The Effects Of Junk Food On Eating Habits Essay Example For Students

The Effects Of Junk Food On Eating Habits Essay In modern day society, eating habits have completely changed from what they were in the past. More than one-third of U.S. adults are obese. Regularly eating junk food can cause many negative repercussions including weight gain, obesity, cardiovascular diseases, and diabetes. Even though junk food tastes good, it is not nutritionally balanced and can affect a person’s health negatively primarily by excessive weight gain, illness, and health issues. Andre F. Smith, author of Encyclopedia of Junk Food and Fast Food, defines junk food as, â€Å" those commercial products, including candy, bakery goods, ice cream, salty snacks, and soft drinks, which have little or no nutritional value but do have plenty of calories, salt and fats.† People of all ages are shifting towards the junk food market because it makes an easier lifestyle for many people because it is hassle free and____. Elaine McGee, author of â€Å"Are you a junk-food junkie?†, states that the main problem with junk food is its low satiation value which leads to overeating because the consumers do not feel as full when they eat these junk products. The Robert Wood Johnson Foundation published a study in 2013 showing that children and adolescents take in more calories in fast food places and restaurants than they do in their own homes. We will write a custom essay on The Effects Of Junk Food On Eating Habits specifically for you for only $16.38 $13.9/page Order now Eating outside of their own home, children added a minimum of 210 calories per meal to their regular calorie intake. These additional calories, contribute to weight gain among children and adolescents. Being overweight is a risk factor for chronic health problems such as diabetes, heart disease, obesity, and stroke. According to research conducted by the University of Cambridge, lab mice have also shown degrading health when in the presence of short d. .f India). As this may be true, many people do not realize that cheese is a product that, if taken in proper quantities based on a food pyramid, it is a healthy food. Cheese is not considered in the realms of junk food, and healthy cheeses contain dairy that is requirement for good health. According to a study, McDonald s mozzarella sticks contain 3.76 percent of a starch filler and in other terms could be classified as a fake cheese. This is an example in which McDonald s junk food has the opportunity to negatively impact a consumer s health. In essence, the consumption of junk food can be detrimental to a person s health. The effects of junk food are negative in which it can cause excessive weight gain, illness, and immoderate health issues. Therefore, it is beneficial to have a healthy diet and follow a systematic approach by eating based on a food pyramid.

Creating Effective Fill-in-the-Blank Questions

Creating Effective Fill-in-the-Blank Questions Teachers are faced with writing objective tests and quizzes throughout the year. The main types of objective questions that teachers typically choose to include are multiple choice, matching, true-false, and fill-in-the-blank. Most teachers attempt to get a mix of these types of questions in order to best cover the objectives that were part of the lesson plan. Fill-in-the-blank questions are a common type of question due to their ease of creation and usefulness in classes across the curriculum. They are considered an objective question because there is only one possible answer that is correct. Questions Stems: who (is, was)what (is)when (did)where (did) These stems are typically used to measure a wide variety of relatively simple skills and specific knowledge. These include the: Knowledge of termsKnowledge of principles, methods, or proceduresKnowledge of specific factsSimple interpretation of data There are a number of advantages to fill-in-the-blank questions. They provide an excellent means for measuring specific knowledge, they reduce guessing by the students, and they force the student to supply the answer. In other words, teachers can get a real feel for what their students actually know. These questions work well across a variety of classes. Following are a few examples: Math teachers use these questions when they want the student to provide the answer without showing their work. Example: : The atomic number of Oxygen is _____.Language Arts teachers can use these questions to identify quotes, characters, and other basic concepts. Example: I am the Canterbury Tales pilgrim who was married five times. _____.Foreign language teachers find these types of questions useful because they allow the teacher to judge not only the students understanding of a particular word but also how it should be written. Example: Jai _____ (hungry). Constructing Excellent Fill-In-The-Blank Questions Fill-in-the-blank questions seem quite easy to create. With these types of questions, you do not have to come up with answer choices as you do for multiple choice questions. However, even though they appear to be easy, realize that there are a number of issues that might arise when creating these types of questions. Following are some tips and suggestions that you can use as you write these questions for your class assessments. Only use fill-in-the-blank questions for testing major points, not specific details.Indicate the units and degree of precision expected. For example, on a math question whose answer is a number of decimal places, make sure that you say how many decimal places you want the student to include.Omit only keywords.Avoid too many blanks in one item. It is best to only have one or two blanks for students to fill in per question.When possible, put blanks near the end of the item.Do not provide clues by adjusting the length of the blank or the number of blanks. When you have finished constructing the assessment, be sure to take the assessment yourself. That will help you be certain that each question has only one possible answer. This is a common mistake that often leads to extra work on your part. Limitations of Fill-In-The-Blank Questions There are a number of limitations that teachers should understand when using fill-in-the-blank questions: They are poor for measuring complex learning tasks. Instead, they are typically used for general knowledge questions on the lowest levels of Blooms Taxonomy.They must be written very specifically and carefully (as with all items).A word bank can provide accurate information just as well as an assessment without a word bank.Students who are poor spellers might experience problems. It is important for you to decide if that spelling is going to count against the student and if so for how many points. Student Strategies for Answering Fill-in-the-Blank Do not answer a question until you have read it all the way through.Always do the easiest and most obvious questions first.Pay attention to the language of the question (verb tense) as a cluePay attention to a word bank (if one is provided) and use the process of eliminationRead through after each answer to make sure it sounds right.

Greek Mythology Focusing on Hesiod's Works and Days, Virgil's Georgics Essay

Greek Mythology Focusing on Hesiod's Works and Days, Virgil's Georgics and Hesiod's Theogony - Essay Example We can therefore conclude that the cosmogony, as well as the theogony, is a representation of the universality of the world. These are representations of the realistic order of the world. According to mythology, the universe has gone several states from generation to generation and yet humans are still considered part of creation that only serve the balance and harmony of creation. We have no authority or power that could surpass the power of the gods. Theogony and cosmogony are realizations of the governing of things in the universe. Humans are a part of creation and that they have the authority to manage other creations. They are considered more special compared to other worldly creatures. On the contrary, they cannot be as powerful as the gods. They cannot be on the same ground as the gods. The story of Prometheus was an example of this governing and ordering of things. He was punished for his disobedience, and this first part of cosmogony just shows how inferior or powerless humans are compared to the gods. The place or position of humans whether in Greek mythology or the Genesis story of creation expresses authority and governess over the other creations on earth. It is more definite than the story of power struggle among gods. As a whole, humans are the center of balance and harmony in the real world. Human beings have the authority to reestablish the earth or destroy its harmonious existence. This is true even in the modern time. The reality of human existence and its role in the universe is made the cosmogony and theogony have theorized. Gods are just myths, but human existence in this world plays a vital role in the orderly state of the

International Human Rights Essay Example | Topics and Well Written Essays - 3750 words

International Human Rights - Essay Example rnments act in particular ways or to refrain from given acts, for the reason of protecting and promoting human rights and other fundamental freedoms of people (Buergenthal, 67). Non-discrimination principle is a broadly-based one in the international human rights law. The principle stands out to be so much vital in all the key human rights treaties thereby providing the central theme of a number of international human rights conventions for example, elimination of racial discrimination and discrimination against Women. With respect to all human rights and freedoms the principle of non-discriminatory eliminates discrimination of all aspects be it color, race or any other factor. The equality blends well with the principle of non-discriminatory since every individual is born free and equal to rights and dignity. All human rights are interdependent, interrelated and indivisible, whether the rights are political or civil, for example, the right to life, equality before the law, and freedom of expression; social, economic, and cultural rights, for example the right to housing, work and social security, or even collective rights, for example the rights to self-determination and development. Universality principle of human rights is the foundation of international human rights law. This principle has been reiterated in various international human rights declarations, resolutions, and conventions. For instance, Vienna World Conference of 1993 giving illustrations on human rights stated that it is the role of States to promote and protect all human rights and freedoms, despite of their cultural, political and economic systems. The expression of universality of the human rights is seen when states ratify the fundamental human rights treaties beyond all boundaries and civilizations Human rights are inalienable in that they should not be taken away from the individual they are duet to, except in specific circumstances and with respect to due process. The right to liberty,

If the Earth Were a Village Essay Example | Topics and Well Written Essays - 750 words

If the Earth Were a Village - Essay Example In terms of my racial background and how it has affected my social life, I had always thought that race didn’t hold much sway in constructing who I am, but I would be naà ¯ve if I didn’t believe that this influences other peoples opinions of me. It is the case that in this society many people still view race as an important indicator of social status. Whilst it does not matter to me I cannot say with certain it has not affected how others think of me. In terms of how my religious background has affected my life, it is the case that this has exposed me to a number of people in my social circle. As I had regularly attended mass and many after church services, I have met many people who I generally consider to share many of the same values as myself. Furthermore through catechism I have met many friends who come from very different backgrounds but also share many of the same values as me. In this regard I feel I have been very lucky with meeting lots of friendly people throughout my life. However in many respects this could be considered troublesome insofar as through these outlets I have really only been exposed to people with similar vales as myself, and with an increasingly multicultural society I can definitely see the value in meeting more people from different backgrounds with different values.

The Disney World Adventure Essay -- essays research papers

Throughout my childhood I can recall many memories that caused emotional delight as well as emotional devastation. My memories go back as early as conquering my fears of sleeping in the dark to acknowledging I was never going to learn how to skate. Those few examples don't compare to the one childhood experience that still haunts me today. I couldn't wait for my family and I to take our annual vacation. It was during those times that I enjoyed myself most. I had anticipated this vacation to be the best. After all, I was going to the greatest place in the world. Little did I know I was about to embark on a journey that would leave a scare in my memory, permanently. The incident took place more than twelve years ago, yet I can recall the date and time as if it were yesterday. The date, Saturday, June 13, 1987; the time, 2:00 in the afternoon. The sun was at its peak and it felt as if it was hot enough to fry an egg in the middle of the street. As the large doughy hand reached down to grab mine, I began to panic. My palms began to sweat and I could feel my heart pumping wildly. This giant monstrosity before me was huge. I'd never been so frightened. The closer the hand got to mine the more intense my heart beat. The faster my heart beat the more frightened I became. I could hear my mother's sweet, faint voice from beside me saying, "Go ahead, honey, shake his hand." I remember looking at her and looking at the hand getting closer to me and immediately taking off...

The Rise of the West and the Western Dominated Economy: The Atlantic Slave Trade

Much of Africa followed its own lines of development between the beginning of the fifteenth and nineteenth centuries. The rise of the West and the Western-dominated economy, however, was a powerful force in influencing the course of African history. The Atlantic slave trade predominated in economic affairs after the middle of the seventeenth century. The forced removal of Africans had a major effect in some African regions and was a primary factor contributing to the nature of New World populations. African culture became one of the important strands in the development of American civilizations. Despite the rise of the West and the slave trade, nearly all of Africa remained politically independent and culturally autonomous. Among the important trends, Islam consolidated its position in sub-Saharan and East Africa, while in many parts of Africa, independent states formed and expanded. The Atlantic Slave Trade. The Portuguese inaugurated the pattern for contacts along the African coast. They established trading forts (factories); the most important, El Mina, received gold from the interior. Most forts were established with the approval of African authorities desiring trade benefits. Some of the forts allowed trade to interior states. Portuguese and Afro-Portuguese traders (lancados) followed routes to the interior to open new markets. Missionary efforts followed, particularly to the powerful states of Benin and the Kongo. King Nzinga Mvemba of the Kongo accepted Christianity and, with Portuguese assistance, sought to introduce European influences to his state. The ravages of the slave trade were a major reason for the limited success of the policies. Africa, in general, tried to fit the European concepts they found useful into their belief structures. The Europeans regarded Africans as pagan savages who could adopt civilized behavior and convert to Christianity. The Portuguese continued their southward ventures, in the 1570s establishing Luanda on the Angolan coast among the Mbundu. In the Indian Ocean, they established bases on Mozambique Island and other towns in an effort to control the gold trade coming from Monomotapa. On both coasts, few Portuguese settled permanently. Other Europeans followed Portuguese patterns by creating trading stations through agreement with Africans. In almost all instances, slavery eventually became the principal focus of relationships. Added impetus came from the development of sugar plantations on Portuguese and Spanish Atlantic islands and their subsequent extension to the Americas. Trend Toward Expansion. Between 1450 and 1850, about 12 million Africans were shipped across the Atlantic; about 10 or 11 million arrived alive. A number equal to one third of those shipped might have died in the initial raiding or march to the coast. The volume of the trade increased from the sixteenth to the eighteenth centuries, with 80% of the total coming in the latter century. Brazil received more than 40% of all slaves reaching the Americas. The continued high volume was necessary because of high slave mortality and low fertility. Only in the southern United States did slaves have a positive growth rate. Other slave trades—trans-Saharan, Red Sea, and East African—under Muslim control, added another 3 million individuals to the total. Demographic Patterns. The Saharan slave trade to the Islamic world carried mostly women for sexual and domestic employment. The Atlantic trade concentrated on young men fit for hard labor in the Americas. African societies who sold slaves might keep women and children for their own uses. The Atlantic trade had an important demographic effect on parts of western and central Africa; the population there in 1850 might have been one half of what it would have been without the trade. The women and children not exported skewed the balance of the sexes in African-enslaving societies. The introduction of American crops, such as maize and manioc, helped suffering regions to recover from population losses. Organization of the Trade. Control over the slave trade reflected the European political situation. Until 1630, the Portuguese were the principal suppliers. The Dutch became major competitors after they seized El Mina in 1630. By the 1660s, the English worked to supply their plantation colonies. The French became major carriers in the eighteenth century. Each nation established forts for receiving slaves. Tropical diseases caused both resident Europeans and the crews of slave-carrying ships high mortality rates. The Europeans dealt with local rulers, calculating value in currencies composed of iron bars, brass rings, and cowry shells. The Spanish had a system in which a healthy man was considered a standard unit called an â€Å"Indies piece. Slaves arrived at the coast as a result of warfare and of purchase and movement by indigenous traders. Dahomey had a royal monopoly on slave flow. There have been arguments about the profitability of the slave trade. It has been suggested that its profits were a key element for the rise of commercial capitalism and the Industrial Revolution. Individual voyages certainly did bring profits to merchant s and specializing ports. But considerable risks were involved. English profitability in the late eighteenth century was about 5% to 10%, about equal to other commercial ventures. The full economic importance is difficult to determine because of its direct links to the plantation and mining economies of the Americas. Goods were exchanged among Europe, Africa, and the Americas in complex patterns. The slave trade surely contributed to emerging Atlantic capitalism, while at the same time making African economies dependent on European trade and linked to the world economy. African Societies, Slavery, and the Slave Trade. The Atlantic trade transformed African patterns of slavery. Africans had developed many forms of servitude in their nonegalitarian societies. With land controlled by the state, slaves were an important way for individuals and lineages to gain wealth and status. Slaves held many occupations. Their treatment ranged from the relatively benign, when they were incorporated into kinship systems, to severe economic and social exploitation, when ruling hierarchies exercised power. The Atlantic trade opened new opportunities to slave-holding societies for expansion and intensification of slavery. Enslavement of women was central to African society. The Sudanic states had introduced Islamic concepts of slavery. The existence of slavery allowed Europeans to mobilize commerce in slaves by tapping existing structures with the assistance of interested African rulers. Slaving and African Politics. Most of the states of western and central Africa were small and unstable. The continuing wars elevated the importance of the military and promoted the slave trade. Increasing centralization and hierarchy developed in the enslaving societies; those attacked reacted by augmenting self-sufficiency and antiauthoritarn ideas. A result of the presence of the Europeans along the western coast was a shift of the locus of African power. Inland states close to the coast, and thus free from direct European influence, through access to Western firearms and other goods, became intermediaries in the trade and expanded their influence. Asante and Dahomey. Among the important states developing during the slave trade era was the empire of Asante among the Akan people. Centered on Kumasi, Asante was between the coast and the inland Hausa and Mande trading regions. Under the Oyoko clan, the Asante gained access to firearms after 1650 and began centralizing and expanding. Osei Tutu became the asantehene, the supreme civil and military leader, of the Akan clans. By 1700, the Dutch along the coast were dealing directly with the new power. Through control of gold-producing regions and slaves, Asante remained dominant in the Gold Coast until the 1820s. In the Bight of Benin, the state of Benin was at the height of its power when Europeans arrived. The ruler for a long period controlled the trade with Europeans; slaves never were a primary commodity. The kingdom of Dahomey among the Fon peoples had a different response to the Europeans. It emerged around Abomey in the seventeenth century; by the 1720s, access to firearms led to the formation of an autocratic regime based on trading slaves. Under Agaja (1708-1740), Dahomey expanded to the coast, seizing the port of Whydah. The state maintained its policies into the nineteenth century. Too much emphasis on the slave trade obscures creative processes occurring in many African states. The growing divine authority of rulers paralleled the rise of absolutism in Europe. New political forms emerged that limited the power of some monarchs. In the Yoruba state of Oyo, a council and king shared authority. Art, crafts, weaving, and wood carving flourished in many regions. Benin and the Yoruba states created remarkable wood and ivory sculptures. East Africa and the Sudan. On Africa's east coast, the Swahili trading towns continued a commerce of ivory, gold, and slaves for Middle Eastern markets. A few slaves went to European plantation colonies. On Zanzibar and other islands, Arabs, Indians, and Swahili produced cloves with slave labor. In the interior, African peoples had created important states. Migrants from the upper Nile valley moved into Uganda and Kenya, where they mixed with Bantu-speaking inhabitants. Strong monarchies developed in Bunyoro and Buganda. In western Africa, in the northern savanna, the process of Islamization entered a new phase linking it with the external slave trade and the growth of slavery. Songhay broke up in the sixteenth century and was succeeded by new states. The Bambara of Segu were pagan; the Hausa states of northern Nigeria were ruled by Muslims, although most of the population followed African religions. Beginning in the 1770s, Muslim reform movements swept the western Sudan. In 1804, Uthman Dan Fodio, a Fulani Muslim, inspired a religious revolution that won control of most of the Hausa states. A new and powerful kingdom developed at Sokoto. The effects of Islamization were felt widely in the West African interior by the 1840s. Cultural and social change accelerated. Many war captives were dispatched to the coast or across the Sahara for the slave trade. The level of local slave labor also increased in agricultural and manufacturing enterprises. White Settlers and Africans in Southern Africa. By the sixteenth century, Bantu-speaking peoples occupied the eastern regions of southern Africa. Drier western lands were left to the indigenous Khoikhoi and San. Migration, peaceful contacts, and war characterized the relations between the groups. The Bantu peoples practiced agriculture and herding, worked iron and copper, and traded with neighbors. Chiefdoms of various sizes, where leaders ruled with popular support, were typical. New chiefdoms continually emerged, resulting in competition for land and political instability. In the Dutch colony at Cape Town, established in 1652, the settlers developed large estates worked by slaves. Colonial expansion led to successful wars against the San and Khoikhoi. By the 1760s, the Afrikaners crossed the Orange River and met the Bantu. Competition and war over land resulted. Britain occupied the Dutch colony in 1795 and gained formal possession in 1815. British efforts to limit Afrikaner expansion were unsuccessful, and frequent fighting occurred between the Afrikaners and Africans. Some Afrikaners, seeking to escape British control, migrated beyond colonial boundaries and founded autonomous states. The Mfecane and the Zulu Rise to Power. By 1818, a new leader, Shaka, gained authority among the Nguni people. He created a formidable military force of regiments organized on lineage and age lines. Shaka's Zulu chiefdom became the center of a new political and military organization that absorbed or estroyed rivals. Shaka was assassinated in 1828, but his successors ruled over a still-growing polity. The rise of the Zulu and other Nguni chiefdoms marked the beginning of the Mfecane, a time of wars and wandering. Defeated peoples fled into new regions and created new states—among them the Swazi and Lesotho—by using Zulu tactics. The Afrikanersâ⠂¬â„¢ superior firepower enabled them to hold their lands. The Zulus remained powerful until defeated during the 1870s by the British. The basic patterns of conflict between Europeans and Africans took form during this era. In Depth: Slavery and Human Society. Slavery has existed in both complex and simpler societies from the earliest times. Coerced labor took different forms: indentured servants, convict laborers, debt peons, chattel slaves. The denial of control over an individual’s labor was the essential characteristic of slavery systems. It was easier to enslave people outside one’s own society, to exploit differences in culture, language, and color. The attitude of Europeans and non-African Muslims thus contributed to the development of modern racism. The campaign against slavery that grew from Enlightenment ideas was an important turning point in world history. Slavery has persisted in a few societies until the present, but few individuals openly defend the institution. African slavery was important in shaping the modern world. It was one of the early international trades, and it assisted the development of capitalism. Vociferous debate continues about many interpretations of the effect of the trade on African and American societies. The African Diaspora. In the Americas, slaves came in large enough numbers to become an important segment of the New World population. African cultures adapted to their new physical and social environments. The slave trade linked Africa and the Americas; it was the principal way in which African societies joined the world economy. Africans participating in the commerce dealt effectively with the new conditions, using the wealth and knowledge gained to the advantage of their states. Slave Lives. The slave trade killed millions of Africans; family and community relationships were destroyed. As many as one third of captives may have died on their way to shipping ports; shipboard mortality reached about 8%. The trauma of the Middle Passage, however, did not strip Africans of their culture, and they interjected it into the New World. Africans in the Americas. African slaves crossed the Atlantic to work in New World plantations and mines. The plantation system developed on Atlantic islands was transferred to the Americas. Africans quickly replaced Indians and indentured Europeans as agricultural laborers. Slaves also mine d gold and silver and labored in many urban occupations. In early seventeenth-century Lima, Africans outnumbered Europeans. American Slave Societies. In all American slave societies, a rough social hierarchy developed. Whites were at the top, slaves at the bottom. Free people of color were in-between. Among the slaves, owners created a hierarchy based on origin and color. Despite the many pressures, slaves retained their own social perceptions: many slave rebellions were organized on ethnic and political lines. Slave-based societies varied in composition. Africans formed the overwhelming majority of the population on Caribbean islands; high mortality ensured a large number of African-born individuals. Brazil had a more diverse population. Many slaves were freed, and miscegenation was common. Slaves made up 35% of the population; free people of color were equal in number. The southern British North American colonies differed in that a positive growth rate among slaves lessened the need for continuing imports. Manumission was uncommon, and free people of color were under 10% of Afro-American numbers. Thus, slavery was less influenced by African ways. The People and Gods in Exile. Africans worked under extremely harsh conditions. The lesser numbers of women brought to the New World limited opportunities for family life. When a family was present, its continuance depended on the decisions of the owner. Despite the difficulties, most slaves lived in family units. Many aspects of African culture survived, especially when a region had many slaves from one African grouping. African culture was dynamic and creative, incorporating customs that assisted survival from different African ethnicities or from their masters. Religion demonstrates this theme. African beliefs mixed with Christianity, or survived independently. Haitian vodun is a good example of the latter. Muslim Africans tried to hold their beliefs; in 1835, a major slave rising in Brazil was organized by Muslim Yoruba and Hausa. Resistance to slavery was a common occurrence. Slaves ran away and formed lasting independent communities; in seventeenth-century Brazil, Palmares, a runaway slave state under Angolan leadership, had a population of 10,000. In Suriname, runaway slaves formed a still-existing community with a culture fusing West African, Indian, and European elements. The End of the Slave Trade and the Abolition of Slavery. The influences causing the end of the slave trade and slavery were external to Africa. The continued flourishing of slave-based economies in Africa and the Americas makes it difficult to advance economic self-interest as a reason for ending the slave trade. Africans had commercial alternatives, but they did not affect the supply of slaves. Enlightenment thinkers during the eighteenth century condemned slavery and the slave trade as immoral and cruel. The abolitionist movement gained strength in England and won abolition of the slave trade for Britons in 1807. The British pressured other nations to follow course, although the final end of New World slavery did not occur until Brazilian abolition in 1888.