EVALUATING CHILDHOOD OBESITY IN THE LONDON BOROUGH OF WESTMINSTER THE Essay

EVALUATING CHILDHOOD OBESITY IN THE LONDON BOROUGH OF WESTMINSTER THE MOST AFFECTED AREAS ARE THE SOUTH AND THE NORTHERN PART - Essay Example Although the borough is the third most prosperous, it has specific parts that are most affected by poverty and deprivation. High deprivation levels have been associated with high levels of obesity, and in Westminster, there is severe deprivation in the south and North West. The lower layer super output areas, which are about 14% of its neighbourhoods, are in the top 10% most deprived. Half of the population ho are classified as deprived come from Churchill, estbourne, Harrow Road, Queen’s Park, and Church Street. 24% of the children in Westminster live in severe poverty. This is due to various social and economic inequalities (Findlay, Yeowart & Kail, 2012). Westminster has the highest levels of obesity compared to all other boroughs with a level of 39.4%. This paper is an evaluation of childhood obesity in Westminster. It has described the determinants of childhood obesity in an urban setting which reflects the determinants in Westminster, the consequences of the condition, and strategies and interventions of management. Information obtained for the strategies and intervention in relation to determinants’ section informs the conclusion and recommendation. In 2006, the level of obesity in Westminster was already high. A third of the children were obese or overweight. 39 out of 40 primary schools in Westminster were assessed to find out the level of obesity among five-six year olds, and nine-ten year olds. Results showed that 18% of these children were obese; 32% were either overweight or obese, and 14% were overweight. The level of obesity was highest among children of six years, and that obesity level was still going up. Because of such findings schools initiated programs that were to ensure reduced obesity levels. These were; healthy eating and physical activity programs (GP News, 2006). In 2011, the obesity rates had gone up, with the boys being at a higher risk. Westminster had a

Preschool Classroom Multicultural Classroom Essay

Preschool Classroom Multicultural Classroom - Essay Example Teachers must be careful in communicating messages to children that they may receive as prejudiced against a particular culture or minority in the class population. York (2006) claims that stereotypical messages have powerful impact on children’s perception of reality, and may lead to the development of prejudice. For example, only having â€Å"white† dolls and not â€Å"black† may tell children that black people are not worthy to be used as models in learning. Hence, it is important to choose classroom materials and activities wisely to promote social skills and social action instead of prejudice. Narahara (1998) discusses how gender stereotypes in books can affect children. She contends that storybooks provide role models for children in defining standards for feminine and masculine behavior, and books that have stereotypical content for gender. On the other hand, non-sexist books encourage the development of positive self-concept, attitudes and behavior. Bainbridge, Pantaleo and Ellis (1999) suggest that multicultural books be included in the repertoire of classroom materials claiming that multicultural children’s literature supports and encourages tolerance and understanding among children. Books should reflect characters from the same culture as the students’. Examples of story themes are protagonists who dealt with race issues and children who solved problems successfully. Lesson plans should incorporate culturally relevant ideas in each diverse classroom (Edwards & Kuhlman, 2007). Classrooms that reflect multicultural themes display materials that promote peace and respect for all people such as posters advocating peace and non-violent resolutions to conflict and pictures of people from various racial and cultural groups. Exposure to these materials instills positive social values in children. Likewise, allowing them to interact with non-stereotypical and multicultural materials such as multiethnic block play people,