Ethical Dilemmas in ‘The Dark Knight’

Upon viewing the movie â€Å"The Dark Knight’, audience can hardly distinguish ethical dilemmas raised as their intention in watching the movie was purely entertainment.   However, in order to find such ethical dilemma, one has to track down the movie part by part, scene by scene, or character by character.First and foremost, the way Bruce Wayne tried to hide in public his real identity behind the mask of Batman would suggest one of the ethical dilemma found in the movie.The conduct he exhibited implied dishonesty over sincere intention, which was to help bring out justice in the Gotham City.   Moreover, was it lying in his actions, and to whom it could benefit?   The mask of Batman was created to protect the real identity of Bruce Wayne, and therefore only benefited his own objective.Secondly, another moral dilemma displayed by Bruce Wayne was his view of putting the justice on his hand.   In real life, the existing law was the one to be on top of others as the one w ho wants to put himself on top of the law is prohibited and punishable.   Thus, the movie presented an ethically incorrect principle.Batman was a hero in the eyes of kids, and it was unquestionably demonstrated as he became a just and vigilant justice-giver.   Morally speaking, he ironically followed the ethical theory of Utilitarianism because his decision of sacrificing his own life was indeed a heroic act.   In this conduct, he offered a great benefit for a majority of the population.On the other hand, the degree of his action covered some negative points especially when Batman went wild and violent in public.   Although he neither killed anyone nor hurt any civilians, his reckless action was quite unethical.Damaging public and private property without showing any proper actions such as Batman being put in prison for civil case, created a scenario that kids might follow believing that destructive acts to other’s possessions are ethically correct irregardless of her oic motives and intentions.   Therefore, Batman or Bruce Wayne has to be penalized in the movie for such improper behavior as it could be the only way to balance the weight of Utilitarianism ethical theory.To the case of Alfred the Butler, it is much harder to locate and analyze the ethical dilemma in his behavior.   He always looked calm, reasonable and a friend to Bruce Wayne.   He never committed any unlawful acts perceptibly.   However, as Alfred the Butler knew the real identity of Batman ever since, and as we find the ethical dilemma behind Bruce Wayne’s masked heroism, the existence of Alfred the Butler in the movie made us believe that his connivance with Bruce Wayne or Batman was unethical from the start.

Rosa Lee Story

The Rosa lee story Rosa Lee gave dash full access to her and her family life for four years, because she thought someone could learn from it. Rosa was born in Washington and was living a low class life, and often looked down up on for it . Rosa lee was brought up in a single parent house hold and when she entered jr. high her dad died. Rosa mom often struggled to take care of her and her siblings. Her mother gave birth to twenty-two kids, but only eleven survived. Rosa and her mom never saw eye to eye and when she got pregnant at the age of thirteen it didn’t make their relationship any better.At the age of fourteen she had her first prostitution experience for five dollars, she told her customers at work that if they were going to have sex with her, they had to pay because she had eight kids at home. After Rosa third child she married into an abusive relationship with a man who was twenty one which made her sixteen she couldn’t take anymore so she moved back in with he r mom. Rosa and her mom relationship was filled with conflict. At a very young age Rosa started stealing from people. She stole to basically buy her some friends, she would take her friends to the movies and buy them candy.At the age of twenty Rosa had moved to the North East with her six kids and was on welfare by the time she was twenty one she had two more kids. Rosa just wanted to make sure her family was ok and that they had some of the things they needed. Rosa also did other jobs that paid under the table so she could still get her welfare check. So she became a dancer at night clubs and got paid for sex. Being brought up in a neighborhood like Rosa had several down falls. Her and her sibling didn’t really have anyone to motivate them to do the right thing. The girls were supposed to be domestic but Rosa rebelled against it.Rosa started selling drugs in the seventies and in fifteen years she was in jail a dozen times. Until Rosa was twenty-nine she got away with stealin g, she tried to steal a fur coat and had to do eight months in jail. Most of Rosa lee brother and sisters made it out of poverty and became middle class. They had honest jobs like bus driving and had their own cab services. Her brother and sister choose a different path because they seen and knew the struggle that their mom and sister Rosa had to deal with. Seeing Rosa life its self made you want to do right.Eight kids, having to steal, selling and using drugs and being back and forth in jail made you want to do right. Rosa didn’t start selling drugs with the intent to use them, it just happened, she thought selling marijuana and heroin was a quick way to get money and keep her welfare, but when she started she couldn’t quit she was using two fourty dollar bags a day. She said that when she used the drug it gave her courage. Rosa could do and say anything when she was high. Rosa and her siblings used drugs and broke the law because they were not taught any right from w rong .They had such a rough childhood and at this time they didn’t know any better, they were young when they started. Even Rosa kids started taking different paths at very young ages. They didn’t go to school because she didn’t make them. Rosa did drugs in front of her kids and it made them want it. Her one and only daughter Patty started using drugs at the age of thirteen and was rapped several times by relatives while Rosa was incarcerated, which is why she said she hated males and on top of that she was prostituted by her mom.Her son Ronnie started using drugs at the age of fifteen, she told him if he wanted to drugs he had to support his own habit, so he started selling marijuana with his mom. Her oldest son Bobby died of aids cause they all shared needles. At a very young age Rosa stopped going to church and didn’t start going back until she was about forty. She didn’t seek for religious ways to help her in her situation she thought that what she was doing was right for her and her kids.Even with Rosa taking the path she did she could have taught her kids the right from wrong. I think that Rosa had a choice to do well she just choose a different path. She lived in a single parent household, where drugs were being sold and welfare was the way to live. She wasn’t getting the attention that she needed so she explored and ended up finding out the hard way that wasn’t the life she wanted to live. If Rosa stayed in school and maybe had a better a male figure in her life she probably wouldn’t have been in all the trouble she was in.

Quadratic Equation and Marks

Tak Nga Secondary School 2010-2011 Mid-year Exam Form 4 Mathematics (Paper I) Time allowed: 1 hour 15 minutes Class:________ Name:__________________( ) Marks: ________/ 60 Instructions: 1. Write your name, class and class number in the spaces provided on this cover. 2. This paper consists of THREE sections, A(1), A(2) and B. Each section carries 20 marks. 3. Attempt ALL questions in this paper. Write your answers in the spaces provided. Supplementary answer sheets will be supplied on request. Write your name and class number on each sheet. 4. Unless otherwise specified, all working must be clearly shown. . Unless otherwise specified, numerical answers should either be exact or correct to 3 significant figures. 6. The diagrams in this paper are not necessarily drawn to scale. Page 1 of 9 Section A(1) (20 marks) 3n ? 5m =4. 2 1. Make n the subject of the formula (3 marks) ____________________________________________________________ ___________________ __________________________________ __________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 2. Calculate (? 3 + 5i ) ? (2 + 7i ) . 4 + 8i (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____ _______________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Factorize (a) 2r 2 + 20r + 50 , (b) r 2 + 10r + 25 ? s 2 . (4 marks) ___________________________________________ _________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________ __________ Page 2 of 9 3. 4. If f ( x) = x 2 ? 1 and g ( x) = 3 x + 2 , find the value of 2 f (0) + 3 g (1) . (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _______ ___________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 5. Solve the equation 1 2 x ? = 3 by the quadratic formula. (Give the answer in surd form. ) 2 (4 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________ __________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ________________ ____________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 3 of 9 Section A(2) (20 marks) 6. In the figure, the straight line passing through A and B is perpendicular to the straight line passing through A and C, where C is a point lying on the x-axis. (a) Find the equation of the straight line passing through A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ________ ____________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the coordinates of C. 3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ______________ _____ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ _____________________ _______________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 4 of 9 (c) Find the area of ? ABC. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________________ __ 7. Consider the function f ( x) = x 2 + bx ? 20 , where b is a constant. It is given that the graph of y = f (x) passes through the point (5, 10). (a) Find b. 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _________________ ___________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ (b) Let k be a constant. If the equation f ( x) = k has two distinct real roots, find the range of values of k. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __ __________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ Page 5 of 9 8. Suppose P(x) = 2 x 3 ? (h ? 1) x 2 ? 18 x + k . P(x) is divisible by (2x + 1). When P(x) is divided by (x – 2), the remainder is – 40. (a) Find the values of h and k. (4 marks) ____________________________________________________________ _____ ______________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________ ________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Factorize P(x) completely. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________________ __ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ________________________ ____________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 6 of 9 Section B (20 marks) 9. It is given that ? and ? are the two roots of the equation 2Ãâ€"2 + 8x ? = 0, where ? > ?. (a) Write down the values of ? + ? and . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the value of each of th e following expressions without solving the equation. (i) ? 2 + ? 2 (ii) ? ? ? (iii) ? 2 ? 2 (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____ ________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (c) Form a quadratic equation with roots ? 2 + ? 2 and ? 2 ? ? 2 . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __________________________________ __________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 7 of 9 10. It is given that f ( x) = ? 2 x 2 ? 6 x + c . The graph of y = f ( x) cuts the x-axis at A and B and also cuts the y-axis at C(0, 20). (a) Find the value of c. (1 mark) ______________________________________ ______________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Find the coordinates of A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ __________________ __________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (c) Find the area of ? ABC . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____ _______________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 8 of 9 (d) By the method of completing square rewrite the equation y = f ( x) in the form y = a( x ? h) 2 + k . Find the vertex of the graph and axis of symmetry of the graph. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____________________________ _______________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (e) Find the domain and co-domain of f(x). 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ END OF PAPER Page 9 of 9

The Phonology and Semantics of the English language Essay

The Phonology and Semantics of the English language - Essay Example Phonetics  is the production of speech sounds by humans, often without former knowledge of the language being spoken. While  Phonology  is the study of  patterns  of sounds, mainly different sound patterns in different languages, or within a language, different patterns of sounds of an alphabet in different positions in words etc. Phonetics is the base for phonological analysis. Some linguistics include phonetic within the study of phonology. Phonology studies sounds at a particular stage in the development of the language to determine the sound patterns that can occur (Phonology, 2011). International Phonetic Alphabet (IPA) is an alphabetic system of  phonetic notation, primarily based on the  Latin alphabet. International Phonetic Association devised it as a standardized representation of the sounds of spoken language i.e. a system to transcribe the sounds of speech, independent of any particular language and valid for all languages. The IPA represents just those qualities of speech that are characteristic of  spoken language: intonation, phonemes, the separation of syllables and words. International Phonetic Alphabet system is used in dictionaries to specify the pronunciation of words, as foundation for creating writing systems for previously unwritten language, by non-native speakers of English and teachers (IPA, 2011). Phonology is the base of written and spoken language. Without a standard sound pattern to letters symbolizing sound, we would be making mere utterances, just like we hear animals, which our fellow human beings will not be able to understand or interpret. After listening to the audio clip, I interpreted that the speaker is of Korean accent. Korean natives tend to use Korean ‘sound’ system while speaking English. Korean and English sound rules are quite different. Some of these differences do not have much impact but others can interfere greatly with one’s ability to communicate (APC, n.d). At times, it happens that the

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Main Rules of Energy Governance - Assignment Example Energy security remains a major concern to most emerging economies, mainly due to overreliance on nonrenewable sources by most of these countries. Consequently, most governments prioritize energy security over climate change. The need to address global climatic changes, therefore, has mainly been driven by developed countries (Ren & Zhenyu 635). Presence of electoral rules that strongly favor major political parties derailed the rapid growth of wind-power in the US. On the other hand, the presence of stable energy policies coupled with financial incentives ensured that Germany experienced rapid growth in wind-power earlier. Despite this difference, both countries rank among the top three global generators of wind-power. Conclusively, one would identify the nature of the electoral systems in the two countries as the overall political factor that makes each of their pursuit of wind-power distinctive (Shepherd & Li Zhang  186).  

Commercial Aviation Safety Essay Example | Topics and Well Written Essays - 2250 words

Commercial Aviation Safety - Essay Example After the two wars, the availability of decommissioned military aircraft as well as the increase in number of decommissioned military pilots paved the way for the modern aviation industry. At the same time, aircraft manufacturers such as Cessna, Piper and Beechcraft made passenger aircraft made for specific roles. These aircraft manufacturers eventually became the world's leaders in passenger aircraft technology ("Commercial Aviation", 2006). The development continued over the next 20 years and by the 1950's, Boeing introduced their first line of passenger aircraft that utilized jet engine technology such as the Boeing 707. The evolution of the commercial aircraft industry continues with airport authorities and airline services going hand in hand in providing safe and efficient air travel around the world ("Commercial Aviation", 2006). But the industry is never without its troubles and complications. There are several factors that make air travel rather risky and dangerous. Among the se are technical problems, human error, unpredictable weather conditions, hi-jacking and many more. Out of these issues, terrorism had the most significant impact in the industry, as it was responsible for the death of thousands of innocent lives. The most infamous of these aerial terrorists act was the September 11, 2001 attacks, also known as 9/11 ("September 11 Attacks", 2006). There are a ... Weather disturbances such as ice and other forms of precipitation pose great risks for the pilots and passengers. Take for example the case of a certain Georgian Express Flight that happened in January 14, 2004. The flight involved a Cessna 208B that took off from Pelee Island Ontario and eventually crashed into Lake Eerie moments later after take-off killing all 9 passengers and the pilot. The crash was believed to be due to pilot fatigue and poor visibility due to icy weather conditions (Aarons, 2006). Other cases of human error are linked to faulty and obsolete flight equipment, such as manual controls that are totally dependent upon the pilot's skills. Obsolete equipment combined with mediocre skills can greatly increase the occurrence of a mishaps happening in the industry (Evans, 2004). Proof of this comes from the Aviation Safety Network which reported that there were about a dozen or so airline mishaps in June 2006 alone, among these involved n A-320 Airbus incident in Sochi, Russia and a DC-10 incident in Managua, Nicaragua (Aviation Safety Network, 2005). Aircraft structural fatigue is also blamed as the number one killer in the skies, this happens especially in a lot of older aircraft that are still used by some airliners up to this date (Aubury, 2006). Also, financial problems may plague an institution if it is not ready to support airline operations. Such was the problem of South African Airways when their profit plunged into an all-time low of almost 90% because of rising fuel prices, lower cost of competition as well as their failure to generate enough profit. South African Airways has also run through debts in the course of its operations thus forcing it to cut back on costs while maintaining its

How did the cotton economy shape the Souths environment and labor Assignment

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Consumerism and the loss of identity in the Middle East (Dubai and Essay

Consumerism and the loss of identity in the Middle East (Dubai and Doha) - Essay Example This paper seeks to identify how consumerism has affected the lives of the people and the paper focuses on exploring the concept of consumerism as it has developed in recent years in the Middle East. Globalization as a phenomenon is also studied to determine how the economic progression of the Middle Eastern countries has encouraged a culture of consumerism. The result is a change in cultural and social perceptions and this change is closely related to the consumerist culture which seems to have transformed traditional identities in the Middle East. The focus of this research is also on the consumerist culture pertaining to women and their compulsive buying behavior. Some of the works I have referred to include Consumption by Robert Bocock which explores the history of consumerism and The Beauty Myth by Naomi Wolf, a work that addresses the situation of women in terms of beauty and how it has been used as a marketing tool and created an obsession with physical appearance. This essay explores the concept of consumerism and its relationship with social trends and perceptions and highlights the extensive marketing networks that define consumption patterns. The relationship between capitalistic consumption and cultural traditional identities is also explored to study religious, psychological, political and social dimensions in the Middle East. Consumption in its economic term refers to consumers buying and using the things they ‘need’. However as explored in Consumption by Robert Bocock, there has been a shift in the way consumption is defined. Consumption is founded on the basis of a need and a constant sense of incompleteness that is compensated with material things. This is because consumers desire the â€Å"unattainable- that is the satiation of all their desires.† Constant consumption itself should not be seen as a consumption of material things, but a consumption of

Advise the Board of Directors of Choc Delux of their liability to Assignment

Advise the Board of Directors of Choc Delux of their liability to Kylie under the tort of negligence - Assignment Example The inclusion of a new ingredient was not communicated to customers. However, it can be argued that nuts are edible and are mostly used alongside cocoa. In this regard, Choc-Deluxe did not foresee any harm. According to tort law, harm should be foreseeable for a firm to be accused of negligence, thus, liability can be exempted. Consequently, the relationship between a firm and its customers is a bother. For a firm to be held responsible, there must be proof that it understands the customers situation, thereby proving negligence of the duty of care (Caparo Industries Plc v Dickman [1990] 1 All Er 568) The complications that arose from consumption of the product caused Kylie a huge economic loss. However, there is a weak link between the company’s products and the economic losses of Kylie. Choc-Deluxe cannot be accused of negligence since they had no information about the chain of events that would lead to the loss. Thus, the duty of care cannot apply in such instance (Hedley Byrne V Heller [1963] Ac 465). In Bolton v Stone [1951] AC 850, a defendant cannot be deemed negligent if the damage caused by the actions were not foreseeable. In the case of Coke deluxe, the damages to the plaintiff could not be foreseen as her condition was not known to the company, thus, the company is not responsible for the violation of torts. Consequently, there was no established link between nuts and injury among many consumers, thus making Kylie’s a unique case. The extent of economic and health damage caused by consuming chocolate laden with nuts can be attributed to lack of proximity in the relationship between the firm and the customer. Irregardless of the fact that Choc-Deluxe needed to communicate to the customers about the changes, a tort could not be admitted since the company did not have the details of her special circumstances and if knowing her circumstances would have made an impact on the

Gas and Soft Drinks Essay Example for Free

Gas and Soft Drinks Essay 1- That would be inelastic. Even though people gripe about the rising prices, that doesnt stop people from stopping by the gas pumps to fill up. Elastic is more like candy bars or soda; if priced at 50 cents, there will be high demand, but if the price rises to 2 dollars, the demand will go down. Because there are many alternative brands for Coca Cola that have more or less the same taste. When the price of coca cola rises, demand decreases because consumers will find alternative brands that taste the same but at a lower price, therefore demand is elastic. Demand for soft drink as a whole is inelastic because whether or not the price increases/decreases, demand would not decrease/increase by a whole lot, since its the consumers preferred choice of drinks (just like milk is inelastic). Just because the price increases, doesnt mean that consumers will start to drink water all the time, theyll just drink less amounts of soft drink than usual (and vice versa). Elastic means by increasing the price, the demand for that product decreases as well. For example when the price of lamb increases, people will shift to chicken. We say the demand for lamb is elastic. Inelastic means, no matter how much the price changes, people still use it and the demand doesnt change a lot. Same as your example, Although the oil price increases, but the demand for oil didnd decrease. 2-petrol is also sold from especialy designed petrol pumps which costly to buld and operate . in the other hand coke and soft carbonated drinks is sold everywhere and can be sold to anyway and any gae. patrol selling you must be an adult and hold a drivers licience . Gas in the long term has higher elasticity of demand. meaning since in short term people do not have much choice,so they consume whatever is available at whatever price. 3- the coke is advertosed on over hundered tv channels around the world and it is the best known trademark in the world is sold in about one hundred and forty countries to 5. 8 billion people in eight different languguages . The cross price elasity of demand would be for the coca cola since the demand for it is growing A third example of cross-price elasticity is between Coke and Pepsi. If the price of Coke increases by 10%, then the demand for Pepsi will increase by 20%. This results in a cross price elasticity between the two of 2. Like the example above, these two would be substitues since the cross-price elasticity is greater than zero. http://mbaecon. wikispaces. com/file/view/cross_2. gif/30502983/cross_2. gif.

Encouraging Children to Join Dance Physical Activities

Encouraging Children to Join Dance Physical Activities ABSTRACT Objective: The objective of the study was to encourage young primary 4/ 5 school children to participate in skill based physical activity like dance which has better health benefits then the regular physical education sessions. Methods: An epidemiological cohort study was conducted in randomly selected three schools in Glasgow. 95 children participated out of which 64 underwent 16 weeks of dance training as an additional physical education session in schools by a trained dance professional. Control group (N=31) children attended the regular physical education session of the school. For both the groups measurements were taken at baseline, post 8 weeks and post 16 weeks of the intervention. The aerobic fitness and body fat percentage were the major criteria to assess the effectiveness of the study. Aerobic fitness was measured by 20 m shuttle run test and body fat was assesses by Tanita body composition analyser. Results: A significant improvement in aerobic capacity was reported in the intervention group with mean -1.71  ± SD 1.77; p value Conclusion: The 16 week dance intervention has enhanced the aerobic fitness in children. The study suggests that a well planned entertaining skill based PE session can have positive influence upon increasing physical activity levels in young children. INTRODUCTION Physical inactivity is estimated to cause 2 million deaths worldwide annually. Furthermore it contributes largely to medical costs [1]. Engaging in regular physical activity is an essential element in preventing chronic diseases [2]. It is presupposed that improved physical activity in childhood can reduce the health risks associated with inactivity and benefit health both during childhood and adulthood [3]. However in recent years the inflating physical inactivity in children around the world has gathered considerable attention [4, 5, 6]. The increasing prevalence of overweight and obesity in children has been attributed in part, to decrease in physical activity. The imbalance in energy intake and energy expenditure is a major root for epidemic of child obesity [7]. A large proportion of children in Scotland are insufficiently active in order to gain subsequent health benefits, hence promotion of health enhancing physical activity to children has become a public health priority. Gui delines for Appropriate Physical Activity for Elementary School Children states that children should accumulate at least sixty minutes of moderate to vigorous physical activity (MVPA) in a day [8]. To a certain limit, a linear dose-response relationship between physical activity and health can be seen [9]. Researches suggest that habitual physical activity levels decreases over the lifespan, hence children are more active than adolescents and further more than adults. Hence it can be proposed that children who do not develop patterns of regular physical activity are at risk of being sedentary adults. The adequate fitness in childhood is likely to carry beneficial biological and behavioural effects into adulthood. Physically active children are more likely to become physically active adults [10]. The declined physical activity in young children today is widely noticeable; computer games and television shows are attracting childs attention and are preferred over play [11]. Children from sedentary parents are found to be comparatively more inactive then their other counter parts. The triad between physical inactivity, obesity and unhealthiness can be presumed seeing the correlation between the three. Obesity can be relate as a unforeseen trait in a number of chronic diseases and conditions in early and later life like cardiovascular and respiratory problems, insulin resistance (type II diabetes), osteoarthritis, endocrine and metabolic disorders, psychological imbalance etc [12,13]. While evidence proves that physical activity in children improves the bone strength, benefits cardiovascular system, improve glycemic control, improves metabolism, reduce the risk of specific cancers, induce positive state of well-being like self- esteem, self-efficacy, and positive mood states [14,15,16,17,18]. Studies report positive effect of exercise training on cognition in elementary school children [19]. Churchill et al., (2002) suggest improvements in cognition due to exercise is mainly on executive function [20]. The inclusion of a healthy dose of vigorous physical activity in schools as a part of the Educational curriculum can improve the overall development of the child. The school has emerged as a critical setting for promoting health enhancing physical activity in children [21, 22, 23, 24]. School is a universal place where every child around the world spends most of his or her time, hence is a key factor in improving physical activity in children. Studies reviewing the effect of school based interventions propose an improved level of health-related knowledge and fitness in children. But in terms of obesity prevention not much effect has been detected. However, some measure of obesity has found to be downsized. Physical education in schools is not sufficient enough to provide notable health benefits. It appears that when children are given free choice, many of them seem to be less active. In order to get the health related effects it is important to offer skill based physical education sessions like dance, football, rugby etc where children can engage in moderate-to-vigorous physical activity. There are evidence that proves the effect of moderate- vigorous physical activity (MVPA) in weight stability and cardiovascular health [25]. In order to improve physical activity trends in Scottish schools, a school based intervention involving primary school children was developed. The intervention was designed to encourage children to participate in physical activity like dance which is more likely to be welcomed by children of younger age group and to continue it throughout their school career. To upgrade aerobic fitness and to downgrade the fat percentile in children were among the components of the study plan. METHODOLOGY The intervention Dance Yourself Fit focuses on improving the physical activity trends in primary 4-5 school children. Since it has been presupposed that notion of play starts declining by this age. By choosing dance as the mode of exercise, the intervention aims toward enhancing the skill based physical activity in schools along with an increase in the number of physical education (PE) sessions per week. Study design and sampling The Glasgow City Council has randomly selected three primary schools from the same socioeconomic area for the study. 95 healthy 8-9 years old volunteers including 54 girls and 41 boys participated from primary 4-5 classes. The mean weight and height of the participants before the initiation of the study was 30.09 kg with 95% CI (28.428- 131.769) and 132.24 cm with 95% CI (130.75- 133.73) respectively. Each school was visited prior to the start of the study to ensure all potential volunteers, teachers and parents are fully aware of the aims of the study. The method of monitoring and assessment was explained to the students. Adjustment was made by the school to include two physical education sessions per week in their timetable. A qualified dance professional was recruited as a coach to train the students with dance. Normal and healthy is defined as those without any medical condition which can hamper their ability to participate in aerobic exercise. Physical activity and medical questionnaire were given to the students and those considered unsuitable by the test results were excluded from the participation. Children were instructed to cease exercise if they feel any discomfort. Subjects Intervention group consists of 64 students from all the three primary schools. Control group comprise of 31 students, from one of the three randomly selected intervention schools. Children in the control group follow their normal PE sessions and physical activity and they are monitored followed by the intervention group every time the assessment is taken. The flow chart (figure: 1) represents the availability of children for measurements at each level. Consent for participation in the study was taken from the parents/guardians and the participants. Ethical approval of the study was obtained from the ethical community of the University of Glasgow. Exercise Plan Dance sessions were planned for 16 weeks, twice every week for a period of an hour/session. As per Serbescu C et. al two extra sessions of physical education per week were sufficient to obtain improvement in fitness level of the children [26]. Each dance session has a structured format commencing with 5 minutes of warm up followed by 45 minutes of moderate to high intensity dance moves with target intensity reaching up to 65-80% of maximum heart rate and a short cool down period. Measures All the measurements were taken at the baseline, intermediate (i.e. at the end of 8th week) and final levels by the well trained research staff. Comparison between the three levels was done for both the groups to judge the effectiveness of the intervention. In the intervention group, 44 children were present for baseline and final measurements, 41 for baseline and intermediate and 31 for intermediate and final measurements. Heart rate: Exercise intensity was monitored by Polar Heart Rate Monitor. Heart rate monitoring has been used successfully as a means of estimating the stress placed on the cardiopulmonary system and provides an indication of the intensity, duration and frequency of activity [27]. Heart rate monitoring belts were made to worn during the dance sessions. Data was stored in Polar performance software and analysed. Height: A portable stadiometer was used to measure height in centimeters (cm) to the nearest 0.1 cm. Weight: Tanita body composition analyser was used to measure weight in kilograms (kg) to the nearest 0.1 kg. Both weight and height were measured in light clothing like track pants or shorts with shoe off. Body Fat Percentage: Bioelectrical impedence, a non invasive validated procedure used for measuring body fat [28]. Tanita body composition analyser was used for the same. Houtkooper LB et al suggest that bioelectric impedence is a better test specifically for grading average adiposity in groups [29]. Cardio-respiratory Fitness: The multistage 20-meter shuttle run (MST) / bleep test / beep test was used to assess the maximal aerobic capacity (VO2max). Since (VO2max) is considered as a gold standard to assess cardiovascular fitness and MST is a validated test to measure the maximal oxygen uptake [30]. Maximum oxygen carrying capacity (VO2max) and aerobic fitness are directly proportional to each other; a higher (VO2max) value indicates a better cardio respiratory fitness. The test protocol consists of 23 levels. Each level last for 1 minute and comprise of a series of laps that were ran back to forth between two lines set 20 metres apart, with a starting speed of 8.5 km/hr and increases by 0.5 km/hr at each level using a pre-recorded audio tape. A single beep indicates end of a level and three beeps indicate start of the next level. Students can walk, jog or run keeping in time with the beeps until they cannot keep in time with the speed set by the tape which is students maximal ef fort. MST table was used to assess the (VO2max) values [31, 32]. Statistical Analysis Paired t test was used to compare the aerobic fitness (MST score), weight, height and body fat percentile values at baseline, intermediate and final level of both the control and intervention group. Descriptive data are mean  ± SD and statistical significance was analysed at p RESULTS Completed baseline, intermediate and final data were collected from students at the beginning, post 8 weeks and post 16 weeks respectively. Out of 95, 10 students were not present on the day of baseline measurements, 13 for the intermediate and 34 for the final measurements. Height, weight, age, sex, body fat percentage, and MST score were calculated for each child. Some students had incomplete data because of absence on more than 1 day of measurement. These data were excluded from the analysis. Body Fat Percentage Final results showed an overall reduction in fat percentage. At baseline, relative to the control group, children in the intervention group had significantly higher body fat percentage (4.17% higher). Comparing the baseline and final data of body fat percentage in the intervention group, a reduction in fat mass with mean of 2.57  ± SD 18.04, p value 0.35 was observed. While baseline and intermediate showed a mean difference of 3.26  ± SD 19.85, p value 0.30. An increase in fat percentile was reported from intermediate to the final results with mean -1.34  ± SD 4.75, p value 0.126. The readings of mean and SD of body fat percentage at all the three levels is given in table1. Aerobic Fitness An improvement in the Multistage Shuttle Run Test (MST) score has been observed in both the groups. At baseline, relative to the control group, children in the intervention group had significantly lower aerobic capacity, but by the end of the study intervention group showed better improvement in the aerobic capacity compare to the control group. A significant improvement with p value Heart rate Heart rate was monitored in all the dance sessions for the intervention group as well as the control group during their regular physical activity sessions. Comparing the results of boys from the intervention and control group a higher value of resting heart rate (HR), maximum heart rate (MHR) and average heart rate ( AHR) was reported in the pupil of the intervention group ( 126 bpm, 166 bpm, 132 bpm respectively). For the detailed report of the heart rate during the dance session refer figure: 2. Heart rate monitoring of one of the boy from the control group during the regular PE session showed following results. HR: 87 bpm, MHR: 157 bpm, AHR: 106 bpm . Refer figure: 3 for detailed picture of the heart rate during a regular physical activity session. The heart rate monitor of a girl from the intervention group showed following results. HR: 136 bpm, MHR: 193 bpm and AHR: 156 bpm. A complete range of heart rate during the dance session is given in figure: 4. Gender Difference In the intervention group at the baseline girls had significantly higher estimated body fat percentage (about 4.2 % higher) than boys. This difference in body fat % at the end of intervention went down to 2.24 %. Girls reported significant improvement in the aerobic capacity during the intervention period. Table 3 describes the individual readings of mean and SD of body fat percentage, MST and weight of boys and girls in the intervention group at baseline and final levels. Girls touched approximately 190 bpm of heart rate during the dance session which is much better then the boys MHR range during the dance session. DISCUSSION The unhealthy life style is the major risk factor for many preventive chronic diseases. Therefore the elevating sedentary behaviour in children has become a public health concern around the globe. It has been documented that improved level of exercise capacity in children confers protection against many chronic diseases with underlying risk factors like obesity [33]. Number of studies has confirmed the significance of school based intervention in promoting physical activity in children [21, 22, 23, 24]. Most of these studies involve multiple component procedure like physical activity, time spent in physical activity, dietary intake, class room education, parents involvement etc [34, 35, 36].Though, these studies were designed intensively and most of them had a long follow up period but still were not able to discover the precise factor (physical activity or dietary habits) that has the prime potential in improving the health status of the children. Further more most of these studies are self reporting and hence the results of such interventions can not be considered as significant. In the present study we focused on a novel school-based approach to boost the involvement of children in physical activity which can have health benefits as well as have rejoicing effect on children so that an attempt is made to gain their interest in being active. Our aim was to make the sessions so exciting that children do not find them stereotyped. Health benefits of the intervention Physical activity The intervention Dance Yourself Fit was designed to test the hypothesis that children who participated in 16 weeks of dance sessions conducted by the professional coach would report significant improvement in aerobic capacity and reduction in body fat in contrast to a control group who engaged in the regular PE sessions. In accordance with the hypothesis, the results revealed that scores of MST for children in the intervention group increased significantly following 16 weeks of training. The findings indicate reduced body fat compare to the control group at the end of the intervention as per the bioelectric impedence measurements. In this respect, the study support previously conducted study on physical activity and fitness in elementary school children (Sallis JF, McKenzie TL et al., 1997) [24] and research by Dwyer T et al in South Australia on the effect of daily physical activity in primary school children [37]. Results also support the study by Baquet G et al. (2004) that report ed improved aerobic capacity in children following high-intensity, intermittent-running aerobic exercises [38]. In addition the methodology of the current study does not agree with the design of Wilma J et al. (2008) which has used multiple components to improve physical activity in children. The study has described a lot about the minor aspects of the intervention but has lagged behind in demonstrating the information regarding PE sessions which is an important aspect in assessing the significance of the study. However standard parameters were used to assess the results (Euro Fit test) but the outcome of the study does not transmit any statistical significance. Also the study has not reported any gender comparison on the effect of intervention which is more likely to be seen in any objectively based study [39]. Supposedly there is only handful of studies that has worked on improving the health related physical activity in children. Study by Fairclough S. J et al. (2008) is an educational based intervention on improving the health related exercise in children [40]. The study had 5 classroom sessions, were knowledge of health related benefits of exercise were given to the children. Pre and post questionnaire were given to the children and assessment was made according to the marks scored by the children. The current study does not agree with this education based intervention because it seems unconvincing that children of age group 9-10 will voluntarily engage themselves in health enhancing exercises just by the effect of 5 class room sessions.- The present study showed an overall higher aerobic fitness in boys than girls at the baseline. However, unlike other studies girls showed comparatively better improvement in fitness at the end of the intervention. Maximum Heart Rate Maximum Heart Rate (MHR) measurement was used to judge the intensity of the dance session to elicit aerobic fitness in children. The standard formula of calculating MHR is 220-age but is not preferred for pre pubertal children because their MHR generally range from 195 to 205 beats per minute and is independent of age [41]. As per the ACSM (American College Of Sports Medicine) guidelines the exercise intensity should reach 80 to 85 % of MHR to elicit cardio vascular response. The children in the intervention group reported MHR in the range of 160 to 190 bpm (approximately) which is in the range to have health benefits. In contrast to most of the studies girls surpass boys in MHR range during the intervention sessions. Body Fat Percentage Results suggested a significant increase in the weight of children in both the groups. This can be merely due to the children being at the age of pre pubertal growth spurt which leads to an increase in weight and height. Although the weight gain in children in the intervention group is comparatively lower then the control group. In respect to the measure of body fat percentage used in the current study, the findings indicate that the intervention also had positive impact on fat percentage compared to the control group. Future research is needed to understand the impact of exercise interventions on the relationship between weight status and body fat. Strength The intervention included a large study sample and the duration of the study was long enough to analyse the effectiveness of the intervention. The children were from the age group of 8-9 years (age from which decline in physical activity begins). Since the range is not vast the results are less prone to be biased. The availability of comparable data at baseline, mid and final level of the intervention was an advantage to assess the results of the intervention. Strength of this study also includes the direct measurement of VO2 max, body fat% and aerobic capacity using standard methods of assessment. Involvement of the professional coach for physical education session other then the regular PE teacher has worked as an asset for the study. The result of the study has proved the significance of MVPA in enhancing the health status of children. Limitations When interpreting our results the following limitations should be considered. In total 95 children participated in the study but only a third were present for all the three measurements. This has affected the comparative results between baseline, intermediate and final data. Least number of students was present for the final measurement which might have affected the overall outcome of the study. In the mid of the study children went for Easter vacation and no home based program was given to maintain the effect of the intervention which has shown reverse results. Our scenario here supports the study by Aaron L et al which suggested a reversed intervention effects of the school based interventions during the summer vacations [42]. The physical activity hall in most of these schools were not big enough to have one 20 m running lap as required for 20 meter shuttle run test. A to and fro of 20 m were used to assess the aerobic capacity. Therefore some variation in the readings might be possible. Future Research Despite finding that a 16 week dance intervention enhanced the aerobic fitness in children, future research is required which can prove the long term benefit of physical activity at early age. Studies are required to understand the exercise physiology of girls and boys at the pre pubertal age. Importantly effect of skill based physical education in school system need to be established. Studies are required to establish more effective strategies for encouraging health related physical activity in young children. Is concentrating on overweight or obese children for planning exercise program can be beneficial for better results? Are multiple short sessions of physical activity would be sufficient to get health related benefits compare to one long session of exercise. There are many hypotheses which need to be confirmed through more intense future researches. CONCLUSION Scotland urgently needs more research into physical inactivity and obesity along with useful data on trends in the epidemic of child obesity. The current study suggests the importance of skill based PE session along with the beneficial effect of additional physical education sessions on the health status of the children. A well planned entertaining PE session can have positive influence upon increasing physical activity levels in young children. The study also suggests that government should take steps to improve and increase the physical education in primary schools to combat physical inactivity and obesity in growing children. 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Med Sci Sports Exerc 2003; 35:1823-7. Warburton DE, Nicol CW, Bredin SS. Health benefits of physical activity: the evidence. CMAJ. 2006 Mar 14; 174(6):801-9. Darla M. Castelli, Charles H. Hillman, arah M. Buck, and Heather E. Erwin. Physical Fitness and Academic Achievement in Third- and Fifth-Grade Students, Journal of Sport Exercise Psychology, 2007, 29, 239-252. Churchill JD, Galvez R, Colcombe S, Swain RA, Kramer AF, Greenough WT. Exercise, experience and the aging brain. Neurobiology of Aging. 2002; 23(5):941–955. Trish Gorely, Mary E Nevill, John G Morris, David J Stensel, Alan Nevill. Effect of a school-based intervention to promote healthy lifestyles in 7–11 year old children, Int J Behav Nutr Phys Act. 2009; 6: 5. Danielzik S, Pust S, Muller MJ: School-based interventions to prevent overweight and obesity in prepubertal children: process and 4-years outcome evaluation of the Kiel Obesity Prevention Study (KOPS). Acta Paediatr Suppl 2007, 96:19-25. 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Harrell JS, McMurray RG, Bangdiwala SI, Frauman AC, Gansky SA, Bradley CB: Effects of a school-based intervention to reduce cardiovascular disease risk factors in elementary-school children: the Cardiovascular Health in Children (CHIC) study. J Pediatr 1996, 128:797-805. SL Gortmaker, K Peterson and J Wiecha et al., Reducing obesity via a school-based interdisciplinary intervention among youth: Planet Health, Arch Pediatr Adolesc Med 153 (1999), pp. 409–418. P Sahota, MCJ Rudolf, R Dixey, AJ Hill, JH Barth and J Cade. Evaluation of implementation and effect of primary school based intervention to reduce risk factors for obesity, BMJ 323 (2001), pp. 1027–1029. M Story, M Evans, RR Fabsitz, TE Clay, BH Rock and B Broussard. The epidemic of obesity in American Indian communities and the need for childhood obesity-prevention programs, Am J Clin Nutr 69 (1999) (suppl), pp. 747S–844S. Dwyer T, Coonan WE, Leitch DR, Hetzel BS, Baghurst RA, An investigation of the effects of daily physical activity on the health of primary school students in South Australia, Int J Epidemiol. 1983 Sep;12(3):308-13. Baquet G, Guinhouya C, Dupont G, Nourry C, Berthoin S. Eff Encouraging Children to Join Dance Physical Activities Encouraging Children to Join Dance Physical Activities ABSTRACT Objective: The objective of the study was to encourage young primary 4/ 5 school children to participate in skill based physical activity like dance which has better health benefits then the regular physical education sessions. Methods: An epidemiological cohort study was conducted in randomly selected three schools in Glasgow. 95 children participated out of which 64 underwent 16 weeks of dance training as an additional physical education session in schools by a trained dance professional. Control group (N=31) children attended the regular physical education session of the school. For both the groups measurements were taken at baseline, post 8 weeks and post 16 weeks of the intervention. The aerobic fitness and body fat percentage were the major criteria to assess the effectiveness of the study. Aerobic fitness was measured by 20 m shuttle run test and body fat was assesses by Tanita body composition analyser. Results: A significant improvement in aerobic capacity was reported in the intervention group with mean -1.71  ± SD 1.77; p value Conclusion: The 16 week dance intervention has enhanced the aerobic fitness in children. The study suggests that a well planned entertaining skill based PE session can have positive influence upon increasing physical activity levels in young children. INTRODUCTION Physical inactivity is estimated to cause 2 million deaths worldwide annually. Furthermore it contributes largely to medical costs [1]. Engaging in regular physical activity is an essential element in preventing chronic diseases [2]. It is presupposed that improved physical activity in childhood can reduce the health risks associated with inactivity and benefit health both during childhood and adulthood [3]. However in recent years the inflating physical inactivity in children around the world has gathered considerable attention [4, 5, 6]. The increasing prevalence of overweight and obesity in children has been attributed in part, to decrease in physical activity. The imbalance in energy intake and energy expenditure is a major root for epidemic of child obesity [7]. A large proportion of children in Scotland are insufficiently active in order to gain subsequent health benefits, hence promotion of health enhancing physical activity to children has become a public health priority. Gui delines for Appropriate Physical Activity for Elementary School Children states that children should accumulate at least sixty minutes of moderate to vigorous physical activity (MVPA) in a day [8]. To a certain limit, a linear dose-response relationship between physical activity and health can be seen [9]. Researches suggest that habitual physical activity levels decreases over the lifespan, hence children are more active than adolescents and further more than adults. Hence it can be proposed that children who do not develop patterns of regular physical activity are at risk of being sedentary adults. The adequate fitness in childhood is likely to carry beneficial biological and behavioural effects into adulthood. Physically active children are more likely to become physically active adults [10]. The declined physical activity in young children today is widely noticeable; computer games and television shows are attracting childs attention and are preferred over play [11]. Children from sedentary parents are found to be comparatively more inactive then their other counter parts. The triad between physical inactivity, obesity and unhealthiness can be presumed seeing the correlation between the three. Obesity can be relate as a unforeseen trait in a number of chronic diseases and conditions in early and later life like cardiovascular and respiratory problems, insulin resistance (type II diabetes), osteoarthritis, endocrine and metabolic disorders, psychological imbalance etc [12,13]. While evidence proves that physical activity in children improves the bone strength, benefits cardiovascular system, improve glycemic control, improves metabolism, reduce the risk of specific cancers, induce positive state of well-being like self- esteem, self-efficacy, and positive mood states [14,15,16,17,18]. Studies report positive effect of exercise training on cognition in elementary school children [19]. Churchill et al., (2002) suggest improvements in cognition due to exercise is mainly on executive function [20]. The inclusion of a healthy dose of vigorous physical activity in schools as a part of the Educational curriculum can improve the overall development of the child. The school has emerged as a critical setting for promoting health enhancing physical activity in children [21, 22, 23, 24]. School is a universal place where every child around the world spends most of his or her time, hence is a key factor in improving physical activity in children. Studies reviewing the effect of school based interventions propose an improved level of health-related knowledge and fitness in children. But in terms of obesity prevention not much effect has been detected. However, some measure of obesity has found to be downsized. Physical education in schools is not sufficient enough to provide notable health benefits. It appears that when children are given free choice, many of them seem to be less active. In order to get the health related effects it is important to offer skill based physical education sessions like dance, football, rugby etc where children can engage in moderate-to-vigorous physical activity. There are evidence that proves the effect of moderate- vigorous physical activity (MVPA) in weight stability and cardiovascular health [25]. In order to improve physical activity trends in Scottish schools, a school based intervention involving primary school children was developed. The intervention was designed to encourage children to participate in physical activity like dance which is more likely to be welcomed by children of younger age group and to continue it throughout their school career. To upgrade aerobic fitness and to downgrade the fat percentile in children were among the components of the study plan. METHODOLOGY The intervention Dance Yourself Fit focuses on improving the physical activity trends in primary 4-5 school children. Since it has been presupposed that notion of play starts declining by this age. By choosing dance as the mode of exercise, the intervention aims toward enhancing the skill based physical activity in schools along with an increase in the number of physical education (PE) sessions per week. Study design and sampling The Glasgow City Council has randomly selected three primary schools from the same socioeconomic area for the study. 95 healthy 8-9 years old volunteers including 54 girls and 41 boys participated from primary 4-5 classes. The mean weight and height of the participants before the initiation of the study was 30.09 kg with 95% CI (28.428- 131.769) and 132.24 cm with 95% CI (130.75- 133.73) respectively. Each school was visited prior to the start of the study to ensure all potential volunteers, teachers and parents are fully aware of the aims of the study. The method of monitoring and assessment was explained to the students. Adjustment was made by the school to include two physical education sessions per week in their timetable. A qualified dance professional was recruited as a coach to train the students with dance. Normal and healthy is defined as those without any medical condition which can hamper their ability to participate in aerobic exercise. Physical activity and medical questionnaire were given to the students and those considered unsuitable by the test results were excluded from the participation. Children were instructed to cease exercise if they feel any discomfort. Subjects Intervention group consists of 64 students from all the three primary schools. Control group comprise of 31 students, from one of the three randomly selected intervention schools. Children in the control group follow their normal PE sessions and physical activity and they are monitored followed by the intervention group every time the assessment is taken. The flow chart (figure: 1) represents the availability of children for measurements at each level. Consent for participation in the study was taken from the parents/guardians and the participants. Ethical approval of the study was obtained from the ethical community of the University of Glasgow. Exercise Plan Dance sessions were planned for 16 weeks, twice every week for a period of an hour/session. As per Serbescu C et. al two extra sessions of physical education per week were sufficient to obtain improvement in fitness level of the children [26]. Each dance session has a structured format commencing with 5 minutes of warm up followed by 45 minutes of moderate to high intensity dance moves with target intensity reaching up to 65-80% of maximum heart rate and a short cool down period. Measures All the measurements were taken at the baseline, intermediate (i.e. at the end of 8th week) and final levels by the well trained research staff. Comparison between the three levels was done for both the groups to judge the effectiveness of the intervention. In the intervention group, 44 children were present for baseline and final measurements, 41 for baseline and intermediate and 31 for intermediate and final measurements. Heart rate: Exercise intensity was monitored by Polar Heart Rate Monitor. Heart rate monitoring has been used successfully as a means of estimating the stress placed on the cardiopulmonary system and provides an indication of the intensity, duration and frequency of activity [27]. Heart rate monitoring belts were made to worn during the dance sessions. Data was stored in Polar performance software and analysed. Height: A portable stadiometer was used to measure height in centimeters (cm) to the nearest 0.1 cm. Weight: Tanita body composition analyser was used to measure weight in kilograms (kg) to the nearest 0.1 kg. Both weight and height were measured in light clothing like track pants or shorts with shoe off. Body Fat Percentage: Bioelectrical impedence, a non invasive validated procedure used for measuring body fat [28]. Tanita body composition analyser was used for the same. Houtkooper LB et al suggest that bioelectric impedence is a better test specifically for grading average adiposity in groups [29]. Cardio-respiratory Fitness: The multistage 20-meter shuttle run (MST) / bleep test / beep test was used to assess the maximal aerobic capacity (VO2max). Since (VO2max) is considered as a gold standard to assess cardiovascular fitness and MST is a validated test to measure the maximal oxygen uptake [30]. Maximum oxygen carrying capacity (VO2max) and aerobic fitness are directly proportional to each other; a higher (VO2max) value indicates a better cardio respiratory fitness. The test protocol consists of 23 levels. Each level last for 1 minute and comprise of a series of laps that were ran back to forth between two lines set 20 metres apart, with a starting speed of 8.5 km/hr and increases by 0.5 km/hr at each level using a pre-recorded audio tape. A single beep indicates end of a level and three beeps indicate start of the next level. Students can walk, jog or run keeping in time with the beeps until they cannot keep in time with the speed set by the tape which is students maximal ef fort. MST table was used to assess the (VO2max) values [31, 32]. Statistical Analysis Paired t test was used to compare the aerobic fitness (MST score), weight, height and body fat percentile values at baseline, intermediate and final level of both the control and intervention group. Descriptive data are mean  ± SD and statistical significance was analysed at p RESULTS Completed baseline, intermediate and final data were collected from students at the beginning, post 8 weeks and post 16 weeks respectively. Out of 95, 10 students were not present on the day of baseline measurements, 13 for the intermediate and 34 for the final measurements. Height, weight, age, sex, body fat percentage, and MST score were calculated for each child. Some students had incomplete data because of absence on more than 1 day of measurement. These data were excluded from the analysis. Body Fat Percentage Final results showed an overall reduction in fat percentage. At baseline, relative to the control group, children in the intervention group had significantly higher body fat percentage (4.17% higher). Comparing the baseline and final data of body fat percentage in the intervention group, a reduction in fat mass with mean of 2.57  ± SD 18.04, p value 0.35 was observed. While baseline and intermediate showed a mean difference of 3.26  ± SD 19.85, p value 0.30. An increase in fat percentile was reported from intermediate to the final results with mean -1.34  ± SD 4.75, p value 0.126. The readings of mean and SD of body fat percentage at all the three levels is given in table1. Aerobic Fitness An improvement in the Multistage Shuttle Run Test (MST) score has been observed in both the groups. At baseline, relative to the control group, children in the intervention group had significantly lower aerobic capacity, but by the end of the study intervention group showed better improvement in the aerobic capacity compare to the control group. A significant improvement with p value Heart rate Heart rate was monitored in all the dance sessions for the intervention group as well as the control group during their regular physical activity sessions. Comparing the results of boys from the intervention and control group a higher value of resting heart rate (HR), maximum heart rate (MHR) and average heart rate ( AHR) was reported in the pupil of the intervention group ( 126 bpm, 166 bpm, 132 bpm respectively). For the detailed report of the heart rate during the dance session refer figure: 2. Heart rate monitoring of one of the boy from the control group during the regular PE session showed following results. HR: 87 bpm, MHR: 157 bpm, AHR: 106 bpm . Refer figure: 3 for detailed picture of the heart rate during a regular physical activity session. The heart rate monitor of a girl from the intervention group showed following results. HR: 136 bpm, MHR: 193 bpm and AHR: 156 bpm. A complete range of heart rate during the dance session is given in figure: 4. Gender Difference In the intervention group at the baseline girls had significantly higher estimated body fat percentage (about 4.2 % higher) than boys. This difference in body fat % at the end of intervention went down to 2.24 %. Girls reported significant improvement in the aerobic capacity during the intervention period. Table 3 describes the individual readings of mean and SD of body fat percentage, MST and weight of boys and girls in the intervention group at baseline and final levels. Girls touched approximately 190 bpm of heart rate during the dance session which is much better then the boys MHR range during the dance session. DISCUSSION The unhealthy life style is the major risk factor for many preventive chronic diseases. Therefore the elevating sedentary behaviour in children has become a public health concern around the globe. It has been documented that improved level of exercise capacity in children confers protection against many chronic diseases with underlying risk factors like obesity [33]. Number of studies has confirmed the significance of school based intervention in promoting physical activity in children [21, 22, 23, 24]. Most of these studies involve multiple component procedure like physical activity, time spent in physical activity, dietary intake, class room education, parents involvement etc [34, 35, 36].Though, these studies were designed intensively and most of them had a long follow up period but still were not able to discover the precise factor (physical activity or dietary habits) that has the prime potential in improving the health status of the children. Further more most of these studies are self reporting and hence the results of such interventions can not be considered as significant. In the present study we focused on a novel school-based approach to boost the involvement of children in physical activity which can have health benefits as well as have rejoicing effect on children so that an attempt is made to gain their interest in being active. Our aim was to make the sessions so exciting that children do not find them stereotyped. Health benefits of the intervention Physical activity The intervention Dance Yourself Fit was designed to test the hypothesis that children who participated in 16 weeks of dance sessions conducted by the professional coach would report significant improvement in aerobic capacity and reduction in body fat in contrast to a control group who engaged in the regular PE sessions. In accordance with the hypothesis, the results revealed that scores of MST for children in the intervention group increased significantly following 16 weeks of training. The findings indicate reduced body fat compare to the control group at the end of the intervention as per the bioelectric impedence measurements. In this respect, the study support previously conducted study on physical activity and fitness in elementary school children (Sallis JF, McKenzie TL et al., 1997) [24] and research by Dwyer T et al in South Australia on the effect of daily physical activity in primary school children [37]. Results also support the study by Baquet G et al. (2004) that report ed improved aerobic capacity in children following high-intensity, intermittent-running aerobic exercises [38]. In addition the methodology of the current study does not agree with the design of Wilma J et al. (2008) which has used multiple components to improve physical activity in children. The study has described a lot about the minor aspects of the intervention but has lagged behind in demonstrating the information regarding PE sessions which is an important aspect in assessing the significance of the study. However standard parameters were used to assess the results (Euro Fit test) but the outcome of the study does not transmit any statistical significance. Also the study has not reported any gender comparison on the effect of intervention which is more likely to be seen in any objectively based study [39]. Supposedly there is only handful of studies that has worked on improving the health related physical activity in children. Study by Fairclough S. J et al. (2008) is an educational based intervention on improving the health related exercise in children [40]. The study had 5 classroom sessions, were knowledge of health related benefits of exercise were given to the children. Pre and post questionnaire were given to the children and assessment was made according to the marks scored by the children. The current study does not agree with this education based intervention because it seems unconvincing that children of age group 9-10 will voluntarily engage themselves in health enhancing exercises just by the effect of 5 class room sessions.- The present study showed an overall higher aerobic fitness in boys than girls at the baseline. However, unlike other studies girls showed comparatively better improvement in fitness at the end of the intervention. Maximum Heart Rate Maximum Heart Rate (MHR) measurement was used to judge the intensity of the dance session to elicit aerobic fitness in children. The standard formula of calculating MHR is 220-age but is not preferred for pre pubertal children because their MHR generally range from 195 to 205 beats per minute and is independent of age [41]. As per the ACSM (American College Of Sports Medicine) guidelines the exercise intensity should reach 80 to 85 % of MHR to elicit cardio vascular response. The children in the intervention group reported MHR in the range of 160 to 190 bpm (approximately) which is in the range to have health benefits. In contrast to most of the studies girls surpass boys in MHR range during the intervention sessions. Body Fat Percentage Results suggested a significant increase in the weight of children in both the groups. This can be merely due to the children being at the age of pre pubertal growth spurt which leads to an increase in weight and height. Although the weight gain in children in the intervention group is comparatively lower then the control group. In respect to the measure of body fat percentage used in the current study, the findings indicate that the intervention also had positive impact on fat percentage compared to the control group. Future research is needed to understand the impact of exercise interventions on the relationship between weight status and body fat. Strength The intervention included a large study sample and the duration of the study was long enough to analyse the effectiveness of the intervention. The children were from the age group of 8-9 years (age from which decline in physical activity begins). Since the range is not vast the results are less prone to be biased. The availability of comparable data at baseline, mid and final level of the intervention was an advantage to assess the results of the intervention. Strength of this study also includes the direct measurement of VO2 max, body fat% and aerobic capacity using standard methods of assessment. Involvement of the professional coach for physical education session other then the regular PE teacher has worked as an asset for the study. The result of the study has proved the significance of MVPA in enhancing the health status of children. Limitations When interpreting our results the following limitations should be considered. In total 95 children participated in the study but only a third were present for all the three measurements. This has affected the comparative results between baseline, intermediate and final data. Least number of students was present for the final measurement which might have affected the overall outcome of the study. In the mid of the study children went for Easter vacation and no home based program was given to maintain the effect of the intervention which has shown reverse results. Our scenario here supports the study by Aaron L et al which suggested a reversed intervention effects of the school based interventions during the summer vacations [42]. The physical activity hall in most of these schools were not big enough to have one 20 m running lap as required for 20 meter shuttle run test. A to and fro of 20 m were used to assess the aerobic capacity. Therefore some variation in the readings might be possible. Future Research Despite finding that a 16 week dance intervention enhanced the aerobic fitness in children, future research is required which can prove the long term benefit of physical activity at early age. Studies are required to understand the exercise physiology of girls and boys at the pre pubertal age. Importantly effect of skill based physical education in school system need to be established. Studies are required to establish more effective strategies for encouraging health related physical activity in young children. Is concentrating on overweight or obese children for planning exercise program can be beneficial for better results? Are multiple short sessions of physical activity would be sufficient to get health related benefits compare to one long session of exercise. There are many hypotheses which need to be confirmed through more intense future researches. CONCLUSION Scotland urgently needs more research into physical inactivity and obesity along with useful data on trends in the epidemic of child obesity. The current study suggests the importance of skill based PE session along with the beneficial effect of additional physical education sessions on the health status of the children. A well planned entertaining PE session can have positive influence upon increasing physical activity levels in young children. The study also suggests that government should take steps to improve and increase the physical education in primary schools to combat physical inactivity and obesity in growing children. 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