Nursing-Health Education Project on Teenage Smoking prevention Essay

Nursing-Health Education Project on Teenage Smoking prevention - Essay Example red into believing that smoking offers benefits not found in any other consumer-product that they find it easy to get hooked to cigarettes and tobacco, but have difficulty in letting go of the habit. People are very well aware that smoking tobacco has harmful effects on one’s health. But the continuous ‘patriotism’ for smoking this product is due to some simple, yet unknown facts. For instance, not everyone knows about how adverse cigarette smoking effects could be dangerous. With its effect on health, an estimated 438,000 deaths is recorder each year due to cigarette smoking (Center for Disease Control, 2006). Based on a National Research Council Survey, adolescents who had quit smoking were less likely to develop depression, which shows that smoking does have an effect on a person’s emotional state. However, a more striking result was found later through Teenage Attitudes and Practices Survey, still part of the National Research Council, which shows that youthful smokers were twice as likely to develop depressive symptoms as never smokers (Long, 2005). The chosen benefactors of the health promotion or wellness project are a heterogeneous group of ninth graders. They will be under assessment, and is a group composed mostly of auditory learners who learn much better when information is given through the spoken word. They prefer to listen than take down notes and picture things out in their minds. These children also enjoy saying things in their own words and explaining these things to others, vocally. It is therefore, just appropriate to have a speaker who is able to speak effectively and communicate well through speech. There are more chances for the children to comprehend what they have been taught, if it is presented orally or verbally. The ninth graders are, furthermore, proven to be mature and ready enough to learn, as indicated by certain factors and corresponding ratings and assessments. The children are all in the right age to engage in

Holocaust Memorial by Peter Eisenman and Emmaly Reed Essay

Holocaust Memorial by Peter Eisenman and Emmaly Reed - Essay Example However, one believes that it should have commemorated all the affected Jews during that time, since, according to the Jewish Virtual Library, the memorial serves as a means â€Å"to preserve the memory of those who suffered† (United States Holocaust Memorial Museum par. 2) and it is just fitting to title the memorial as designed for all the Jews who suffered during the Nazi regime.One strongly believes that the Holocaust Museum in Washington, D.C. saved virtually the same purpose as the museum in Berlin: to remember the Jews as a race and as one who the Germans have done injustice to, regardless of where the crimes and atrocities were committed. Unlike slavery and genocide, the Holocaust crimes were magnanimous in nature and their memory leaves an indelible mark to the lives of the remaining Jews who survived.The personal account of the experiences of Emmaly Reed could just be taken in their context since as a spectator; one could not validate the veracity and accuracy of the information that was relayed (Emmaly Reed, Holocaust Survivor). If indeed they were true, she must have suffered tremendously and that fact that she survive was a manifestation of a miracle.

Physical Activity and Academic Achievement

Physical Activity and Academic Achievement Physical Activity and Academic Achievement in College Students Abstract The purpose of this study was to determine whether those that schedule regular exercise into their lifestyles achieve greater academic success overall. To do so, scores on the Graduate Record Examination (GRE) test were compared before the participants worked out to the scores after the students worked out regularly for three weeks. Participants were 50 Psychology students randomly selected at University of Illinois at Chicago (UIC). The hypothesis was that participants will answer fewer questions on the GRE if they do not work out. Students will answer more questions correctly after they work. The predicted results were that students will answer correctly 20 out of 30 questions on the verbal section and 18 out of 28 questions on the math section before they work out regularly. After the three week work out, the students answered 24 out of 30 questions on the verbal section and 26 out of 28 questions on the math section. There was no main effect on type of questions. There was a main effect on the exercise that after the students worked out they scored higher. There was an interaction that after the students worked out they answered more questions correctly on both sections, verbal and math. The predicted results caused a possible correlation between physical fitness and academic achievement. However, the results should be interrupted carefully, as more studies still need to be done in order to completely support that physical fitness causes academic achievement to improve. It is possible that physical and mental process correspond with each other and influence each other. Introduction The positive health benefits of regular exercise are widely known. Even though due to much research where it is evident that there are positive benefits of physical activity, physical education in schools is being viewed as only an extracurricular activity rather than a necessity (Grissom, 2005). When school budgets are being cut short, physical education is being cut first; this in the long run negatively affects the students. Previous researchers and advocates argue that daily physical education in schools improves students concentration and cognitive functioning (Sibley, 2003). Physical education is an essential factor in students academic achievements. To date, in the United States, Canada and Australia, there were five controlled experimental studies done that evaluated the effects on academic performance of providing students with additional time for physical education. All the studies have shown that even if there is no drastic improvement, it definitely does not need to be sacrificed (Shephard, Volle, Lavallee, LaBarre, Jequier, 1999). In 2007, 287 fourth and fifth graders from British Columbia were studied to determine if providing daily physical activity affected their academic performance (Ahamed, 2007). They participated in daily ten minute classroom activity in addition to their regular 80 minute PE class. Even though the physical activity time been increased by about fifty minutes per week, the students who received extra physical activity had similar stantarized test scores for mathematics, reading and language arts as students in the control group. The researchers concluded a positive correlation between physical activi ty and academic performance (Ahamed, 2007). Overall, it is extremely difficult to calculate a statistically significant difference between experiment and control groups because it is difficult to raise academic achievement (Shephard 1996). Also whatever research that has been done in order to find the relationship between physical fitness and academic achievement primarily focused on middle school to high school students. The purpose of this study is to determine whether college students that work out regularly perform better than those that do not work out at all. College students have a lot going on during their academic career. This study is being done in order to determine whether those that schedule regular exercise into their busy lifestyles achieve greater academic success overall. The practical implication of the proposed study is that those who work out regularly and lead a healthy lifestyle perform better on tests rather than those students who do not work out. The experiment is trying to demonstrate that it is needed for students to not forget to lead a healthy lifestyle and to take time out of the busy schedules to exercise and that will lead to higher test scores. The hypothesis was that participants will answer fewer questions on the GRE if they do not work out. Students will answer more questions correctly after they work. Also, there will an interaction between working out and number of questions answered. Refer to Table 1 and Graph 1 for predicted results. The predicted results were that students will answer correctly 20 out of 30 questions on the verbal section and 18 out of 28 questions on the math section before they work out regularly. After the three week work out, the students answered 24 out of 30 questions on the verbal section and 26 out of 28 questions on the math section. There was no main effect on type of questions. There was a main effect on the exercise that after the students worked out they scored higher. Method Participants 50 undergraduate college students at University of Illinois at Chicago were between the ages of 18-25 were tested. Both male and females sexes were approximately equally represented. The participants were assigned to participate as part of the Psychology class, which counted towards the class credit. The participants were all healthy which allowed them to participate in the physical portion of the experiment. Design The experiment was a within subjects design. The participants were asked to complete the Graduate Record Examination (GRE) before they exercised for three weeks regularly and after they exercised regularly for three weeks. The exercise consisted of cardio work out. The first independent variable was running on the treadmill for 30 minutes and using the elliptical machine for another 30 minutes and no cardio exercise at all. The second IV was the type of question. The participants were asked to complete the verbal and math sections. The dependent variable was the level of performance on the GRE. The amount of questions answered correctly will determine the level of performance. Materials The materials used were the UIC Wellness Center and the two versions of GRE sample questions from the verbal and math section. Both GRE tests were of the same difficulty. One version was used before the work out, and another version after the 3 week workout. There were 30 questions on the verbal section and 28 questions on the math section. Procedure First the participants were given the GRE both sections, verbal and math. They had 30 minutes to complete the 30 questions on the verbal section. They had 45 minutes to complete the 28 questions on the math section. After the exam, the participants were all signed up at the UIC Wellness Center for regular exercise. They worked out on Mondays, Wednesdays and Fridays between 1-2 hours. They walked/ran on the treadmill for 30 minutes, rested for 5 and then used the elliptical machine for another 30 minutes. This repeated for three weeks. After the regular work out, the participants were given a different version of the same difficulty GRE tests. Again they had 30 minutes to complete the 30 questions on the verbal section. They had 45 minutes to complete the 28 questions on the math section. In the end, both exams were scored and compared to each other. References Ahamed Y, MacDonald H, Reed K, Naylor PJ, Liu-Ambrose T, McKay H. (2007). School-based physical activity does not compromise childrens academic performance. Medicine and Science in Sports and Exercise, Volume #39, 371-376. Grissom, JB. (2005). Physical Fitness and Academic Achievement. Journal of Exercise Physiology, Volume #8, 11-25. Shephard RJ, Volle M, Lavallee H, LaBarre R, Jequier JC, Rajic M. (1999). Required physical activity and academic grades: A controlled longitudinal study. Children and Sport. Sibley BA, Etnier JL. (2003). The relationship between physical activity and cognition in children. Pediatric Exercise Science. Tables, Figures IV A: Physical activity A1: No Exercise A2: Exercise 20 24 18 26 B1: Verbal IV B: Type of Questions B2: Math Table 1

An Open Campus is a Bad Idea Essay -- public school

Wandering kids. Bumper to bumper traffic. Drug dealing. Is this the picture drawn when local students have fifty minutes of freedom during lunch to do whatever they please? Students should not be allowed to leave their school campus during lunch. An open campus would lead to truancy, disturb local businesses and neighborhoods, and cause crime.   Ã‚  Ã‚  Ã‚  Ã‚  Truancy can occur among students if an open campus is accepted. If students have the privilege to leave school for fifty whole minutes on their own, then they have the freedom to not come back. It would break the trust between students and educators, and harsher rules would have to be enforced on the open campus rule. Numerous students who decide to ditch the remaining periods would have an excessive amount of in-school absences. This could lead to parent conferences and suspension, and possibly expulsion in some cases. When a student misses or skips a class, the information taught that day would not be accessible in the same format which others have learned. One?s academic grades can be effected from lack of information by truancy. Irresponsible students who choose to take the risk of leaving their school after lunch for the remainder of the day will not have this opportunity if an open campus is kept closed.   Ã‚  Ã‚  Ã‚  Ã‚  Local businesses and neighborhoods can be disturbed if open campuses are permitted during the lunch hour. When groups of students are on their break, they can cause a commotion and be quite noisy among one a...

Ethics Essay Essay

There are different systems in which an individual or a company could make ethical decisions. They can vary depending on the issue at hand and they relate and different in certain ways. In this writing I will compare the similarities and differences between virtue theory, utilitarianism, and deontological ethics. I will include a description of the differences in how each theory addresses ethics and morality. And I will give a personal experience to explain the relationship between virtue, values, and moral concepts as they relate to one of the three theories. Ethical systems based on abstract values are described as virtue theory. Virtue theory is based on character ethics. It is the viewpoint that in living one’s life one should try to cultivate excellence in all they do and in all that other do. This is the system that would address ethics and morality from the perspective of living with high values and with great character (Boylan, 2009). Quoting Boylan (2009) from our book, â€Å"Utilitarianism is a theory that suggests that an action is morally right when that action produces more total utility for the group than any other alternative† (pp. 153). Utilitarianism focuses on what is best for the group or team as a whole. This theory asks, â€Å"What ethical decision will profit the most for the largest amount of people?† Deontology is a moral theory that emphasizes one’s duty to do a particular action just because the action, itself, is inherently right and not through any other sorts of calculations (Boylan, 2009). Calculations like what the consequences of that action might be. Deontology is a duty-based theory when addressing ethics and morality. In comparing these three, a utilitarian working for ATT might overlook a bad credit report to make a deal because the deal would help the company and the  client. Therefore it’s a win-win. A deontologist might make the same decision based on the fact that the client needs a cell phone to be able to take care of business in order to take of her children. The simple fact that the action is inherently right regardless of the consequences is the bases for the deontologist. And to the contrary only a virtuous worker would have integrity and do what was in the best interest of the company. A personal experience of mine to relate these topics would be a girlfriend of mine just got out of a bad relationship where she was not married, but had a child with this man. She lived with the father of her child for many years although he was abusive and was providing home that was unsafe and insufficient for her and her child. She stayed for many years making decisions as a utilitarian until one day she changed to a deontologist. She chose to leave the state and ignore the rights of the father on the grounds that he was abusing both her and her son. She valued her and her son’s health over anything. She was virtuous in that she rose above the desire to retaliate and pursued only their protection. And all of her actions where based on her moral concepts, according to her beliefs and understanding. In conclusion, there are many different theories and ways to make ethical decisions. I have related and compared the virtue theory, utilitarianism, and deontology. I have also shared a personal experience to relate virtue, values, and moral concepts to one of these theories. Life and business are about making decisions and these concepts and theories are a foundation to a healthy life and a healthy business. References Thompson, S. (2014). What is the relationship among virtue, values & moral concepts in individual and business contexts?. Retrieved from http://smallbusiness.chron.com/relationship-among-virtue-values-moral-concepts-individual-business-contexts-69097.html Boylan, M. (2009). Basic Ethics. : Prentice Hall.

Media Influence on Stereotypes

What you see is not always what you get In a society highly influenced by the media, stereotypes are used sometimes in a comedic way. In Harold and Kumar go to White Castle one of the main themes the movie is poking fun at is how stereotypes affect the lives of the two main characters one being of Korean decent and the other Indian. The movie opens introducing the first character Harold. The audience sees that he is an Asian male working in a cubicle for a banking company.The scene turns to Harold’s co-workers who are both white in an office that is nicer and bigger to that of Harold, discussing how they are going to have fun and party for the weekend when one of them has much work to do, so one of them suggests having someone else do it. The scene gives the impression that the two white co-workers are the main characters of the movie as the introductory scene shows primarily the two co-workers and have the most dialogue in the brief intro; however, later the audience will not ice that they are not seen again until the end of the movie.What this scene is shown to do is to make humor out of a normalized stereotype of the Asian American group. As this scene will be analyzed, the normalized stereotypes of Asians in society is highly recognizable in American culture and media, as it negatively privileges the Asian group while obscuring Americans insecurity of their own part in society. In today’s world most people are born with an identity already established for them. Generalized perceptions or a stereotype of a single group has instigated prejudice.With cultural representations already determined by the outside world, many strive to break such representations in order to form their own identity and not what was given to them. It has increasingly more difficult for one to break such representation due to factors in society normalizing these representations with the use of the media. The media has become a powerful tool in promoting such representation of groups. Stereotypes surround the whole world we live in and are unavoidable.No matter what we do, depending on our personality, attire, or even our hairstyle everyone fits into some sort of stereotype even by a little. The definition of a stereotype is a standardized conception or idea of a group of people (Hurst). Even though most stereotypes aren’t true there is a reason why they exist and continue to thrive. Stereotypes have flourished continually as the world has become more and more globalized. Especially in the United States one of the most ethnically diverse countries in the world.As stereotypes exist they have consequently affected the way that a particular individual or group lives in society. One particular representation that will be analyzed is the stereotypes of Asians in popular media, the movie Harold and Kumar go to White Castle and along with my own personal experiences being in the group within Asian Stereotypes will be used to assess the topic. Back at the beginning of this paper an introductory scene was described of the film Harold and Kumar go to White Castle. Even though the scene is only about a few minutes many representations can be noted.The scene implements key normalized stereotypes seen in the public eye. The particular stereotype of Asian group has been connected to the term â€Å"Model Minority† which applies positive traits as a stereotype. The traits include qualities such as being hardworking, intelligent, studious, productive, and also inoffensive people. Also known to increase their social status through merit. The biggest opposition to the view is that it exaggerates the success of Asians. This false empowerment given by the stereotype covers up true problems that are faced by the Asian community.The belief that Asians are harder workers and thus leading to higher earning jobs has led to a more difficult level of climbing the work ladder into higher wage jobs, otherwise known as the glass ceiling phenomen a: The definition â€Å"The Glass Ceiling† refers to an invisible barrier that limits the level to which a woman or another member of a demographic minority can advance within the hierarchy in an organization. It often is a barrier that confronts Ethnic Americans in addition to women when trying to reach upper management levels in many companies (Hester, 2007)Corresponding to the glass ceiling phenomena, the model minority stereotype has been believed to been the cause that Asians must acquire more education and work more hours than their white counterparts to earn the same amount of money. We will go back to the same scene mentioned at the beginning and continue. The scene described before shows Harold the Korean descendent character working tenaciously in his cubicle filling out forms and papers and he is then approached by the two co-workers mentioned earlier that were contemplating how they are going to party over the weekend when they have work to do.Afterwards it shows the two co-workers giving Harold a pile of their papers and folders then persuading Harold to do the work for them with Harold then unenthusiastically accepting the task. Afterwards the scene shows the two co-workers in this short dialogue Co-worker 1: â€Å"Wow! That was amazing; I can’t believe how easy that was† Co-worker 2: â€Å"Dude, how do you think I get all my shit done? Those Asian guys just love crunching numbers. You probably just made his weekend. (Both leave laughing)Then the camera pans over to Harold as he shouts â€Å"Fuck! † The co-workers connect the traits of the stereotype to what they just did and sarcastically believe they did Harold a favor. What can be shown here in relation to the model minority stereotype is that Harold now has to do more work than is required of him for his white counterparts. However doing this extra work will not earn him more money or any merit while his white counterpart will be doing less work and receiving the same credit as Harold is.The dialogue shows that the co-workers jokingly believe they are doing Harold a favor due to his traits which allows him to do such tasks; however, the ending of the scene shows Harold shouting â€Å"Fuck! † which can be seen as epitomizing reaction of Asians frustrations towards how this stereotype has affected them. The scene shows rebellion towards the label of the model minority. This shows that even though the model minority label credits Asians with strong qualities in the end negatively affects them.What does the scene show about the white co-workers? The scene shows the co-workers of Harold irresponsibly passing off their work for someone else to do. This characteristic shows laziness in the white co-workers. This part of the scene was a way to laugh at both Harold and also the two white co-workers. Why was this funny? The thing is that it’s sometimes true that these kinds of situations occur that is where the audience connects the humo r in the situation. The scene reveals an abnormal of how Americans are usually viewed.Americans have been known to be hard workers through fighting for freedom through the revolution to rising to one of the most powerful countries of the 20th century. Time goes on being on top, strong qualities can be seen to be fading away. The polarity is seen as Harold the Korean is hard working while the white co-workers are not. In the scene the white co-workers are laughing away semi-sadistically as they leave the building after taking advantage of their Asian co-worker. The significance of this is that the laughing disguises the white co-workers insecurity of their own work ethic is not as strong.Using the model minority stereotype has in a way been used to exploit as shown in the scene with the white co-workers using the stereotype to use Harold as a work horse. Even though the two white co-workers can’t represent Americans it can represent a whole different stereotype to be uncovered America has had a history in dealing with Asians in the past. Around the 19th century a term known as the â€Å"Yellow Peril† developed as a fear to the increasing number of Asians would immigrate to the United States and would fill the country with foreign culture, speech, and even take away jobs from Americans.The fear that the hard working Asians would take away American’s position in the working world, a satire to the response of that fear is shown in the scene as it shows Harold has been used as a crutch to hold up the co-workers in power. In Amitava Kumar’s Language, a violent example is seen when Kumar describes the murder of Vincent Chin who was murdered by two white autoworkers in Detroit. During so he was called a â€Å"Jap† and told â€Å"It’s because of you motherfuckers that we’re out of work. †(p. 05, Critical Encounters With Text). Chin was murdered due to his ethnic identity which in some correlation was believed to p ut those auto workers out of work. Chin was murdered because in the view of the autoworkers was that he was somehow associated with the ethnic group that had replaced them. It could be that the people who replaced them were more efficient, harder working, or demanded lower wages. Whatever it was, they did not confront the face they themselves had anything to do with the fact they were out of work.Which is something that has become a problem in society is that people blame each other and do not choose to confront how they could have caused a certain event. The model minority stereotype has also affected my life personally being of Korean decent. Being part of the model minority stereotypes has caused to build expectations since we are expected to live up to our peers which fall into that category. In elementary school, I remember asking my teachers for help and noticed some reluctance in doing so. Then I saw my teachers helping other students seeming more inclined to help.This situat ion made it seem to me that I had to work a little harder than my peers in school. In high school, some teachers took personal offence if it seemed as I underperformed on an assignment believing I wasn’t trying or was being lazy. Even though if I tried hard and didn’t do well it was disappointing to see teachers lose faith due to a misinterpretation. All of these things were built upon the general assumptions brought on by the model minority stereotype, has made it so it was abnormal to not follow the trend of such a view.Assumptions are natural impulses that most cannot avoid to do. As human beings no matter what we see, there is some sort of impression that most of us come towards even without knowing the person. Some of these assumptions are guided from varying reasons including friends, family, face, hair, ethnicity, attire, gender, and the media. We analyzed how a particular scene in the film Harold and Kumar go to White Castle exemplifies a generalized assumption . Also a brief personal account on how the stereotype has affected me.Stereotypes create unfairness as it classifies groups based on assumptions. Awareness of the consequences of stereotypes will help the problems associated with it. Stereotypes will continue to die down as long as the world is becoming more and more globalized. So therefore groups and cultures in America will become more connected with each other as time goes on causing familiarity, bringing down assumptions on a group and with this the concept, true equal opportunity will continue to become stronger.Works Cited Jon Hurwitz, Danny Leiner, Hayden Schlossberg . Harold and Kumar go to White Castle. (2001) †¢ Amitava Kumar. â€Å"Language,† by, reprinted from Passport Photos by permission of University of California Press. (2000) †¢ Hurst, Charles E. Social Inequality: Forms, Causes, and Consequences. 6. Boston: Pearson Education, Inc, 2007 †¢ Ruth Hester, published May 21, 2007 http://www. associ atedcontent. com/article/248276/the_glass_ceiling_and_its_effect_on. html? cat=3 †¢ Amy Kashiwabara, 1996 http://www. lib. berkeley. edu/MRC/Amydoc. html