Obesity and Calories Essay Example for Free

Obesity and Calories Essay But you also know that most diets and quick weight-loss plans have about as much substance as a politician’s campaign pledges. You’re better off finding several simple things you can do on a daily basis — along with following the cardinal rules of eating more vegetables and less fat and getting more physical activity. Together, they should send the scale numbers in the right direction: down. 1. Once a week, indulge in a high-calorie-tasting, but low-calorie, treat. This should help keep you from feeling deprived and binging on higher-calorie foods. For instance: †¢ Lobster. Just 83 calories in 3 ounces. †¢ Shrimp. Just 60 calories in 12 large. †¢ Smoked salmon. Just 66 calories in two ounces. Sprinkle with capers for an even more elegant treat. †¢ Whipped cream. Just 8 calories in one tablespoon. Drop a dollop over a bowl of fresh fruit for dessert. 2. Treat high-calorie foods as jewels in the crown. Make a spoonful of ice cream the jewel and a bowl of fruit the crown. Cut down on the chips by pairing each bite with lots of chunky, filling fresh salsa, suggests Jeff Novick, director of nutrition at the Pritikin Longevity Center Spa in Florida. Balance a little cheese with a lot of salad. 3. After breakfast, make water your primary drink. At breakfast, go ahead and drink orange juice. But throughout the rest of the day, focus on water instead of juice or soda. The average American consumes an extra 245 calories a day from soft drinks. That’s nearly 90,000 calories a year — or 25 pounds! And research shows that despite the calories, sugary drinks don’t trigger a sense of fullness the way that food does. . Carry a palm-size notebook everywhere you go for one week. Write down every single morsel that enters your lips — even water. Studies have found that people who maintain food diaries wind up eating about 15 percent less food than those who don’t. Plus: 8 Kitchen Cabinet Makeovers for Weight Loss 5. Buy a pedometer , clip it to your belt, and aim for an extra 1,000 steps a day. On average, sedentary people take only 2,000 to 3,000 steps a day. Adding 2,000 steps will help you maintain your current weight and stop gaining weight; adding more than that will help you lose weight. 6. Add 10 percent to the amount of daily calories you think you’re eating, then adjust your eating habits accordingly. If you think you’re consuming 1,700 calories a day and don’t understand why you’re not losing weight, add another 170 calories to your guesstimate. Chances are, the new number is more accurate. 7. Eat five or six small meals or snacks a day instead of three large meals. A 1999 South African study found that when men ate parts of their morning meal at intervals over five hours, they consumed almost 30 percent fewer calories at lunch than when they ate a single breakfast. Other studies show that even if you eat the same number of calories distributed this way, your body releases less insulin, which keeps blood sugar steady and helps control hunger. 8. Walk for 45 minutes a day. The reason we’re suggesting 45 minutes instead of the typical 30 is that a Duke University study found that while 30 minutes of daily walking is enough to prevent weight gain in most relatively sedentary people, exercise beyond 30 minutes results in weight and fat loss. Burning an additional 300 calories a day with three miles of brisk walking (45 minutes should do it) could help you lose 30 pounds in a year without even changing how much you’re eating. 9. Find an online weight-loss buddy. A University of Vermont study found that online weight-loss buddies help you keep the weight off. The researchers followed volunteers for 18 months. Those assigned to an Internet-based weight maintenance program sustained their weight loss better than those who met face-to-face in a support group. Plus: 15 Foods You Should Never Buy Again 0. Bring the color blue into your life more often. There’s a good reason you won’t see many fast-food restaurants decorated in blue: Believe it or not, the color blue functions as an appetite suppressant. So serve up dinner on blue plates, dress in blue while you eat, and cover your table with a blue tablecloth. Conversely, avoid red, yellow, and orange in your dining areas. Studies find they encourage eating . 11. Clean your closet of the â€Å"fat† clothes. Once you’ve reached your target weight, throw out or give away every piece of clothing that doesn’t fit. The idea of having to buy a whole new wardrobe if you gain the weight back will serve as a strong incentive to maintain your new figure. 12. Downsize your dinner plates. Studies find that the less food put in front of you, the less food you’ll eat. Conversely, the more food in front of you, the more you’ll eat — regardless of how hungry you are. So instead of using regular dinner plates that range these days from 10-14 inches (making them look forlornly empty if they’re not heaped with food), serve your main course on salad plates (about 7-9 inches wide).

Kessler’s Philosophy of Education :: Educational Educating Teaching Essays

Kessler’s Philosophy of Education The dictionary defines the word philosophy as the general principles or laws of a field of knowledge, activity, etc. I, myself define philosophy as my beliefs, values, and opinion on a subject. Specifically in this paper, the subject I will be speaking about is my philosophy of education. What is my philosophy of education you might be asking? I will answer this question as well as talk about many other aspects of education. These aspects include the nature of students, the nature of knowledge, the purpose of public education, method, and curriculum. The first aspect of education I am going to talk about is the nature of students. I agree with Rousseau that people are born innocent, neither good nor evil. I also agree with Rousseau in that a person’s environment determines whether they are good or evil. For example, if you grow up in a stable home with a family with good moral values and beliefs, then you are most likely to have those same morals and beliefs and be a good person. However, if you grow up in a family with no morals and no standards and grow up in a home of crime, then you are more likely to follow in your family’s footsteps and be an evil person. I also believe that not all people are born with the same intelligence. Everyone is different; no two people have the same intelligence. Different people can grasp certain things easier than others can. Some people are just born good at doing something while others have to work a little harder to achieve a certain goal. The nature of knowledge is either relative or absolute. I feel that the nature of knowledge is relative. I believe, as Rousseau does in that each person needs to construct his or her own knowledge rather than memorizing something. I think it is important to learn from experience, not just learn from memorizing a map, or memorizing science or geography. People need to create their own knowledge and they can do this by learning from experience. I myself always found it easier to learn from my own experiences rather than to sit and try to memorize something and then apply it.

Profile of an Adolescent Bully Essay

From 2000 to the present time, there have been well over 600 peer-reviewed articles published on bullying. When compared to the less than 190 articles that were published from 1980 to 2009, one has to acknowledge that this area of research has exploded. Research indicates that between 10% and 30% of children and youth are involved in bullying and that bullying also increases during the middle school period as children enter adolescence (Cook, Williams, Guerra, Kim & Sadek, 2010, p. 65). Talk to any adolescent in school today and they will have their own story about their experience with bullying and there is a consistent agreement that it is becoming more complex to address. This essay is intended to inform the audience of some of the different behaviors and characteristics of bullies, the different methods of bullying, and to explore the possible reasons for origination in order to assist in future prevention and intervention efforts. Where is the Research? While performing research for this paper it became quickly noticeable that studies profiling a bully’s traits are scarcely performed. The focus of most research is in areas such as the methods of harassment used by bullies (i. e. cyber bullying), or the ramifications towards society caused by being bullied [i. e. school shootings (Barnett, Miller-Perrin, Perrin, 2011, p. 280). ] There is little research focused solely on profiling the bully him/herself. If society is going to make a longstanding change and truly break the cycle of harassment between adolescents than the background of the bully should be explored and assessed. While a profile of a potential victim is offered, it is used to better complete an accurate understanding of the adolescent bully. Definition of a Bully Bullying is commonly defined as a specific type of aggressive behavior intended to distress a vulnerable person and includes intent to cause harm, occurs repeatedly and involves a power imbalance (Barnett et al. , 2011, p. 160). During childhood, bullies are rejected, isolated, and disliked by their peers. Social acceptance for the bully changes during adolescence to being well accepted and liked by their peers. This could be due to the children’s gradual transition into adolescence resulting in an increased knowledge in social problem solving, or gaining an ability to negotiate a confrontation with others thereby diffusing volatile situations (Cook et al. , 2010, p. 71). Two Types of Bully’s Currently, there are two types of bully’s that are invading American grade schools, the typical bully and the bully victim. The typical bully.  An adolescent described as being loud, assertive, somewhat socially and academically challenged, hostile, possesses negative attitudes and beliefs about others, minimal problem-solving skills, and comes from a family environment typically characterized by conflict and poor parental monitoring (Cook et al. , 2010, pp. 75-76, Batsche & Knoff, 1994, p. 166). The bully victim. An adolescent holding negative attitudes and beliefs about him/herself and others, has minimal social competence, does not have adequate social problem-solving skills, has poor academic performance, and s not only rejected and isolated by peers but also negatively influenced by the peers with whom he or she interacts with (Cook et al. , 2010, p. 76). A possible motive for a bully victim to become aggressive at school is that they may be experiencing their own victimization due to the emotional and psychological effects of being a victim at home (Rivers, Poteat, Noret, Ashurst, 2009, p. 212), and are exposed to family models of aggression resulting in violence contributing to violence (Barnett et al. , 2011). Beyond Primary Roles There has been a significant change as to how bullying behavior is understood. With the expansion past primary roles such as bully and victim, Rivers et al. have defined secondary roles that can categorize all participants of a victimization scenario. The assistant bully plays an active but secondary role to the bully. The reinforcer is considered to be a pupil that joins in laughing at the victim or encouraged the bully. Outsiders are aware that the bullying is taking place but will actively remove themselves from the situation. Lastly, the defender is seen as one that directly intervenes or displays help-seeking behavior when involved in bullying situation, and is most times a female (2009, p. 12). Motives The motives of bullies range from satisfying the need for power or to be affiliated with another person or group that is powerful, to a partial or total inability to manage anger. Dependent on their environment at home, they may exert themselves to attain a sense of control in their lives. On closer observation, bullies often demonstrate problems with impulsivity, a need to dominate others, and show little sympathy or empathy for their victims. Some bullies even admit that they â€Å"like† being a bully and may have a slightly justified outlook on their social role. Parents of Bullies Research has shown that parents of bullies prefer authoritarian parenting styles, will sometimes reject their child or show hostility, may show inconsistent parenting while supervising at a minimum, and have poor problem-solving skills (Batsche & Knoff, 1994, p. 166). The parents of adolescent bullies have failed to model positive conflict resolution or how to satisfy their need for attention, therefore the bully will continue with harassing others because it has proven to be an effective strategy (Cook et al. , 2010). The bully may also be witnessing interparental violence at home (Barnett et al. , 2011, 161). Rivers et al. have shown that children who witness violence at home regularly are more likely to require counseling to overcome the emotional and relationship difficulties they experience (2009). Not addressing negative behavior patterns may result in the behaviors continuing into adulthood, resulting in bullying others at their workplace, and increasing their likeliness of being convicted of a criminal offense during adulthood than their noninvolved peers. They are also at a higher risk for experiencing psychiatric problems, difficulties in romantic relationships and substance abuse problems (Cook et al. 2010, p. 79). Leaving this issue unaddressed also allows for the bully to possibly simulate the same environment that was conducive to their becoming a bully while raising their offspring therefore possibly making bullying intergenerational. Different Modes of Bullying Once seen as mostly physical in nature, bullying has now transformed into a ten-headed monster that spans from physical/direct bullying to various forms of indirect bullying such as turning friends against their peers, threats, and teasing. Bullying has also been made more complex and autonomous with the introduction and ease of accessibility to technology. Now bullies use tools such as text, e-mails, websites and chat rooms to torment their victims (Barnett et al. , 2011, p. 279). Measures of bullying. These measures need to encompass the three broad domains of behaviors that constitute bullying: direct physical bullying, direct verbal bullying, and indirect bullying in which the person or group of persons doing the bullying is not necessarily identified (Carbone-Lopez, Esbensen & Brick, 2010, p. 334). Most common types of bullying are verbal, then physical, then threats. Boys have always gravitated more towards physical bullying while girls tend to verbally bully their victims (Barnett et al. , 2011, p. 280). One of the reasons suggested was that girl verbal skills develop earlier than boys and until recently, it was seen as socially unacceptable and unladylike to physically bully (Strohmeier, Wagner, Spiel & von Eye, 2010, p. 187). The general concept of bullying entails a distinct type of aggression characterized by a repeated and systematic abuse of power. There are many acets to bullying that include but are not limited to physical aggression, verbal aggression (e. g. name calling and threats), relational aggression (e. g. , social isolation and rumor spreading), and cyber-aggression (e. g. , text messaging and e-mailing hurtful messages or images), a new venue for inflicting harm in an increasingly electronic youth culture (Strohmeier et al. , 2010, p. 187 ). The technology boom of today has brought new ways of communicating with each other. E-mail, instant messaging, Facebook, Myspace and texting are some of the new facets of communication. Gone are the days of writing letters or simply giving someone a phone call; people find personal confrontation easier to avoid and use these technologies to hide behind instead. The art of conversation is quickly giving way to this type of messaging and avoidance. Today’s society finds it much easier to verbally attack someone behind a phone or computer than to do it face-to-face. Victims Characteristics. Victims are characterized as submissive and non-assertive (Barnett et al. , 2011, p. 161). More often being smaller than the bully; the victim may be more sensitive, unhappy, cautious, quiet, and/or withdrawn (Cook et al. 2010, p. 65). Because the victim allows for the bullying to continue, one can only assume that they have passive or submissive characteristics. They may also be insecure and will not normally assert themselves. When attacked they withdraw and cry and since they are vulnerable, they will not retaliate. There is also an alternative type of victim termed the â€Å"provocative victim. † These victims are overactive, may have irritating behaviors, and are anxious along with showing aggressive traits (Green, Felix, Sharkey, Furlong & Kras, 2012, p. 1). These types of victims could possibly be a bully victim in the making. Age range. Victims are normally the same age and in the same class as the bully (Rivers et al. , 2009, p. 212). Therefore the bully will spend enough time with the victim to know them well. The bully does not have as much opportunity to victimize younger students since the chance to be around them lessens as they progress through school. The number of older pupils with opportunity to bully at decreased risk to selves decreases as the bully ages. Gender specifics. When explored, the reasons for bullying another peer differ by gender. A study done by Beaty & Alexeyev states that boy bullies pick on others because they â€Å"do not fit in,† are physically weak, or due to the clothes they wore (2008, p. 2). Victims also include those that are special needs, deviate from the norm, or differ in sexual orientation or race (Barnett, 2011, p. 161). Girls also primarily bully others because they â€Å"do not fit in,† but differ greatly when choosing who to pick on according to cognitive abilities. While boys have a tendency to victimize other pupils with special needs, girls chose to victimize what would be considered as â€Å"overachievers† (Rivers et al. 2009, p. 213). Conclusion Now knowing all of this information, how can it be put to use when addressing bullies in their earliest stages? Schools can use this profile of a bully as a window into what makes them become the people they are. Teachers will be able to identify a bully and address background situations such as family structure to offer counseling to the bully and their family. They could also assist victims within the school in learning social skills to deter bullies from picking on them as well.

The Major North American Conifers with Descriptions