Junk food in schools Essay Example for Free

Junk food in schools Essay The Government had set out a ban to prevent junk food from being sold to children at canteens. Mark Fraser had written a letter to a newspaper company called Community Chronicle on the 29th of October 2010 to share his disbelief at the governments vain attempt to prevent obesity. Throughout this piece, he uses an attacking tone. He aims to target the audience of parents with children in schools to agree with him on his contention that this vain attempt will not benefit the children. Since the beginning, Fraser believes that eating habits are heavily influenced by the parents. He urges parents to take responsibility of their own children. He admits that he weighs close to 100 kilograms and further strengthens his statement by claiming that he is a responsible parent. He personalizes the statement and enables the audience to see him as a regular person and also being a responsible parent for his children despite being overweight. Fraser argues that children need to learn self-restraint and that parents should be responsible to make informed decisions for their children. He implies to the audience that a responsible parent should educate their children on their food choices. Fraser quoted Dr Peter Clifton who said 37 percent of their daily energy intake is consumed at school, but only 14 percent was lunch bought from the school canteen and schools should be a focus for combating childhood obesity but strategies were needed to tackle the lunchbox, not just the school canteen. He shifts the blame from the school cafeteria to the parents, implying that the parents should make good decisions for their children when packing for them. Fraser believes that the bans will have no impact on childrens eating habits. He begins by claiming this strategy will not make our children perfectly healthy eaters and it will not encourage our kids to get out and get fit. He implies that theyre other more effective solutions out there other than canteen policing. Fraser had also quoted two major principals associations that young people consume at most 5 of their 21 meals a week at school and the policy would make kids feel that junk food is an attractive taboo. He reinforces his contention by implementing the use of expert opinion, leading the audience to be more likely to believe his contention. Lastly, Fraser expresses his concern regarding the schools finances by stating that the canteen is a major revenue stream for school funding. He suggests that once the ban is put into place, sales wouldnt be too great and there schools would lose its main source of revenue. Fraser also questioned whether the government would be allocating additional funds for the revenue shortfall He also suggested that the government might not fund the schools revenue shortfall even if the school is affected by the ban. Fraser suggests that the ban will most likely cause major financial problems regarding the schools revenue steam. Fraser believed that the ban proposed by the government was merely a waste of time. He had strongly conveyed his negative opinion toward the governments approach from the very start. He believes that childrens eating habits are majorly influenced by the parents, not the school canteens food choices. Fraser also believes that the bans will be off no impact toward childrens eating habits and at the same time also cause major financial problems for the school. He urges for the state government to wake up and see that kids need opportunities to make their own decisions and stay active.

hindu :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The sixth century B.C., the Hindu religion and the caste system had become a way of life in India. They believed that the only way to gain salvation was by obeying caste rules and following complex ritual. The people taught these ritual were to strict, and did not meet the needs of the common people. So they started to listen to other religions.   Ã‚  Ã‚  Ã‚  Ã‚  Buddhism is a religion founded in India, that share some comparison with Hinduism. Buddhism was founded by an Indian prince born about 563 B.C. His father, a wealthy noble, wanted to protect his son from the harsh realites of the world. But his father couldn’t protect him forever, and when he was about 29 years old he saw a dying man, a sick man in pain and a religious beggar. After seeing these things the prince worried, why was so much sorrow in the world. Then when he was about 35, Siddhartha Guatama decided to sit under a fig until he found answers. He was there for forty-nine days, and that day he saw the reason for life suffering and a way to overcome them.   Ã‚  Ã‚  Ã‚  Ã‚  Gautama started to speak of Four Noble Truths. The first was, sorrow and suffering are part of life. Second, people suffer because they try to get things they can’t have. Next, you had to reach a state of â€Å"not wanting†. The fourth they should have neither too much nor too little pleasure.   Ã‚  Ã‚  Ã‚  Ã‚  Both Hinduism and Buddhism shared some of their beliefs. But there are some differences. Buddhism placed most importance on one’s life, than one caste and they saw little value in complex rituals. He taught that a person could get enlightenment in one lifetime. As Buddhism spread, disagreements grew up about some of its teachings and beliefs. At first Buddha was saw as a guideline for living. His followers saw him only as a teacher. Then a philosopher named Menius taught that the welfare of the people were the main concerns of a ruler. And if that wasn’t the rulers main affair, he should be overthrown. Confucius a traveling bureaucrat named K’ung Fu-tzu, was regarded as China’s greatest thinker and teacher. He was not really concern with the soul, the afterlife nor the worship of gods. He was more concern with questions of morality. Confucius had five basic relationships. They are: between ruler and subjects, father and son, husband and wife, older and

Army Leadership Competencies Essay

Leadership competencies are groups of related actions that the Army expects leaders to do. The three categories are leads, develops, and achieves. The Army leader serves to lead others; to develop the environment, themselves, others and the profession as a whole; and to achieve organizational goals. Core competencies are those groups of actions universal to leaders, across cohorts and throughout organizations. They provide a clear and consistent way of conveying expectations for Army leaders. Leader competencies can be developed. Leaders acquire competencies at the direct leadership level. As the leader moves to organizational and strategic level positions, the competencies provide the basis for leading through change. Leaders continuously refine and extend the ability to perform these competencies proficiently and learn to apply them to increasingly complex situations. The category of leads encompasses five competencies. The first two focus on the affiliation of the followers and the common practices for interacting with them. Leads others involves influencing Soldiers and Army Civilians in the leader’s organization. Extends influence beyond the chain of command involves influencing others when the leader does not have designated authority or while the leader’s authority is not recognized by others, such as with unified action partners. Builds trust is an important competency to establish conditions of effective influence and for creating a positive environment. Leader actions and words comprise the competencies of leads by example and communicate. Actions can speak louder than words and excellent leaders use this to serve as a role model to set the standard. Leaders communicate to convey clear understanding of what needs to be done and why. Leaders are expected to extend influence beyond the chain of command, which usually has limited formal authority. This competency widens the responsibility and sphere of influence for a leader. Such influence requires insightful, and possibly nonstandard, methods to influence others. Its limited authority stems from the audience’s possible lack of the traditions, customs, and regulations of the Army and military forces. When extending influence, Army leaders have to assess who they need to influence and determine how best to establish their authority and execute leadership functions. Often they have little time to assess the situation beforehand and need to adapt as the interaction evolves. Extending influence is a competency that includes negotiation, consensus building and conflict resolution. Extending influence largely depends on the trust established with unified action partners and often applies to stability and defense support of civil authorities operations. Leaders operate to improve or sustain high performance in their organization. They do so by focusing on the four develops competencies. Creates a positive environment inspires an organization’s climate and culture. Prepares self encourages improvement in leading and other areas of leader responsibility. Leaders develop others to assume greater responsibility or achieve higher expertise. A leader stewards the profession to maintain professional standards and effective capabilities for the future and also they are responsible for development. They must ensure that they themselves are developing as well as developing subordinates, and sustaining a positive climate while improving the organization. Leaders encourage development and set conditions while performing missions they do this by having subordinates reflect on what happened during the event, by assessing whether units performed at or well above standard and why, in addition to having a positive mindset of improvement and l earning. Every experience is developmental. There are choices to make about developing others. Leaders choose when and how to coach, counsel and mentor others. Leaders often have the freedom to place people in the best situation to maximize their talent. Then the leader provides resources the subordinate needs to succeed, makes expectations clear, and provides positive, meaningful feedback. While leaders need to develop others, they have to set a positive climate in which individuals and the unit can improve and operate. As part of their developmental responsibilities, leaders must prepare themselves and act to promote long-term stewardship of the Army. Gets results is the single achieve competency. It relates to actions to accomplish tasks and missions on time and to standard. It is a process of providing value toward mission accomplishment. Getting results is the goal of leadership. However, leaders must remain mindful that leading people and creating positive conditions enable them to operate as successful leaders. Getting results requires the right level of delegation, empowerment and trust balanced against the mission. Adaptability to conditions and adjustments based on adversarial actions are ever important elements of success. Leadership and increased proficiency in leadership can be developed. Fundamentally, leadership develops when the individual desires to improve and invests effort, when his or her superior supports development, and when the organizational climate values learning. Learning to be a leader requires knowledge of leadership, experience using this knowledge and feedback. Formal systems such as performance evaluation reports, academic evaluation reports, and 360 degree assessments offer opportunities to learn but the individual must embrace the opportunity and internalize the information. The fastest learning occurs when there are challenging and interesting opportunities to practice leadership with meaningful and honest feedback and multiple practice opportunities. These elements contribute to self-learning, developing others and setting a climate conducive to learning. Leader development involves recruiting, accessing, developing, assigning, promoting, broadening, and retaining the best leaders, while challenging them over time with greater responsibility, authority and accountability. Military leadership is unique because the armed forces grow their own leaders from the lowest to highest levels. Army leaders assume progressively broader responsibilities across direct, organizational and strategic levels of leadership. The Army entrusts leaders to develop professionally and be ready to accept greater responsibility when called upon. Reference List United States Army. (2006). Army Leadership (Field Manual 6-22)Washington, DC: U.S. Government Printing Office United States Army. (2012). Army leadership (Army Doctrine Reference Manual 6-22)Washington, DC: U.S. Government Printing Office United States Army. (2007). Army Leadership (Army Regulation 600-100)Washington, DC: U.S. Government Printing Office United States Army. (2012). Leadership Development and Assessment Course HandbookJoint Base Lewis-McChord: U.S. Government Printing Office Department of Defense. (2010). Department of Defense Dictionary of Military and Associated Terms. (Joint Publication 1-02) Washington, DC: U.S. Government Printing Office

Admission Essay for Master of Public Administration Program

Public Administration, as a field, had always captivated me right from my undergraduate days. I believe my curiosity for this field comes from my family. Both my father and my uncle were politicians. During my early days, I used to go to my father’s office where I had a great chance to observe different kinds of people with various jobs and interests. This was the first time I learned how mutual interests bring people together. When I understood how public relations work naturally, it forced me strongly to study and comprehend the complex theory of politics. After finishing high school, I made up my mind to pursue a career in Political Science. For this reason, I was enrolled to Istanbul Bilgi University’s Political Science program. After†¦show more content†¦The society is moving towards a large-scale economy and there is an exceptional increase of free trade and exchange all around the world. This fact has brought vast opportunities to build up newer policies , wide-range political programs and methodologies in the field of public administration. I would like to contribute to this challenging environment after completing the necessary education. My intention is to supply well-rounded ideas which would possibly contribute to public administration in my home country. I am determined to provide meaningful and finest solutions to diverse problems of public administration. Consequently, my goal is to successfully complete master of public administration and serve society as a high quality public official. In order to achieve my career goals, I have to study and internalize the current developments and new policy strategies in public administration, and political applications in different geographical areas of the world. A Masters Degree will grant me the necessary theoretical understanding, and will also provide me with an in depth idea of realistic approaches in decision-making process and research skills to allow me develop exceptional ideas. I would like to discover facts about various areas such as health administration, leading health problems in developed and developing countries, global healthShow MoreRelatedWashington State s Primary Land Grant University1017 Words   |  5 PagesWashington State University Washington State University, or WSU, is a public research university located in Pullman, Washington. WSU is the state s primary land-grant university that was founded back in 1890. It is known for excellent agriculture, pharmacy, neuroscience, chemical engineering and veterinary medicine programs. The university is usually ranked within the top 150 high research facilities. 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The colors of Michigan State University are green and white. Michigan is affected by the Great Lake’s region, winter and summer climate is moderate. Currently, Michigan State Universitys campus covers a total of 5,200 acres, of which two thousand acres have been developed. A total of 556 buildings on campus: where 100 academic purposes, 131 for agricultural purposesRead More Teaching in America Essay3668 Words   |  15 Pagescollege and university system do not complete the program they enter. (1) That so many students should be admitted, then lost along the way, is an unacceptable defect rate. General Interest There is a vast literary corpus on the subject of what is wrong with the teaching system. It ranges from alarming reports in the popular press to practical and anecdotal accounts, to what passes for scholarly reportage of research backed by significant public and private grants. The popular press is, perRead MoreMotivation Letter Sample6058 Words   |  25 PagesRespected Sir/Madam, I, (Your Name), currently in my first year at (XYZ) College, would like to apply for a 6 month internship for a post in the marketing department of your reputed company. I am currently pursuing my Masters in Marketing and at our college, we understand the importance of gaining practical knowledge which will complement the textbook knowledge and help a student gain a wider perspective of the subjects. 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