The Correlation between obesity and poverty Annotated Bibliography

The Correlation between obesity and poverty - Annotated Bibliography Example The BMI of normal people lies below 25 kg/m2 (Kopelman, Caterson, & Dietz, 2010). According to Smith (2009), the BMI of an overweight individual lie between 25 kg/m2and 30 kg/m2, while the BMI of individuals suffering from obesity exceeds 30 kg/m2. Through studies, it has become apparent that obesity correlates with poverty. According to Smith (2009), poverty can lead to obesity, and at the same time, obesity can lead to poverty. Studies have shown that obesity and poverty can have a direct or indirect influence on each other. It is apparent that overweight and obesity correlate with poverty because most people do not afford healthier diets (Lane, 2006). Based on calories; diets composed of fish, whole grains, and fresh fruits and vegetables enhance normal health, but they are far more expensive than diets consisting added fats, added sugars, and refined grains (Lane, 2006). In some American communities, local convenience stores do not offer vegetables, fruits, or other fresh, whole, and real foods. In an urban setting, an individual should have a car in order to access real foods that rural markets offer. Research shows that an attempt to reduce food expenditure tends to drive individuals toward added fats, added sugars, and refined grains, which have a likelihood of causing obesity. On the other hand, being obese can make an individual poor because obesity and overweight bring about various kinds of sicknesses. Sick individuals spend most of their time in hospitals and other health institutions, thus such individuals are not economically productive (Bolin & Cawley, 2007). Diseases associated with obesity include heart disease, type 2 diabetes, obstructive sleep apnea, osteoarthritis, and cancer (Blass, 2008). Those people who are suffering from obesity related ailments develop a weak health and cannot be able to contribute toward income generation in a significant manner. Diseases such as diabetes, heart

Concepts of Racism and Discrimination

Concepts of Racism and Discrimination Race has been an issue in North America for many years. Eduardo Bonilla-Silva discusses the new racism in his book, Racism without Racists. Bonilla-Silva classifies the new racial discrimination as color blind racism. Color blind racism is then structured under four frames (26). Color blind racism is believed to have lead to the segregation of the white race from other minorities called white habitus. Color blind racism and white habitus has affected many people, whom dont even realize that they are currently affected, have been or will be affected. Color blind racism is an ideology, which acquired cohesiveness and dominance in the late 1960s, explains contemporary racial inequality as the outcome of nonracial dynamics, according to Bonilla-Silva (2). In order to analyze color blind racism, Bonilla-Silva relies mostly on interview data (11) through a 1997 Survey of Social Attitudes of College Students and a 1998 Detroit Area Study (DAS) (12). Bonilla-Silva then breaks down the analysis of color blind racism into four central themes to convey how whites explain a world without racial issues: abstract liberalism, naturalization, cultural racism, and minimization. Abstract liberalism is ideas associated with political liberalism and economic liberalism (28). Abstract liberalism is used for a wide range of issue therefore Bonilla-Silva gives a few different examples of when this frame is used. Rationalizing Racial Unfairness in the Name of Equal Opportunity was used when asking white students if minorities should be provided unique opportunities to be admitted into universities (31). Most whites will state that everyone should have an equal opportunity. Those whites, ignored the effects of past and contemporary discrimination on the social, economic, and educational status of minorities, argues Bonilla-Silva (31). Some of the other views explained are: The Most Qualifiedà ¢Ã¢â€š ¬Ã‚ ¦: A Meritocratic Way of Defending White Privilege, Nothing Should be Forced upon People: Keeping Things the Way They Are, and Individual Choice or an Excuse for Racial Unfairness and Racially Based Choices. The reasoning for abstract liberalism usually deals with equal opportunity, choice and individualism as a defense to white privilege (28). In this frame, it says that you cant allow preferential treatment to certain groups to promote racial equality because equal opportunity is available for everyone. This denies that there are any advantages to whites based from history. Cultural racism uses the they dont have it altogether statement (39). The essence of the American version of this frame is blaming the victim, arguing that minorities standing is a product of their lack of effort, loose family organization, and inappropriate values, stated Bonilla-Silva (40). Kara a MU student states, black people that Ive metà ¢Ã¢â€š ¬Ã‚ ¦I dont want to say waiting for a handout, but to some extent, thats kind of what Im like hinting at, when asked what she thought about blacks lacking motivation (40). Other students used a kinder response to the above question leading to a family structure issue, a lack of education, and financially that blacks had to get a job at an earlier age than whites (41). Cultural racism is the basis of most racism today. The blame game is used in all situations. Peoples egos dont like to believe that the problem occurs because of themselves. If it isnt my fault, it must be yours! All of these frames are not solely separate. Each frame can and are intertwined when talking to most of the students. According to Bonilla-Silva, when minimization of racism and cultural racism are mixed, the results are ideologically deadly (40). Minimization of racism is the belief of whites that race is not the concerning issue. Bonilla-Silva analysis the DAS survey response to the question if the students believed that discrimination was currently a problem. The white and the black groups both responded with a high percentage that they disagreed or strongly disagreed (43). Although whites and blacks believe discrimination is still a problem, they dispute its salience as a factor explaining blacks collective standing, states Bonilla-Silva (43). A more through question was then asked to clarify and blacks believed that discrimination was alive and still is alive (43). Minimization explains, simply, that race is no longer a factor. People sometimes state that minorities are too sensitive. Naturalization is the next frame discussed. Bonilla-Silva believes that this frame was used particularly when discussing school or neighborhood matters, to explain the limited contact between whites and minorities, or to rationalize whites preferences for whites as significant others (36). Students would use words such as natural or thats the way it is when using this frame (37). Bonilla-Silva uses segregation questions to show examples of the naturalization frame. The question would ask why people segregate in schools or where they live. Most would respond, its human nature (39) or I dont really think its a segregationà ¢Ã¢â€š ¬Ã‚ ¦peopleà ¢Ã¢â€š ¬Ã‚ ¦spend time with people that they are like (37). According to Bonilla-Silva, As white neighborhoods develop, white schools follow- an outcome that further contributes to the process of racial isolation (39). This racial isolation Bonilla-Silva calls white habitus. Naturalization says that people self select or are hedonistic but why d o people live in all white or black neighborhoods? This may be due to the long history of segregation or selection of realtors to sell only to a certain ethnicity for a certain area. White habitus is a radicalized, uninterrupted socialization process that conditions and creates whites racial taste, perceptions, feelings, and emotions and their views on racial matters (104). Bonilla-Silva stated, One of the central consequences of the white habitus is that it promotes a sense of group belonging and negative views about non whites (104). Whites interpret segregation as natural or as just the way things are (112). The white race does not have to think about their race because of their dominance. This issue expands when racial segregation occurs. Besides the absence of noticing ones race, white respondents did not seem to see any problems in having an all white neighborhoods. Whites reported being friends with blacks but then later when asked more questions never named a black friend. The research showed that less than 10% of whites actually had black friends even when interracial friendship were available, whites did not cross the color line (108). The impact of white habitus is significant. Racial segregation causes attitudinal, emotional, and political implications (125). Other impacts are the negative effect naturalization and justifications of racial segregation; creates a greater distance between races; lack of empathy and the lack of the reality of colorblind racism (123-125). Colorblind racism affects you, me, and everyone in this world. It is the new racism. Bonilla-Silva states, Color-blind racism forms an impregnable yet elastic ideological wall that barricades whites off from Americas racial reality (181). Not only does it cut white Americans off it allows them to justify what is happening without the harshness of the past (181). Blacks are affected by color blindness, also. They fall within the four frames similar to white but on a smaller scale. Blacks were more direct in their answers but color blind racism had some indirect and direct effects on blacks (172). Color blind racism has shaped some blacks way of thinking about segregation (171). It has allowed some blacks to believe in the culture of poverty concept (172). The struggle against color-blind racism will have to be waged not only against color-blind whites, who cannot see the centrality of race in America, but also against the many slightly color-blind blacks, concluded Bonilla-Silva (172) . In my opinion, the only way to work on the struggle against racial inequality is to continue to talk about it, learn about it, and emphasize the effects of it. Based on the information provided in Bonilla-Silvas book, I can assume that most white are not around to see or hear the racism compared to the minorities that deal with it on a daily basis. Most whites live in primary white neighborhoods so they do not have the opportunity to be aware of racism or sometimes they dont pay attention to it because it doesnt involve them. Sometimes whites say they have black friends but in reality they may have seen black people but never connected with a black person on a friendship level. In order to understand one another and get along, it is important to integrate and learn about each race. Integration of all forms is the key to dissipating racism. The Dynamics of Racial Residential Segregation states, Sociologists and policymaker have long viewed racial residential segregation as a key aspect of racial inequality (Charles, 2003). This article along with many other sociology classes, books, and articles state that segregation is an issue of our past and present. We have made some integration movement since the Apartheid days but this is not enough. We have to level the playing field. If it takes the government getting involved to promoting integrated communities, then I think that is what should be done. People do not like new rules or regulations, so why cant the government promote integration like they promote new federal laws such as the DUI legal limit of .08%. If you move into an integrated community of a certain percent then you will receive a tax cut or some type of benefit. This promotes people to live with other races and eventually it will become second nature . Obviously, the government cannot make those integrated communities communicate but I believe that with time neighbors will start to talk to one another or if nothing else some type of promotion for community block parties, similar to when I was a kid, would assist in the communication process. That is how I remember meeting the neighbors. Community block parties are non-existent now days but I believe they are beneficial to everyone! With a little effort from everyone, we can make it happen, a life without racism!

The Maratime Rights Movement (Nova Scotia, Canada) :: Canadian Canada History

The Maratime Rights Movement (Nova Scotia, Canada) The Maritime Rights Movement is usually seen as part of the economic decline of post world war period in the Maritimes. The Maritimes were going through hard times, the depression was said to have started in the Maritimes ten years before the rest of Canada did in 1929. The Movement had the Maritimes economic and social needs as it's priorities. The Maritimes views were often contradictory to those of West and Central parts of Canada. The Movement strove to alleviate some of the stress on the Maritimes economy, especially in the midst of hard times after the war. The Movement was seen as an opportunity for Maritimers to stand together for their own interests as Eastern Canadians. In retrospect, most see the movement as a plea for separation, but this was usually not the case. The Period Leading into the Movement In reference to the rest of Canada at the time, the Maritimes were a region with less of an advantage in fields such as the economy, employment and business. At the time the Central and Western areas of Canada were much more populated then the Maritimes. This often this correlated with better economy, employment, and other fields that the Maritimes were weak in. Since the time of Confederation, the Maritimes economy had been on a steady downfall. This was a huge strain on the labor force. Most of the potential employees in the Maritime region were leaving, going to Central and Western Canada for better life and employment . Going into the 1920's the Maritimes were loosing the bulk of its laborer's to other parts of Canada with better economy. This created problems for the Maritimes. The first main problem has to do with the population of the Maritimes. With all of the workers from the Maritimes leaving, the population is dropping. The odd thing is that the overall population of the Nation at this time is growing, while the population of the Maritimes is actually falling. What this translates into is the fact that the population in the rest of Canada was actually growing faster then the population of the Maritimes was dropping. This problem creates a problem in it's self, as can be seen in the impact felt in both politics and the economy . Instead of the Maritime economy advancing, most of our workers left, and thus helped Canada's Western and Central economies increase .

Nanjing Massacre

Genocide Research Project Questions and Instructions Research Reminders * Each student must answer all questions. * Record references for all information used to answer the questions. (copy and paste to a word document or save to your H: drive or print a copy) * Only research will be conducted today. You will not work on your presentation until all research is completed. * You must get information from 9 sources, most from Galileo. * In Galileo, select History References and Full Text. Enter your country and genocide as search terms. You will have to READ the articles to find information. Write the answers, cut and paste, or type into your word document with a reference to the source. * Use the citation option to get the APA citation for the source. Copy and paste into your word document. All questions must be answered with correct source citations by the end of class. This assignment will count as a quiz grade. You can access the word document on Edmodo or Ms. Youse’s webpage . Open it and save it to your H: drive before you begin your research. Name _______________ Date ___________ Period______ Country___________Research Questions, Answers, and Sources 1. What historical, cultural, social events led to this particular case of genocide? In December 1937, the then-Chinese capital of Nanjing fell to the Imperial Japanese Army (IJA). China, under the control of the Nationalist government (the KMT), had been engaged in full-scale conflict with Japan since July of that year in what is known as the Second Sino-Japanese War (1937–1945). During 1937, Japanese forces captured several major Chinese cities, including Shanghai, whose taking enabled the invading army to advance on the capital.By the time the IJA entered an already-bombarded Nanjing on December 13, the KMT had withdrawn its army, leaving the city officially defenceless. Source: Kinney, D. (2012). Rediscovering a massacre: The filmic legacy of Iris Chang's The Rape of Nanking. Continuum: Journal Of Media ; Cultural Studies, 26(1), 11-23. doi:10. 1080/10304312. 2012. 630136 2. Where did this genocide occur? Identify a specific place and its relative location on the planet. Nanjing (nan? jing? ) or Nanking (nan? king? ) [southern capital], city (1994 est. pop. 2,224,200), capital of Jiangsu prov. E central China, in a bend of the Chang (Yangtze) River. It has served at times in the past as capital of China. The second largest city in the region (after Shanghai), Source: Nanjing. (2013). Columbia Electronic Encyclopedia, 6th Edition, 1. 3. When did this case of genocide occur? How long did it last? The events that ensued over six weeks – including mass rape and killing of both civilians and disarmed military personnel – are known collectively as the Nanjing Massacre. Its death toll remains hotly disputed particularly among Japanese historians, though the official Chinese estimate is 300,000.Source: Kinney, D. (2012). Rediscovering a massacre: The filmic legacy o f Iris Chang's The Rape of Nanking. Continuum: Journal Of Media & Cultural Studies, 26(1), 11-23. doi:10. 1080/10304312. 2012. 630136 4. What are/were the targeted races, ethnicities, tribes, or religions? On December 13, 1937, the invading Japanese army captured Nanking and ruthlessly butchered Chinese disarmed soldiers and civilians, madly looted Chinese properties, and indulgently torched down private and public buildings. However, the most heinous of all was their shameless, cruel rape of Chinese women.An eyewitness, H. J. Timperley, a reporter of the â€Å"Manchester Guardian,† said in his book that the desecrated Nanking was â€Å"an earthly hell. † Source: Hu, H. W. (1992). Don't forget the Chinese Women under the Rape of Nanking. Chinese American Forum, 7(4), 20-23 5. Provide relevant background information about the region and the conflict. Nanjing is at the intersection of three major railroad lines. Industry, which once centered around nankeen cloth (unbleac hed cotton goods), was vigorously developed under the Communist government.The city now has an integrated iron-steel complex, an oil refinery, food-processing establishments, and hundreds of plants making chemicals, textiles, cement, fertilizers, machinery, weapons, electronic equipment, optical instruments, photographic equipment, and trucks. Nanjing has long been celebrated as a literary and political center. It was the capital of China from the 3d to 6th cent. A. D. and again from 1368 to 1421. The Treaty of Nanjing, signed in 1842 at the end of the Opium War, opened China to foreign trade. During the Taiping Rebellion insurgents held the city from 1853 to 1864.It was captured by the revolutionists in 1911, and in 1912 it became the capital of China's first president, Sun Yat-sen. When in 1927 the city fell to the Communists, the foreign residents fled to the protection of British and American warships on the Chang River. The Kuomintang under Chiang Kai-shek retook the city, and it became (1928) the regular Nationalist capital. In 1932, when the Japanese were threatening to attack the city, the government was temporarily removed to Luoyang, and on Nov. 21, 1937, just before Nanjing fell to the Japanese, it was moved to Chongqing.The Japanese entry into the city, accompanied by widespread killing and brutality, became known as the rape of Nanking. Source: Nanjing. (2013). Reloaded Content, 1. 6. Name all of the groups involved in the conflict. Describe each group. Source: 7. What were the major and the underlying causes of the genocide? What do the perpetrators of the genocide hope to accomplish? Source: 8. Was there an event that â€Å"sparked† the killings? (for example, the President’s plane crash in Rwanda) If so, what was the inciting incident? Source: 9. What occurred during the genocide? A.Who was targeted and why? B. Who did the killing? C. What methods were used? D. How long did it last? E. How many people were killed? Source: 10. How did the genocide end? Source: 11. Was there any involvement from the international community (individual countries or the United Nations)? If so, what? If not, why? Source: 12. What were/are the lasting effects of the genocide? Some questions to consider are? A. What was the country/region like directly after the genocide? B. What is the country/region like today? C. Are there still tensions between the groups involved? Source:

Race representation in “Desmond’s” and “Mind your language” Essay

In this essay I am going to compare the ways in which race has been represented in the two sitcoms â€Å"Desmond’s† and â€Å"Mind your language.† Desmond’s is a sitcom set in a barber shop in the 1989 and Mind your language which is set in a school in 1970’s. Mind your language reinforces stereotypes by the people’s accents for example Ali said that he goes around and â€Å"nicking† on peoples doors when he’s meant to say â€Å"knocking† on peoples door that’s why you cant trust him and this also makes him sound dishonest. Ali and Ranjeet are in a conflict with each other because of the war against India and Pakistan. Jamila the Pakistani woman is represented as domestic because she is always knitting in class also there is conflict going on with Ingrid the Swedish woman and Anna the German woman who are trying to attract most of the men in the class because mostly the class is full of men. Ranjeet is shown as a typical Indian because he is always shaking his head and moving his hands and also him going to be arranged married to a another person that he doesn’t even know and doesn’t like. Taro the Japanese man has a camera on him because it shows that all Japanese people carry cameras and makes them look like tourists. All the students in Mind your language don’t take learning English seriously by not doing their homework instead they buy it of Giovanni the Italian and coming late to their classes. Desmonds is a sitcom set in 1980s in a barber shop. Desmond’s is different to mind your language. It is subverting stereotypes because in Desmond’s the people own their own business and when the show starts you see white people hanging around with black people instead of white people on one side and black on the other. This is represented by Shirley how is the daughter of Desmond has a white friend and when the show is starts you see a Blackman and a white man shaking hands. In Desmond the barber shop is used for social conversation about black people achieving things and how political comments are made negative at stereotyping in the media. Sean is the son of Desmond. He’s represented as a claver and wanting to go to school and wanting to learn. As well as listening to rap music and the older brother Sean has left and started working as a bank manager how lives well and also owns his own house. In conclusion I think mind your language is bad because it makes the people sound dishonest and bad but Desmond’s on the other hand show positive view on TV because of showing black people wanting to learn and at the same time being into rap music and also black people being friends with white people.