Public Healthcare Campaign Essay Example | Topics and Well Written Essays - 1750 words

Public Healthcare Campaign - Essay Example The need to terminate obesity within the American society is the justification for the Task Force on Childhood Obesity that was createdby President Barack Obama. The task force is aimed at reducing the rate of childhood obesity to 5%. The state of Virginia has demonstrated active initiatives for the prevention of obesity through health promotions rather than short time fixes that may fail over time (Mehta & Chang, 2011). Among the activities of the task force is to promote healthy eating among young people and counseling them. The overweight and obesity rates tripled between 1990 and 2004 with more than 30% of adolescents in the state fated for obesity (Thompson, 2010). This is the major motivation for the need of the state to improve the health of children and adolescents. Nonetheless, the initiatives for the prevention of obesity would be predictably expensive. This part of the paper gives a critical analysis and discussion of the target population of the obesity prevention initiat ive, response, leadership roles, economic factors, and the role of social marketing in ensuring that the initiative is successful in meeting its objectives and goals. At the national level, the Let’s Move Campaign against obesity targets parents, children, mayors, governors, educators, food manufacturers, and school nutritional leaders. These groups make up the population that the national campaign of childhood obesity targets. Nonetheless, the target population is likely to differ within the state of Virginia as compared to the national population that the campaign targets (Mehta & Chang, 2011). The definition of the role of each of the groups who play a role in the prevention of obesity varies from state to state and nationally. The role by the target population varies in definition because of the differences in the levels of obesity between various states (Ambinder, 2010). The main goal of the Let’s Move campaign is to end childhood obesity, whichis describedas a na tional epidemic. However, the initiatives implementedin each of the states would vary, depending on the seriousness of the problem, its prevalence, and mortality rates. Additionally, the initiatives that each state uses to combat obesity depend on the level of the problem within the state and the views of the leaders of that state. Even though there are many interpretations within each state, most have moved from short term approaches of solving the problem of obesity to long- term programs to end obesity. The objective of the Let’s Move Campaign could be defined differently within the state of Virginia. This is because the state has unique bills introduced by the House and Senate that define the approaches used to prevent the incidence of obesity among young people. Additionally, the Let’s Move campaign would be aided by the various school and community programs, which are designedto solve the problem of obesity (Estabrooks, Fisher & Hayman, 2008). The approaches of t hese programs would be different even if they are drivena common goal. It is in this regard that it would be said that the role of the various stakeholders in childhood obesity prevention would be defined differently between the national level and within the state of Virginia. Furthermore, the food manufacturers within the state

Education in China Essay Example | Topics and Well Written Essays - 1000 words

Education in China - Essay Example And because of the rapidly growing economic sector and global presence of China, it is imperative to understand how the education system works in the country. This essay discusses education in China and the similarities and differences between the Chinese and American education system. Education in China is categorised into elementary school, middle school, and high school. Similar to the United States, twelve years are spent in elementary school and high school, though in China, it is divided quite differently. In China, six years are spent in elementary school, then three years in middle school, and three years in high school, with the initial nine years spent in compulsory education (Peterson, Hayhoe, and Lu 22). One should successfully pass a competitive exam in order to be admitted into high school. High school is offering vocational education and general education. Parents pay for their children’s high school education, and scholarships are granted to those from low-inco me families. High school students are required to stay in school from 8:00 am to 5:15 pm. Generally, a particular school in every city is authorised to offer special education for pupils with impairments (Wang 73). Home schooling is not practised in China, not like in the United States. There are hardly any non-academic extracurricular and sports activities. Nevertheless, numerous students take part in after-school activities to review for examinations, particularly for university admission exams, which they can take once, not like the ACT and SAT Reasoning Test which can be taken several times in the U.S. (Liu 62). In China, a large number of students in elementary school are taught mathematics by a professional math teacher. The math teacher is also allowed to teach Chinese literacy in grades 1 and 2. In several areas, math teachers may also teach science, but science is not a major subject in the elementary school curriculum (Peterson et al. 44). In schools in far-flung or rural places, elementary teachers are also allowed to teach all subject areas, just like in the United States. However, math teachers in elementary schools are usual in China and less usual in the U.S. Moreover, Chinese pupils use a single classroom for their primary classes whilst in the United States students use different rooms for different subjects or classes (Guo and Lamb 75). The major difference between the education system of China and the U.S. is that in the former, the system in general is far stricter with more rules and in the latter there are considerably fewer limitations and greater freedom (Liu 38). For instance, a pupil having the liberty to choose his/her own classes is not common in China. Every class that a student in China should take is fixed. According to Peterson and colleagues, this lack of freedom in China may be attributed to the huge population of students and giving every student the freedom to choose his/her own classes is clearly problematic. Another import ant difference between the Chinese and American education system is the notion of head teacher. The head teacher in China performs an extra responsibility in overseeing their particular classes, providing instruction, and knowing and communicating with the students and their families. The Chinese head teacher will not merely teach his/her particular class that