among children (Baranowski, Cullen Baranowski 1999) is poor it could be that the concepts are too complex to influence the behaviours of children. Children may not be expected to or able to exercise much control over their diet or physical activity and therefore environmental variables like parenting (Cullen et al.2003) and availability of food and physical equipment (Hearn et al. 1999) are more significant. Theory of Reasoned Action (TRA) or Theory of Planned Behaviour (TPB) (Fishbein and Ajzen 1975; Madden Ajzen 1986) has been applied in many health behaviours (Sutton 1997). It proposes that attitudes, perceived social norms and perceived behavioural control predict behavioural intentions which in turn influence behaviour (Armitage Conner 2001). However, some behaviours are not under a persons control (e.g., healthier food choices may not be available at neighbourhood stores) which is a limitation of TRA. Further, it may be difficult to predict social norms (Terry Hogg 1996). Goding Koks review (1996) reported that the efficiency of the theory varies between health-related behaviour categories. TPB model has been applied to childhood obesity prevention programs with results showing both good (Andrews, Silk Eneli 2010) and mixed (Fila Smith 2006) predictability. Transtheoretical model (T) This model proposes that health behaviour change involves progress through six stages of change: precontemplation, contemplation, preparation, action, maintenance, and termination and describes 10 processes that enable this change (Prochaska et al.1992). The model has been successfully applied in addictive disorders like smoking (Velicer at al. 1998) but has limitations when applied in the treatment of eating and weight disorders (Wilson Schlam2004). T has been applied to obesity with studies reporting both good (Sarkin et al. 2001) and poor predictability (Macqueen, Brynes, and Frost 2002). Ecological and Social Ecological Models The complex etiopathogenesis of childhood obesity suggests that social ecological (SE) models may yield creative lasting solutions (Huang and Glass 2008). The SE model initiated by Bronfenbrenner (1977) and subsequently developed for understanding obesity by Davison and Birch (2001) and Story et al. (2008) propose that the individual is shown as contributing their cognitions, skills and behaviours, lifestyle, biology and demographics, while embedded in other circles representing the social, physical and macro-level environments to which they are exposed including families, neighbourhoods and the larger cultural environment. Swinburn, Egger Raza (1999) have described the ANGELO (analysis grid for environments linked to obesity) framework which is an ecological model for understanding the obesogenicity of environments. The International Obesity Task Forces model is also based on this theory and describes societal policies and processes with direct and indirect influences on body weight (Kumanyika et al. 2002) as shown here: An ecological approach is also the basis of the Canadian model: the Child Health Ecological Surveillance System (CHESS) represents a prototype for addressing childhood obesity through a local approach, with possible generic applications and global implications (Plotnikoff 2010). Global, regional and national prevention strategies As part of the response to fight the childhood obesity epidemic, WHO (2004) developed the Global Strategy for Diet, Physical Activity and Health (DPAS) and produced a range of tools to assist Member States and stakeholders to implement DPAS. It emphasised that National plans should have achievable short-term and intermediate goals. A schematic model developed by WHO (2008) for implementation and monitoring of DPAS provides the basis for a framework for action and explains how supportive environments, policies and programmes can influence behaviour changes in a population and have lasting environmental, social, health and economic benefits. The monitoring and evaluation component provides the foundation for promotion, policy development and action. Figure 2: Implementation framework for the Global Strategy on Diet, Physical Activity and Health The model emphasises the need of right mix of upstream (socio-ecological) approaches aim to shape the economic, social and physical (built and natural) environments, midstream ( lifestyle) approaches aim to directly influence behaviour (reducing energy intake and increasing physical activity), and downstream (health services) approaches support health services and clinical interventions (Sacks, Swinburn and Lawrence 2008). Population-based prevention strategies developed in the context of a social determinants-of-health approach and implemented both at the national level and locally in school and community-based programmes help to change the social norm by encouraging healthy behaviours. Further, the responsibility of tackling health risks when transferred from the individual to governments (and decision-makers) helps to address associated socio-economic inequalities (WHO 2009). To be successful, action by multiple stakeholders, coordinated by strategic leadership is vital. Global surveillance tools recommended for growth assessment are Child Growth Standards (WHO 2006) and the Global School-based Student Health Survey (GSHS) (WHO 2009). WHO has identified key challenges of population based prevention strategies: * Globalization of food systems creating economic and social drivers of obesity through changes in the food supply and peoples diets, * Poorly designed urbanization * Deepening socioeconomic inequalities * Obesity in those with physical and/ or mental disabilities. * Cost-effectiveness: A model-based analysis by the Organisation for Economic Cooperation and Development (OECD) and WHO, suggests that combined approaches which address multiple determinants can improve efficiency of intervention programmes (Sassi 2009). Based on The Ottawa Charter for Health Promotion (WHO 1986), key elements of global prevention strategies based are: * Work at multiple settings schools, after-school programmes, homes and communities and clinical settings * Identify and include vulnerable groups. * Use of correct approach, or better, a mix of approaches for a given situation is crucial along with concern of country- and community-specific factors, such as availability of resources and/or socioeconomic disparities. * Set priorities and targets and engage with all stakeholders in a transparent manner. * Allow public access to information on partnerships and disclose potential conflicts of interest to minimize conflicts of interest. * Effective programme implementation and sustainability long term planning and budgeting, as well as identifying cost-effective interventions such as the ACE-Obesity project (Carter et al. 2009) is vital.. * Creative funding to warrant long-term sustainability; this might include the development of strategies to uncouple funding by the private sector from direction setting and intervention selection. The International Obesity Taskforce (IOTF) have developed in consultation with WHO a set of (Sydney) principles defined to cover the commercial promotions of foods and beverages to children and guide action on changing marketing practices them (2007). The principles aim to ensure a degree of protection for children against obesogenic foods and beverages. In November 2006, European Union (EU) Member States adopted the European Charter on Counteracting Obesity, which defines WHO policies and action areas at the local, regional, national and international levels for all stakeholders in government and private sector (food manufacturers, advertisers and traders) and professional, consumers, international and intergovernmental organizations. To encourage individual behavioural change, the strategy Healthy Weight, Healthy Lives: A Cross-Government Strategy for England (2008) has been developed with following key features: * Children, healthy growth and weight * Promoting healthier food choices * Building physical activity into peoples lives (Healthy towns build on the EPODE model ( Borys 2006) * Creating incentives for better health * Personalised advice and support Policy drivers include national policy changes (e.g. increased support for surveillance, promotion of breast feeding, bans on unhealthy food advertisements, social marketing campaigns); changes to the food supply (e.g. development of a healthy food code, introduction of front-of-pack labelling, limits on fast-food restaurants near schools and parks, increased supply of fresh fruit and vegetables to stores in deprived areas); development of a national physical activity plan in part (tied to the 2012 Olympics with the purpose of improving built environments); and improved nutrition-related health service provision). The project is led by an intergovernmental team, and has provided resources for local authorities and National Health Service (NHS) and established knowledge-sharing points. Partnerships within government have been strengthened in order to leverage funds and to integrate projects into existing strategies and programmes. * Facilitate a national dialogue on societys response to the epidemic of excess weight * Develop a comprehensive marketing programme * National prioritisation and clear accountability within Government * Build up Staff skills and capabilities * Extensive support and guidance for PCTs and local authorities * Clear Whitehall decision-making and setting aside financial resources The Government and Convention of Scottish Local Authorities (COSLA) have developed a Route Map to prevent overweight and obesity (2010) for decision-makers working with their partners, NHS Scotland and businesses to develop and subsequently deliver lasting solutions. The Government has targets to reduce the rate of increase in the proportion of children with unhealthy BMI by 2018 but none yet for obesity or weight management. Policies for prevention are directed at reducing energy consumption, increasing physical activity and minimising sedentary behaviour, creating positive health behaviour through early life interventions and building healthier work place environments. Policy drivers include: 1. For obesity management: * The HEAT (health improvement, efficiency, access, treatment) H3 target for child healthy weight intervention programmes * Counterweight (evidence based obesity management in Primary Care) * Scottish Enhanced Services for childhood obesity in the Western Isles 2. For obesity prevention * Implement initiatives in Lets Make Scotland More Active * Recipe for Success: Scotlands National Food and Drink Policy * Eight Healthy Weight Communities programmes across Scotland * Seven Smarter Choices Smarter Places active travel demonstration towns * The Take Life On national social marketing campaign aims * Beyond the School Gate and NHS Health Scotlands Healthy Weight Outcomes Framework will provide guidance to help create health-promoting communities In addition, there are several national programs directed to a Greener, Healthier, Smarter, Safer and Stronger Scotland which are likely to have indirect contribution to tackle overweight and obesity. CONCLUSION: The essay emphasises the rapidly increasing burden of childhood obesity with associated population profile changes and increasing social inequalities. It explains the complex multifaceted and interlinked causal pathways that form the obesogenic environment. Community and school-based obesity intervention and prevention programmes are described and the role of research protocols in gathering evidence for such interventions and their usefulness is briefly explored. Existing global, regional and national prevention and implementation strategies to fight childhood obesity are specified. The author has reviewed and compared various forms of prevention strategies and interventions (singly and in combination) that are in practice and in which conditions they are effective. The important role of socio-economic development and government policies on urban planning, environment, transport, and education and vitally, the agriculture and food industry can be designed and implemented to achieve reduction of obesity is emphasised. Evidence for effective prevention of childhood obesity is strongly challenged at present. Further research is required to identify best practice procedures for public health policies that are cost-effective, culturally sensitive, deal

Financial Crisis: Theoretical and Historical Perspective an Article by

LITERATURE REVIEW There are too many studies about crisis because crisis are experiencing anywhere and anytime in the world. I have scanned many articles about types of crisis and examples of them. There are too many article but I can’t found any containing two of them together. There are too many research resources but they are very scattered. Almost all of them are post graduate level. They are hard to understand as a sudent at the graduate level. There is a sample article by Gà ¼ven Delice. Title of article is Financial Crisis: Theoretical and historical perspective. In this article Delice mentioned definition of the financial crisis, types of financial crisis, financial crisis models and historical process but all of them are theoretical. There is no experienced example about types of crisis. If we look at another article by Ahmet Turgut we can see almost same things. Again there is no experienced example about types of crisis. He mentioned types of financial crisis, indicators of financial crisis. All of these are theoretical. I am planning to do a project which include both theory and experienced examples. TYPES OF CRISIS There are many factors in Economy. Therefore, inherently there are many reasons for occurrence of crises. After Second World War, national and international financial markets integration process bring with case of financial crisis. Especially since 1990 this case was rise rapidly. In this project I am going to try to explain this reasons so types of crises. I am going to mention 4 types of them; †¢ Currency Crisis, †¢ Banking Crisis, †¢ External Debt Crisis, †¢ Systematic Financial Crisis. Before starting to explain types of financial crisis I want to mention four important factor that cause financial crisis a... ...u ve Ä °ktisat Dergisi. 20. 35 – 46. - Chan, K. S., Dang, Q. T. (2012) 1997 Asian Currency Crisis, Financial Linkages, and the Monetary Policy of Japan. 20. 1-17. - Burnside, C. , Einchenbaum, M. , Rebelo, S. (1998) Prospective Deficits and the Asian Currency Crisis. National Bureau of Economic Research - Boasson, V. (2012) The 2007 – 2009 Global Financial Crisis: A research Synthesis. Sigillum Universitatis Islandiae. - Glick, R., Hutchison, M. (2011) Currency Crises. Federal Reserve Bank of San Francisco Working Papers. - Havranek, T. , Rusnak, M. , Smidkova, K. , Vasicek, B. (2012) Leading Indicators of crisis Incidence, Evidence From Developed Countries. European Central Bank Working Paper Series. 1486. - Kramp, R. S. (2010) The Great Depression. Library Juice Press. - Bernstein. M. (1987) The Great Depression: Delayed Recovery and Economic Change in America.

Various Architecture Problems

Undertaking 1: A ) Identify Three ( 3 ) different types of edifice: 1.Residential – A residential edifice is a constructed for residential tenancy and can suit a person’s to populate in. There are a few types of residential edifice such as flat set of room fitted particularly with housekeeping. Then Condominium besides included as a type of ownership in existent belongings where all of the proprietors own the belongings, common countries and edifices together, with the exclusion of the inside of the unit to which they have title. Following townhouse is similar to condo in that each abode is attached to next abodes. Figure 1 ( A ) 2.Non-Residential -Non-residential edifices use some intent other than residential. Non-Residential are edifices other than homes, including fixtures, installations and equipment that are built-in parts of the constructions and costs of site clearance and readying. Non-residential edifices comprise.Example include commercial such as is abuildingthat is used for commercial concern intents, Educational Buildinga edifice designed for assorted activities in a primary, secondary, or higher educational system such as school and college. Then Manufacturing edifice are include as a non-residentialis the edifice for production of goods for usage or sale. 3.Industry Building -Industrial edifices are frequently a warehouse or other big. Industrial edifice designed to house industrial operations and the provide necessary status for work and the operation of industrial equipment. Industrial edifices has been grown up with fast long times ago in the universe. There are a few industrial edifices such as mill, refinery, factory and others. Industrial edifice by and large have skeletons in the form of cross frames, with Colum embedded in the foundation and balk beam or trusses hinged to the Colum. Figure 3 ( A ) B ) Select One type of edifice in undertaking 1 ( a ) , place and depict Two constituent of infrastructure and superstructure of the selected edifice. Residential Building -Residential Buildings is an of import thing of all. Residential edifice is a edifice that is occupied by all the people all the clip. Residential edifice is besides really fast turning but non in Malaysia but around the universe. Custom residential edifices will be sold or rented to those in need through the building companies or agents that have been registered. Residential edifice included such as cottage, patio house, flat and condominium. Infrastructure: -Substructure is a last support part of a construction. Basically a construction located that inside the land degree such as foundation. A foundation is hence that portion of the construction which is in direct contact with the land to which the tonss are transmitted. Foundation -Ensure that the structural tonss are transmitted to the undersoil safely, economically and without any unacceptable motion during the building period and throughout the expected life of the edifice or construction. Figure 1 ( B ) Superstructure: -Superstructure is an drawn-out portion of the infrastructure. A construction that stands above the land degree and the floor degree is known as pedestal. Plinth is hence defined as the part of the construction between the surface of environing land and surface of the floor. Floor -floor is that portion of a edifice on which furniture, family, commercial and others. Floor is used for walking about and besides strength and stableness to utilize. There are a few types floor such as solid lumber floor, timber laminated floor and concrete floor ( Solid Ground Floor ) Figure 2 ( B ) Roof -Roof is made to cover room from upper face. Different types of roofs are used in constructing depending on the location and roof besides give a protective covering to the edifice, so rain, air current or snow may non damage the edifice. Figure 2 ( C ) C ) Explain the characteristic and map ( s ) of each edifice constituent that has been province in Task 1 ( B ) -The characteristic and maps of floor is the floor surface of a edifice site which receives all the activities and other tonss.The building floor shall hold safety characteristics and comfort. Shocking normally consists of a figure of base bed, bed of sand, concrete liner and coating coatings. Stability should be included on the floor. The stableness of the floor doing it a robust construction. The following is floor should besides dwell from floor strength besides to suit unrecorded burden. Comfort is besides of import to do certain the temperatures either hot or cold. Then the characteristic and maps of the roof is to give a protective covering to the edifice, such as rain, air current or snow may non damage the edifice. Following conditions opposition is required to protect a edifice from the damaging. Structural stableness besides could be supplying support for the roof. Supply good visual aspect might be a major ocular component in the design of a edifice. Undertaking 2: A ) Define dirt probe -Soil probe is of primary importance in the building sector. It is necessary before constructing a new construction to forestall the failure of the foundations at a ulterior phase. Bearing capacity of dirt and the dirt must be established to find whether the stableness of the foundation can be obtained. Soil of probe is of paramount importance for building undertaking. B ) Briefly explain Two ( 2 ) types of dirt simple -Disturbed dirt Samples Disturbed dirt samples, as their name implies, are samples taken from the drilling tools. Examples are auger slivers, the contents of the split-spoon sampling station in the standard incursion trial, sludge from the shell or wash-water return, or manus sample dug from test cavities. Disturbed samples are usually used for the finding index belongingss of the dirt such as the unit weight and specific gravitation. The sample besides used for categorization trial such as screens and gravimeter analysis to obtained the atom size distribution and Waterberg bound trials to happen the consistence of cohesive dirt. -Undisturbed Soil Samples Undisturbed dirt samples, obtained by driving a thin-walled tubing into the dirt, represent every bit closely as is operable the true unmoved construction and H2O construction and H2O content of the soil.it is of import non to overdrive the sampling station as this compresses the contents. It should be recognized that no sample taken by driving a tubing into the dirt can be genuinely undisturbed. Undisturbed samples are needed for more sophisticated laboratory trial such as shear strength, include the unconfined compaction trial, direct shear or shear box trial and Trixie trial under unconsolidated untrained ( UU ) , amalgamate untrained ( CU ) , and consolidated drained conditions ( Cadmium ) . C ) Soil drilling are the most common method of subsurface geographic expedition in the field. Briefly explain THREE ( 3 ) types of drillings. ( 1 ) Percussion Boring Boring: -Percussion Drilling is the procedure of doing boreholes by striking the dirt so taking it. The tools are repeatedly dropped down the borehole while suspended by wire from the power windlass. Meanwhile, H2O is circulated to convey the dirt film editings to the land surface. A shell and a pump are required to go around the H2O. ( 2 ) Rotary Boring Boring: -Rotary Drilling uses rotary motion of the drill spot with the coincident application of force per unit area to progress the hole. In this procedure a hole is made by rotary motion a hollow steel tubing holding a cutting spot at its base. The cutting spot makes an annulate cut in the strata and leaves a cylindrical nucleus of the stuff in the hollow tubing. This method is the most rapid method of progressing a hole in dirt and stone. Boring clay may be needed to forestall dirt cave-in. ( 3 ) Hand/Mechanical Auger Boring: -Hand plumber's snakes may be used for tiring to a deepness of about 6m. power plumber's snakes may be used for tiring to a deepness of approximately 10 to 30 m. Next, as the hole is tiring a short distance, the plumber's snake may be lifted to take dirt. The removed dirt can be used for field categorization and research lab testing, but it must non be considered as an undisturbed dirt sample. Power plumber's snake set with a drill rig can be used to obtain samples from deeper strata. Undertaking 3 A ) Describe with the assistance of studies the anatomy of the lumber: 1 ) Bark: -Hard outer covering. -Protect tree from harm. 2 ) Bast: -Layer surrounds the cambium. -Carries nutrient made from foliages to the other portion of the workss. 3 ) GROWTH RINGS: -Annual rings. -Each pealing one twelvemonth grown. 4 ) Beam: -Convey nutrient from the blast into the cambium bed to sapwood to heartwood. 5 ) Sapwood: -Newly formed portion of the tree. -Cells carry H2O and minerals to subdivisions and foliages. 6 ) Heartwood: -Provides useable lumber for building ( difficult, strong, and lasting ) . -Gives support to the tree. 7 ) Pith: -Centre of the bole. -Consists of soft, dead cells from original sapling. B ) Discuss the THREE ( 3 ) factors that will impact strength and lastingness of lumber. Factors that will impact strength and lastingness of lumber are due to natural factors. The temperature can besides impact the strength and lastingness of wood. lumber that has been cut can non be left at high temperatures because it could impact the opposition of wood Example, the grains are way of wood cell and the longitude axis of a lumber that were swan and this can give an consequence to the strength of a lumber. Following, Factors act uponing the humidness changes the wood and adhesive strength. Visibility between wood and adhesive are affected by wet content. Following factors is will give affect is transition defect it usually, cause by human such as hapless drying and hapless film editing. Following is deterioration defect Reproduction by spores and the favourable status for it growing is where the topographic point have a good temperature, O and wet. Higher wet content will cut down strength and lastingness and cause lumber to disintegrate. Densities besides give consequen ce to strength and lastingness due to dense microstructure. C ) With the assistance of studies, briefly explain the THREE ( 3 ) types of lumber defect – A defect of lumber is any abnormality looking in or on the lumber that may cut down its strength or lastingness if used for building work. It may happen in the lumber during fending or flavoring. Defect can sort three types such as natural defect, transition defect and impairment. Natural defect: Nature defect it’s the grains are way of wood cell and the longitude axis of a lumber that were swan. This can give an affects to the strength of a lumber. Conversion defect: Normally, cause by human. Example hapless drying and hapless film editing. Deterioration defect: Reproduction by spores and the favourable status for it growing is where the topographic point have a good temperature, O and wet included dry putrefaction ( most common and fungous onslaught ) and wet putrefaction ( become toffee, lose strength and crumble ) . Undertaking 4:Describe and discourse about the choice of the roof system:– The roof system for a cottage is level roof. This is because to cover a level or low-pitched roof. This is normally known as a membrane and the primary intent of these membranes is to waterproof the roof country. Besides, these roofs are found in traditional edifices in parts with a low precipitation. Modern stuffs which are extremely impermeable to H2O do possible the really big low-pitch roofs found on big commercial edifices. Materials that cover level roofs typically let the H2O to run off from a little disposition or camber into a trough system. Water from some level roofs such as on garden sheds sometimes flows freely off the border of a roof, though gutter systems are of advantage in maintaining both walls and foundations dry. The Philosophy behind the selected roof system:-I had purpose utilizing level roof because there are plentifulness of advantages. The advantages utilizing level roof. The most obvious advantage is that they are easier to mount and inspect. These roofs offer more stableness than sloped roofs. Flat roofs are besides cheaper to re-coat and put in so their aslant opposite numbers. With proper attention, level roofs are durable and easier maintain.Sketch the subdivision of the foundation, land beam and floor of the edifice, and besides roof beam and roof system of the edifice:

Gender and Globalization Essay

Globalization and its Impact on Women’s education Worldwide Globalization is defined as the worldwide movement toward financial, economic, and communication integration. Globalization has improved the lives of women worldwide, especially the lives of women living in developing countries. However, women remain disadvantaged in many aspects in life including health, employment, rights, and education. In this essay, I will discuss the impact of globalization on women worldwide, mainly on their participation in education. Although many advantages were gained, there is still worldwide inequality in education. According to the UNESCO, inequality in education is directly connected to poverty (Globalization 101)[1]. Studies have shown that more female children are not attending than male children in poor areas. Sub-Saharan Africa, Western Asia, and Oceana still face challenges reaching gender inequality for primary education. On the other hand, the Caribbean, Eastern Asia, and Latin America have more female students than male students going on to secondary education. In extremely poor or rural areas, females are less likely to have any type of education. In many of the world’s poorest countries located in Sub Saharan Africa, the Arab States, and West Asia the education of females in many is not valued because they are expected to contribute more at home, while males should gain skills to work and support their families. According to the UNESCO, the elimination of inequality in education would help lessen poverty in general. Also, female education has indirect effects for society such as improved fertility rates, improved child health, and improved educational opportunities for everyone in the household. In addition, increased skill levels allow women to participate more in the economy, which will increase the economic prosperity of the family (Globalization 101)[1]. Although globalization has opened markets worldwide, increased profits, and created more jobs for all countries and citizens, this neo-liberal model has increased poverty in many parts of the world and deepened the inequalities within the nations. Globalization has caused the rich to be richer and the poor to be poorer. Globalization mainly affects women because majority of the world’s poor are women (Shortchanging women WEDO)[2]. Also, structural adjustment policies with their elimination of subsidies, attendant price increases, and social services decreases, have increased the vulnerability of women and children where the distribution of the provision of health care and education favor income earning adults or men. Structural adjustment causes women hold responsibility of dealing with increased priced and income decrease. With increased unemployment and decreased wages for men, the responsibility is placed upon the women and children to take part of economic activity in order to support the household. In Peru, One study found that the effects of economic crisis and structural adjustment led to a significant increase in poverty. Structural adjustment policies and other forms of neo-liberalism are a major factor behind the â€Å"feminization of poverty†(Moghadam 1999)[3]. Although globalization offers women great opportunities, women are faced with equal new challenges. Women are still disadvantaged in many areas in their lives such as education. Gender inequality in education is still occurring in many developing countries, and it is directly connected to poverty. It is believed that eliminating gender inequality in education would lessen poverty. Neo-liberalism and structural adjustment are aimed to make economic and financial improvements worldwide, however, they are said to be a major factor behind women’s poverty in many areas in the world. In conclusion, Globalization with all its advantages to women’s education, it shares equal disadvantages and challenges that many women around the world will continue to face everyday. Works Cited: [1] http://www.globalization101.org/uploads/File/Women/Women2011.pdf [2]http://www.wedo.org/wp-content/uploads/shortchanging-women-factsheet.pdf [3]http://jwsr.ucr.edu/archive/vol5/number2/v5n2_split/jwsr_v5n2_moghadam.pdf