Public Schools Should Provide Healthy Food - 880 Words

Public schools must provide healthy food to students. The United States is at an unequaled high because of expanding fast food prevalence, media impact, and the absence of activity. This may cause negative outcomes that include: diabetes, cardiovascular malady, asthma, and psychological wellness issues. Here are some statistics is I found from â€Å"The Center for Disease Control and Prevention† The rate of kids matured 6–11 years in the United States who were hefty expanded from 7% in 1980 to about 18% in 2012. Correspondingly, the rate of teenagers matured 12–19 years who were fat expanded from 5% to almost 21% over the same period. In 2012, more than 33% of kids and young people were overweight or obese. Overweight is characterized as having abundance body weight for a specific range from fat, muscle, bone, water, or a mix of these factors. Obesity is characterized as having overabundance body fat. Fast foods contain a large amount of fat. Both sugar and salt are pervasive in fast food items like ground sirloin sandwiches, hash browns, French fries and, obviously, soft drinks. Some people like eating at fast food restaurants because it is more convenient than cooking at home. Many parents are tired from work and want to relax. They know it is bad for them, but why do they continue to eat junk food? I think most families don’t have money to buy healthy food. Sometimes they don’t care; they just want to eat something fast, quick, and ready to go. Most burgers have so muchShow MoreRelatedBenefits Of Healthy School Lunches And The Growing Dietary899 Words   |  4 PagesSchools take control of students every move from the amount of homework they get to the exact time they get out, which is a right they do have. In this eye opening TED talk, Chef Ann Cooper discusses the importance of healthy school lunches and the growing dietary problems of our nation’s youth. School needs to realize that the decisions that they make can impact students in a positive or negative way. Many schools believe if they try to serve healthy foods to students they will not eatRead MoreThe On The Healthy Hunger Free Kids Act1554 Words   |  7 PagesThis project focuses on the analysis and comparison of the two policies on the criteria. It provides information on likelihood of decreasing rate of childhood obesity as well as alternative policy. Reinforcing NSLP in every school in our nation to adhere to dietary guidelines set forth by USDA. In addition, focusing on education and raising awareness among children and their parents even if our nation is on financial crisis especially budgetary and spending issues. Improving child nutrition is everyoneRead MoreImproving Competitive Foods Schools For Creating A Healthy School Environment1182 Words   |  5 PagesImproving Competitive Foods in Schools to create a healthy school environment To: School Districts and School Administrators Seeing Spots: Addressing Competitive Foods Competitive foods are foods that are available in schools to purchase through venues such as a la carte lines, vending machines, snack bars, school stores and other fundraises.1 It has been estimated that nearly 30-50% of all school students consume their total calories at school.2 School lunch and breakfast programs meet the requirementsRead MorePersuasive Essay On Junk Food787 Words   |  4 Pagesproblem. Junk food and other snacks that provide little nutritional value are accepted as a major contributor to the problem, especially for children who may be exposed to advertisements for junk food on television and at school. The first step in conquering the obesity epidemic is not banning junk food outright in schools. Instead, we must focus on educating young children about making healthy decisions, not just about diet, but also about physical activity. Banning or taxing junk food heavily isRead MoreChildhood Obesity And Its Effect On Children973 Words   |  4 PagesPublic schools need to teach children more about food in the United States. Children should be taught more about where the food comes from, how the food is gathered, how the food can be prepared, and how they can eat healthier in order to guide them to live with a healthy eating habit. Fact: Many American children are or are becoming obese in the past thirty years. About fifteen percent of the U.S. children from 2 to 19 years old are considered as obese, and many more children are in a risk ofRead MoreFederal Government Should NOT Regulate the Fast Food Industry1190 Words   |  5 PagesAfter Fast Food Nation by Eric Schlosser was published in 2001 and became a New York Times bestseller, the same titled movie and other food-related documentary movies such as â€Å"Super Size Me† (2004) and â€Å"Food Inc.† (2009) became smash hits, which may reflect the enhancement of people’s awareness of healthy food in last decade. However, the recent article of Time magazine online shows that today’s food situation does not seem to improve since then, it even got worse. Especially a social problem likeRead MoreU.s School Food Regulation For Public Schools Essay1543 Words   |  7 PagesAmerican public schools have poor nutrition, and it causes obes ity in teenagers. As a former student of the American public school systems, the condition of the food has been a problem for years. Over the past two decades, obesity has been an issue in the U.S, and it is due to poor school nutrition. The public schools lack a variation in the healthy meals they contain. Inadequate nutrition can lead to an abundance of health problems. Although spending money on food can be expensive, the governmentRead MoreChildhood Obesity: A Rising Disease756 Words   |  3 Pageshas become a huge public health concern in the past few decades although it may not be as widely noticed such as cancer and other diseases like heart and lung disease. Obesity is a disease. This disease is associated with other health issues such as high blood pressure, diabetes and mental health complications (CDC, 2013). There is a great need for implementation of low-fat, low-sugar, and portion-controlled options available to all children and adolescents at home and school. It is best to teachRead MoreA Short Note On Diabetes And Its Effects On Health1159 Words   |  5 Pagesand unhealthy eating habits. Healthy foods are inaccessible to low income children, which has a negative impact on their health. There are programs in place to aid these low income families, but these programs are underutilized, The programs need to expand and improve to better serve their communities. Primarily, healthy foods are inaccessible and unappealing to low income families, because of the culture of the area, their cost, a lack of transportation, and schools non nutritional lunches. JAMARead MoreWhy Should School Provide Healthy Food?945 Words   |  4 Pages Why should school provide healthy food? According to the research, 30.5 million students in the United States get lunch at school rather than at home. However the problem is it’s been found that students who eat school lunches are at a higher risk for being an unhealthy weight. Because school always serving fatty meals like hot dogs and fried chicken to the students. In the essay â€Å"School Food, Public Policy, and Strategies for Change† by Marion Nestle

Pateman On Locke Essays - 1259 Words

For years social contract theorists had monopolized the explanation of modern society. John Locke was among those who advocated this theory of a collectively chosen set of circumstances. Carole Pateman, on the other hand rejects many of the pillars of the social contract and specifically attacks certain aspects of Lockes argument regarding paternalism and patriarchy. Pateman defends her idea that the individual about which Locke writes is masculine, instead of the gender-encompassing form of the word quot;man.quot; Pateman also argues that Locke denies the individuality of women. Instead of scrapping his entire work, however, she grants him a couple of concessions, even acknowledging Locke as anti-patriarchal. If John Locke were around†¦show more content†¦Much like the other social contract theorists, Pateman believes that Locke leaves women out of the picture. In Patemans eyes Locke excludes women from quot;participation in the act that creates civil society.quot;(Sexual Contract: 21) Others have generously argued that Locke omitted women from the original contract in order to keep from alienating his (male) audience or, even though they are not mentioned directly, women still quot;could have been party to the social contract.quot;(Sexual Contract:21) Pateman believes his omission was the direct result of Lockes idea of an individual being masculine. When Locke speaks of man and mans role in the social contract, Pateman takes quot;manquot; literally to mean the male gender instead of as a universal term. Pateman also concerns herself with Lockes status as a believer in paternal or parental power. Although Locke stresses the Bibles fifth commandment (Honor thy father and mother) he does not extend womens equality to other arenas. Instead, according to Pateman, quot;the husband still exercises power over his wife, but the power is less than absolute.quot;(Sexual Contract: 22) It is in this manner that Pateman attributes male dominated government and politics to a traditional patriarchal system. To quote Pateman directly: The genesis of the (patriarchal) family is frequently seen as synonymousShow MoreRelatedWeaknesses Of Social Contract Theory928 Words   |  4 Pagesthat enforces the contract and the laws that come with it. Some political theorists, such as Thomas Hobbes and John Locke, have differing views as to what the state of nature is and what should constitute as a social contract. One difference is Hobbes’s theory of the Social Contract supports the idea of absolutism while providing very little to no value to the individual, whereas Locke supported the individual and not the government. These social contract theorists have elements which a feminist canRead MoreSocial Contract And The Civil Society979 Words   |  4 Pagescitizens. Indeed the human behaviour described seems alien to us, and Hobbes is criticised for his narrative of human behaviour and psychology (Hampton 1999). More importantly, the persons living in the state of nature of the classical theorists, Hobbes, Locke, and to a lesser extent, Rousseau, are simplistic generalisations. Dicus (2015) argues that the state of nature as a model needs more developed descriptions of persons, rather than generalised threats, to more effectively explain the shift from theRead MoreEducation: Pedagogy of the Oppressed by Paulo Freire Essay1435 Words   |  6 Pagesbe used by a nation and the problems it entails that would have to be discussed for modern uses. Locke begins by describing a state of nature that entails equality and a state of perfect freedom for mankind to live as they want within the laws of nature (Locke 2009, 370). Locke’s work argues for his view of property, where a man has the right to the fruits of his labor but not to another man’s (Locke 2009, 372). In his view, the government is meant to prevent on man from seeking punishment that isRead MoreThe Theory Of Social Contract Theory2326 Words   |  10 PagesBusiness Society Government The concept of social contract theory is that in the beginning man lived in the state of nature. They had no government and there was now law to regulate them. There are three main philosophers Thomas Hobbes, John Locke, and Jean-Jacques Rousseau that are best known for the social contract theory. In the twentieth century moral and political theory with John Rawls’ Kantian version of social contract theory and was then followed by David Gaunthier. Feminists and raceRead MoreOrganisational Theory230255 Words   |  922 Pagesmanagement’s right to manage is founded upon its ability to improve organizational efficiency and effectiveness, justified and enabled by objective analyses of how things really are, has to collapse epistemologically (see also Fournier and Grey, 2000; Locke, 1996). Their inevitably subjective interpretations of what is going on can be no better than any other person’s equally subjective interpretations. Despite the recent appearance of this ‘subjectivist’ epistemological challenge to the dominance of

Child and Young Person Development free essay sample

Understand child and young person development Understand the expected pattern of development for children and young people from birth to 19 years It is important to remember that development is holistic, and each child is unique and will develop in their own way. Many skills and areas of development overlap with one another. A child does not learn the skills needed to play football, for example, which may be considered as a physical skill, without having social, communication and cognitive skills as well.Aspects of development include physical, communication and language, intellectual/cognitive, social, emotional and behavioural and moral. Physical development This is an important area of children`s development and one often assumed will take place automatically as they grow and mature. Although children will develop many skills naturally as they get older. * 0-3 years. This is a period of fast physical development. When they are first born, babies have little control over their bodies. In their first year they will gain more control over their bodies and by 12 months will have some degree of mobility such as crawling or walking.In their second year they will start to walk. Their ability to control their movements means they will start to use their hands for pointing or holding small objects, even starting to dress and feed themselves. They will also be able to play with a ball and start climbing things such as stairs and furniture In their third year they will start to use pencils and crayons and enjoy looking at and turning pages in books, use cups and feed themselves, walk and run with more confidence and use toys such as tricycles 3-7 years Children start to carry out more co-ordinated movements and start growing in confidence as a result. They will have more control over fine motor skills such as cutting, writing and drawing * Become more confident at running, hopping, skipping, kicking a ball and use larger equipment 7-12 years They may start to have hobb ies and interests which mean they become more practised in certain areas such as dance or sport. They may also be able to make controlled finer movements used for playing instruments or sewing. Girls in particular will start to show signs of puberty from ages 10-11, when there will be another period of rapid physical growth 12-16 years During adolescence young people will grow stronger.Boys will be starting to go through puberty whilst girls would have completed the process and have regular periods. So between these ages there can be quite a difference in height and strength. At the end of this stage, on average, most boys will be taller than most girls. 16-19 years At this stage most girls have reached Physical maturity but boys will continue to grow and change until their mid-20’s. Communication and Intellectual Development 0-3 years Babies will listen to language from those around them and will enjoy songs and games, most will start to try to speak are around 12 monthsBetween 1-2 years old they will start to put word together. By two years old most children will know about 200 words Between 2-3 years old children will start to use negatives and plurals in their speech, their vocabulary will increase rapidly, they will start to make errors in grammar when speaking e. g. â€Å"I drawed it†. 3-7 years Start to use increasing number of familiar phrases as well as asking a large number of questions. They will be able to talk about things in Past and Future tenses with more confidence.During this period they will become more skilled at aspects of number and writing as well as continuing to learn about their words. Start looking for adult approval, and start to learn to read. 7-12 years By this stage most children will be fluent speakers of a language. They will be developing and refining their reading and writing skills. Their language skills will enable them to think about and discuss their ideas. They will be developing their own thoughts and preferences and will be able to transfer information in a more abstract way. 12-18 years By now young people will have a clear idea about what their favourite subjects are.They will be selecting + taking GCSE’s and A levels which they are able to achieve. They may lack self-confidence or avoid situations in which they have to do subjects they don’t like and may even lead to truancy. It’s often important to teenagers that they feel good about themselves and they belong. 16-19 years By this time they leave school and will begin to think about career and university choices based on qualifications they have selected, Focus on areas of strength and look forward to developing these as they move on. Social, Emotional and Behavioural Development -3 years Very young children will be starting to find out about their own identities. They will need to form a strong attachment, the earliest of which will be a parent/carer. In nursery, children are usually given a Key Worker who will be their main contact. At this stage they may start to have tantrums through frustration and will want to do things for themselves. 3-7 years Children will still be developing their identities. They will start to play with peers and socialise through imaginative play. This will help them develop their concept of different roles in their lives.They will need to learn the importance of boundaries and why they are necessary. They respond well to being given responsibility. 7-12 years Children’s friendships will become more settled and will have groups of friends . Need to have the chance to solve problems + carry out activities independently. They will continue to need praise + encouragement and will be more aware of what others think of them. 12-16 years Self-esteem of children and young people can be vulnerable at this stage. Their bodies will start to show outer signs of becoming an adult but will still need guidance in many ways.They will want to spend more time with their friends and may continue to display childish behaviour. They may feel under pressure of what’s expected of them growing up and be unsure of how to behave in different situations. 16-19 years Children enter adulthood but may still need advice and guidance from other adults. They will lack experience and different people will vary in emotional maturity and the way in which they interact with others. Although development is often separated into different ‘headings’ it is important to remember that these areas all link with each other. For example- Developing physically and refining skills can affect their ability to become independent, socialise and grow in confidence. Many activities will stimulate interest and encourage pupils to develop skills in different areas. Cooking Cooking Social, Emotional and Behavioural * Taking turns * Sharing meal times with one another Social, Emotional and Behavioural * Taking turns * Sharing meal times with one another Physical Development * Fine motor skills and hand – eye co-ordination Physical Development * Fine motor skills and hand – eye co-ordinationCommunication and Intellectual * Measuring Quantities * Deciding Menus * Using language to describe food * Learning how food + nutrition affect growth and health * Sitting down to eat together + conversing with one another Communication and Intellectual * Measuring Quantities * Deciding Menus * Using language to describe food * Learning how food + nutrition affect growth and health * Sitting down to eat together + conversing with one another Understanding the kinds of influences that affect Children and Young Peoples Development Moved from another Country Moved from another CountryBereavement Bereavement Introduction of a new partner Introduction of a new partner Can affect development in different ways Can affect development in different ways Usually monitored closely with regular meetings Usually monitored closely with regular meetings Academic involvement Academic involvement Influences Influences Illness Illness Background Background Parents split up Parents split up Extra-curricular activities Extra-curricular activities Personal Choices Personal Choices Looked after/Care Status Looked after/Care Status Friends Friends Poverty + DeprivationPoverty + Deprivation Less likely to achieve at school Less likely to achieve at school Education Education Parents find it difficult to manage their needs which will impact on all areas of development Parents find it difficult to manage their needs w hich will impact on all areas of development May restrict their development opportunities and be less able to participate in activities May restrict their development opportunities and be less able to participate in activities Restrict social activities e. g. on the playground Restrict social activities e. g. on the playgroundPoor health or physical disability or impairment Poor health or physical disability or impairment Health Health May come from a country where education begins later May come from a country where education begins later Come from a home schooling environment Come from a home schooling environment May have been taught previously in a different way and so will need additional support to settle in May have been taught previously in a different way and so will need additional support to settle in If you have any concerns about a pupils development you should always share them with others. In the case of primary pupils refer to the class teacher in the first instance, followed by the special educational needs co-ordinator. In secondary school you may wish to go straight to the SENCO. You should give dates and example for you concerns, if possible, so that they can be backed up. It’s important that if a school has concerns about a pupil, their parents must always be informed. Understanding the Potential effects of transitions on children and Young Peoples Development Transitions experienced by most children include things such as starting school, changing classes or key stages, or passing on to Junior or Secondary schools.