Childrens Understanding of Food And Nutrition

Childrens Understanding of Food And Nutrition There has been much attention paid to the diet of children in the media of late as concerns about childhood obesity continue to grow as more incidences are reported; a search on the web reveals results of about 80,600 for childhood obesity news items (0.32 seconds) (web search conducted on 14th April 2010). As food intake has an obvious link to obesity the article investigating school childrens knowledge and awareness of food and nutrition may provide insights to this situation and perhaps offer suggestions to remedies that might improve childrens diets. The literature in this study is comprehensive citing work from the UK, USA, Australia and New Zealand. All of these countries are English speaking countries with a Western diet and lifestyle so any comparisons drawn from the study of Surrey schoolchildren could bear relevance on the issues discussed. Authors from Health Education Authorities and writers from nutritional education and medical backgrounds contribute work that dates from 1980 to 2001. As the article is dated 2002 some of the information may now be outdated regarding the guidelines provided by health authorities and the programmes of study contained in the Primary School curriculum in the UK at 2010 which has undergone changes and is now known as the National Strategy that incorporates food and nutrition education throughout the cross curricular themes and especially in the health education element of physical education. The literature covers a wide variety of topics pertaining to the investigation including quantitative information resulting from diet and nutrition surveys (Gregory et al, 2000), food guidelines (Department of Health,1998; FAO/WHO, 1998) and qualitative information from research conducted by various authors (Birch, 1980; Dobson et al., 1994; De Bourdeaudhuij, 1997). All literature was fully referenced to allow the reader to follow up points of interest or to verify facts and validate claims. The aims of the study were to elicit childrens understanding of: à ¢Ã¢â€š ¬Ã‚ ¢ aspects of parental control over food choices and food rules that interact with food provision; à ¢Ã¢â€š ¬Ã‚ ¢ how diet and diseases are connected, specifically dental health and obesity; and à ¢Ã¢â€š ¬Ã‚ ¢ the categorization of food into groups and the schemes children use to do this. The methods used for this investigation are clearly stated; they are based on the population coming from the percentage of Free School Meals (%age FSM) as an indicator of socio-economic status (SES) for 7-11 year olds in Guildford, Surrey. Following a grouping of the quartiles of %age FSM entitlement, a judgmental selection or systematic random sample was made from the top and bottom ends of the calculated figures. Children at either end of the age scale were chosen to provide a clear comparison between attitudes relevant to age and within the sample the sample framing was randomly achieved by selecting the identified category through single gender alphabetical listing from registration rolls. Thus seven girls and seven boys were selected from each participant school with reserves in case any child should drop out or be unavailable. Motivation and understanding form the two criteria being investigated regarding food choices by this pre-adolescent age group. Though the study is limited to a small number of participants, 390 in all, it is hoped that generalisations might be made regarding the greater population. Focus group discussions were used to obtain data with open-ended questions (as prompts) on four core topics providing the instrument to be used by the same moderator for each group. Audio recordings were made of the discussions for transcription and narrative analysis. The moderator also expanded, where necessary, with further verbal explanation to stimulate discussion. Although the sample was refined and the questions pre-set, the group discussion method may not offer valid results as the language skills of children may vary greatly and prompting may have contained leading questions that could skew results. The analysis involved putting emerging themes into categories from participant quotes by two separate investigators working blind on the data sources. As the information related to groups rather than individuals, the unit of a nalysis had to be the group and therefore possibly a dominant voice which is a weakness in this investigation. The researchers also state that descriptive summaries form the basis of the analysis and that, No formal statistical tests were applied to the data, which are qualitative in nature. The lack of formal statistical results is another weakness as a more structured questionnaire might have provided a means of analysis with testable results. Using something like a Likert scale to show greater or lesser agreement with statements might have allowed this particular survey/investigation to be used elsewhere with independent interviewers over a much larger sample, both in numbers and geographically. Perhaps also employing stratification in the sampling would reveal clearer perceptions and attitudes specific to age groups and gender to separate the SES variable in responses. This study aimed to gain an insight into the current awareness of nutritional issues amongst primary school children and the language they use in association with these topics. This statement contained within the article does not uphold the original aims (mentioned earlier in paragraph 3) and so the integrity of this piece is compromised by the introduction of language as a contributory factor to the outcome. None of the quotes or analysis statements qualifies fat as being overweight/obese/health risk. The focus group methodology proved successful in achieving this objective with a number of key themes emerging from the discourse which will be used to feed into the development of food based dietary guidelines for children. As the objective failed to mention the influence of language in its parameters this statement also fails to uphold the original aims. Despite stating, By using qualitative methodology, it was anticipated that the full range of responses would be captured whilst avo iding pigeonholing this dynamic population with pre-existing beliefs. Analysis was designed to examine how these areas of enquiry varied with gender, age and SES, the arguments presented are based on a subjective analysis that assessed the quotes on implied testimony and what the authors thought the children meant in their responses. There are obviously difficulties and barriers to overcome when collecting qualitative data and considering the language element and the limitations on verbalisation particularly from younger children, the questions presented should perhaps have been more sympathetic to their cognitive ability and been supported by visual stimulus with foodstuffs and outcomes shown as picture alternatives that could be chosen to express the consequences of certain choices rather than relying on verbal language alone. Particularly as the research was addressing SES as a contributory factor to eating habits and knowledge and understanding of food the researchers failed to take into account the effect SES might have on the ability to express well any intended meaning which ultimately is open to interpretation by the investigators. Although food-health links were reported more frequently by low as compared with high SES groups, the former were less likely to be correct in the associations made (44 and 84% correct for low and high SES groups, respectively). Gender differences in the accuracy of food-health and food-nutrient links were also apparent (85% correct for girls and 65% correct for boys). The article does provide a foundation for further study but the methods used, especially the design of the instrument, need further refinement to eliminate other influences on the outcomes. As the article is presented by the Centre for Nutrition and Dietetics, School of Biomedical and Life Sciences, University of Surrey, Guildford, Surrey, UK it would be reasonable to expect greater consideration to be given to the educational inconsistencies and language skill and ability to effectively articulate particularly when the literature contains references to Piaget, the Department of Education and Employment, childrens interpretation of nutritional messages and Focus Groups: A Practical Guide for Applied Research. The authors do admit, Our sample was drawn from a narrow demographic population and so these results cannot be generalized to the British primary school population as a whole. And they further state, The focus group methodology itself has both advantages and disadvantages when a pplied to this age group. Although it did allow the children more freedom to express their opinions, highlighting language and trains of thought which would not have been covered by a more structured approach, a number of the children were reluctant to take up the opportunity to discuss topics, being content with short, succinct answers. In these cases, probing by the moderator inevitably results in more direct questioning and the potential for unintentionally leading questions. Similarly, the problem of children parroting learned responses or those, which they perceive to be correct regardless of personal beliefs, has been raised by other researchers (Lytle et al., 1997). The frequency of apparently accurate food classifications in the current study that were not substantiated by correct justifications would support this phenomenon. Rather than seeing differences in attitude in direct correlation to SES the research discovered that gender difference was the biggest factor in the st udy. The findings report, the need to develop cognitively appropriate age and gender specific food based dietary guidelines for children. Though this may be interesting it was not part of the initial objective or aim of the research and in writing this article there should have been a clearer definition of the expectations and how extraneous variables were to be controlled. The questions used did not address how much information the children had received from their studies in school but assumed that much of the information was gained from peers, TV advertising and parents. There should have been a comparison with the knowledge already delivered (if not learned) at the Key Stages from the curriculum with the information expressed from the children and a clear differentiation between where they gained their information from. Dental health came across as a knowledgeable area which is unsurprising as it is delivered as part of the curriculum from nursery age but elements of healthy livi ng like heart disease etc are not addressed until much later in the school programme of study.

How far did the problems of his reign stem from Edward VI’s minority? Essay

It can be said that Edward VI’s minority, like many other boy Kings caused most of the problem’s in his reign simply because it was other men ruling the country to their preferences and not to the country’s. However, Edward’s minority was not entirely responsible for the problems of his reign, the financial situation, for instance, was inherited from Henry VIII. Edward’s minority did bring problems to his reign. Although Edward was a minor, it can be said that he influenced his councillors with his views on religion as well as on politics. The minority, however, meant that the councillors appointed by Henry VIII would rule the country until Edward was of age. However, Somerset manipulated the court and was named Lord Protector. One person was ruling England, meaning that he was carrying out his own views on matters, there was no consultation. Somerset, to a certain extent was more concerned with power than with the country. Somerset’s disastrous foreign policy can ultimately be blamed on Edward’s minority. Somerset was at war with Scotland as well as France. He was unable to secure a marriage alliance with between Edward and Mary Queen of Scots, which later married the French Dauphin. With the war he also drove England into further debt, thus Edward’s minority meant that Somerset was causing more problems than he was solving. Northumberland was also concerned with power. When Edward was dying, the succession had become a serious problem because Northumberland seemed to be firmly in control, but Edward’s death meant that he would lose power. In an attempt to secure his position he married his eldest son, to Lady Jane Grey in 1553. Jane Grey was proclaimed Queen by Northumberland, whilst Mary proclaimed herself Queen. Northumberland had underestimated the amount of support for Mary in the country. This event would perhaps not have occurred if Edward had not been a minor at the time; a smooth succession would have probably taken place. Both Lord Protectors had different aims. Whereas Somerset was more concerned with foreign policy, Northumberland tried to secure the financial situation. They seldom took the King’s views into account, thus his minority allowed the Lord Protector’s to do as they pleased in which case the problems did result as a result of Edward’s minority. Throughout the ages we see that boy Kings have been failures mainly because of their minority. An example of this is Edward V and his younger brother who were deposed by their uncle Richard Duke of Gloucester. We see that a minor King was weaker, less powerful and easier to control, thus many problems could arise as a result of the King’s minority to the extent of a deposition which occurred in 1483. However, there were problems that arose which did not stem from Edward’s minority. The financial situation was inherited from Henry VIII; he had left the country bankrupt. Even though Somerset may have driven England into further debt, the problem was already present, thus this problem did not stem from his minority because the problem was already present when he came to power. People did not revolt against Edward. The grievances made no mention of their unhappiness with the King. The Western Uprising and Kett’s Rebellion were caused by the unhappiness of the peasants because of religious as well as socio-economic factors. The Tudors were a popular monarchy, thus people would do little to cause the deposition of the King or even problems. All the problems we find in his reign did not all stem from Edward VI’s minority. Whoever ruled England from 1547 to 1553 faced great problems of inflation, poor harvests, and the ‘sweating sickness’ that killed many thousands in 1551. It is evident that the King’s minority cannot be held responsible for such uncontrollable things as disease and harvests. Somerset fell from power in 1549, despite this Edward remained in power. This is significant; it shows that in spite of Somerset’s failure to secure his position as Lord Protector as well as the foreign and financial policy, people were loyal to their King thus his minority did not always cause problems. An adult King would have prevented trouble developing amongst his councillors. There would have been no rivalries over power. Clear policies would have also been established, whereas the changes and compromises of Somerset and Northumberland could have only improved the government. However, Edward’s minority caused struggles over power, policies to the convenience and view of each councillor, and changes to suit each Lord Protector at the time, his minority seldom provided England with anything positive.

A Startling Fact about Essay Topics for Upsc Uncovered

A Startling Fact about Essay Topics for Upsc Uncovered Essay is about putting into beautiful words, our ideas and ideas. Learn as though you should live forever Mahatma Gandhi Strength doesn't come from physical capacity. Joy is the easiest kind of Gratitude 5. Section B Joy is the easiest type of gratitude. What to Expect From Essay Topics for Upsc? Criteria for the selection could be dependent upon your interest and the knowledge you have concerning this issue. Below you'll find few suggestions for your essay writing preparation for upsc mains. Attempt to prevent topics of controversy for your essay and select factual topics where it is possible to give plenty of information. Also, you can look for sample expository essay topics so you will be aware of what to research and that which you will deal with. The trick is to receive a very clear comprehension of the topic. If you are feeling unsure at any stage, you should go for inexpensive essay writing services readily a vailable online as opposed to risking for any error. Describe some tasks which you've accomplished over the last two years which don't have any connection to academic studies. Whilst you're incorporating your research, you have to take somewhat from a good deal, which means to refer exactly from a wide variety of various sources. What you have to do is to talk about the topic. A lot of people see the broader title and begin writing the essay before understanding the topic of the topic. Do your best in writing the essay and be sure that you aren't going to incorporate any opinions. What you aspire to teach your reader will decide on the form of your essay. In essays a reader is made to think not merely on a single side of the coin. When writing this essay, select a subject of interest. What's Truly Happening with Essay Topics for Upsc Keep in mind that a criticism doesn't signify that you concentrate on highlighting the weaker aspects of the book. An essay should quintessentially include an excellent introduction, followed by a comprehensive body and finally an excellent conclusion. In your ordinary newspaper reading if you discover some excellent lines or examples then keep noting them. When writing a very long essay of 1000-1200 words, it's quite simple to wind up losing out on the home message you wish to convey. It is often as large or as small as it is possible to think about! Read via the pages of introduction as well as the first pages of numerous chapters and see whether there's any information that you require. In here, you ought not introduce any new info. Explain every reason behind your position on the opinion and confirm why it's true and have to be kept up. Ask your teacher if you have any questions about this issue you have decided on. In the event the topic is debatable you have to go over either side. It's far better put down small and easy sentences instead of elaborate ones that will produce the reader lose out on the crux of your point. Last words of advice are to ask your teacher after deciding the subject of analogy essays since they might would like you to write on something else or claim you haven't crafted the suitable topic etc.. No it is merely something that we ought to know of and attempt to prevent. Someone reading the title should identify issues that'll be covered. Maybe you are in possession of a calming visual to check at when you require a mental escape from your surroundings. In the majority of cases it can be refuted because it isn't entirely rational and our experiences often say that there's no issue to it and that it is truly a very good thing. There's no foundation for the concept that it's going to grow out of proportions and become an immense problem. There are specific topics with a greater possibility of being included. Remember it's a General Essay Paper and you shouldn't be highly technical. The Essay Topics list is provided for English along with Hindi section. Literally, it means an attempt or effort or try, a short piece of writing on a particular subject. Essay Writing Skill may not be developed by reading any 1 book or magazine or inside a month or two. How to Choose Essay Topics for Upsc Perhaps you can contact the visionIAS notes since Vision is among the most credible centres for UPSC preparation which I have f ound. Essay carries an enormous proportion in the total exam scheme. Essay Topics for Upsc The standard of your topic will decide on the grading of the paper. By doing this you may easily finish the descriptive paper. Apart from that, it also needs to be known that essay is merely an extensive category and within this, there are several kinds of essays and every one of them have a different sort of pattern. Hence, if you believe banking essays are boring just like your company studies are, then you're probably wrong here. The Good, the Bad and Essay Topics for Upsc Even today exists a group of men and women who believe essay writing is the simplest aspect of any educational program and that which you should do there, is to just go on writing whatever and wherever you really feel like writing whatever comes in your mind. No matter your plans after, being a great writer and crystal clear thinker will provide you with a leg up your competition. Memorising difficult words isn' t going to help much. A distinctive title will capture the interest of the reader and enhance your odds of obtaining a high score.

AP Passage analysis example - 819 Words

Nahyun Kim (Esther) Mrs. Sidle English III AP August 29, 2014 1. Many people believe that crude and effusive style is a familiar writing style. However, writing in the way you speak is the most familiar way to write. You should regard writing as a public speech which you should use precise and proper language to express your thought clearly. Therefore, avoiding too vulgar or too pedantic words is crucial for writing. It is hard to find words which are exactly matched with your purpose, but this ability is necessary to write familiarly. Crude and pompous words can never make your writing natural. 2. The author claims that what makes familiar writing style is not a vulgar or pompous words but proper and colloquial words. 3.†¦show more content†¦- tact: n. the ability to do or say things without offending or upsetting other people Ex) SAT evaluates students’ tact to understand a college level education. 6. Appeal to authority: citation of information from people recognized for their special knowledge of a subject for the purpose of strengthening a speaker or writers arguments. Causal relationship: of, involving, or constituting a cause in a relationship; cause and effect relationships Declamation: a rhetorical exercise or set speech. Capricious: given to sudden and unaccountable changes of mood or behavior. Conciliatory: intended or likely to placate or pacify. Contemplative: expressing or involving prolonged thought. Glib: (of words or the person speaking them) fluent and voluble but insincere and shallow. Linguistic: the scientific study of language and its structure, including the study of morphology, syntax, phonetics, and semantics. Pretentious: attempting to impress by affecting greater importance, talent, culture, etc., than is actually possessed. Strident: loud and harsh; grating. 7. I. The author put an anecdote about general misconceptions of familiar writing style on line 1-3. By criticizing the ideas which are opposite to his statement, his thesis can gain more power. This skill is the reduction to absurdity. II. The author used an antithesis on line 7-10. The author emphasized his idea through contrasting his idea withShow MoreRelatedAP English Language and Composition. Reading Assignment1480 Words   |  6 PagesAP English Language and Composition Summer Reading Assignment Welcome to APE! You are about to begin a course unlike any other English class you have taken. Before beginning your summer reading assignment, you must revisit your ideas about critical reading. Follow the link below to the site â€Å"Critical Reading of an Essay’s Argument.† While this site focuses on finding the central argument of an essay, the strategies suggested will benefit your reading of any text. 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