Obesity in Developing Countries

Obesity in Developing Countries Overweight and Obesity: The emerging Trend of Childhood Malnutrition in Urban Centre in Nigeria Abstract Background: Overweight and obesity initially thought to be the problem of the developed countries is rapidly rising in the developing countries constituting a high proportion of nutritional problem in these countries. Several factors, including changing life style and improved economic power are believed to contribute to this trend. This pattern if unchecked is known to lead to several medical complications and hence the need to assess the burden of this condition, factors contributing to the rise and possible ways of reversing the trend. Method: Four hundred and twenty primary school children from public and private schools were selected using multistage stratified random sampling. Relevant information were obtained using a questionnaire, and anthropometric indices were recorded. Data obtained were analysed using SPSS version 16, and frequencies were compared using Chi square. Result: Seventy three (17.4%) of the pupils were found to be overweight/obese. Pupils from private school accounted for majority of these cases with 28 (13.3%) and 29 (13.8%) of them being overweight and obese respectively. High socioeconomic class and consumption of energy dense diet were significantly associated with high prevalence of overweight/obesity (P Conclusion and Recommendation: Prevalence of overweight/obesity among primary school pupils is quite high in Lagos, Nigeria. High socioeconomic class, consumption of energy dense food and lack of adequate physical activities appear to be major factors contributing to this high prevalence. Introduction of daily school meal and mandatory physical activity in all the schools would go a long way in imbibing healthy eating and life style pattern into these children. Public enlightenment and campaign on the importance of healthy life style and complications associated with overweight and obesity would probably reverse the trend. Key Words: Overweight, Obesity, Primary School Pupils Introduction Malnutrition is a serious public health problem that is caused by either deficient or excess intake of nutrients in relation to requirements. Under nutrition (Nutrient deficiency) has been the prevalent type of malnutrition in developing countries like Nigeria.1-3 This has been attributed to the synergistic interaction between several factors, most importantly, inadequate nutrient intake and infection.4-6 This is not the case with developed countries like the United States of America (USA), where over-nutrition is a major challenge amongst the school aged children. Studies done in the USA on the overweight status and eating patterns among adolescents showed that the prevalence of over-nutrition was higher amongst those from a low socio-economic class.7-9 Recently, overweight thought to be the problem of the developed world is spreading to the developing world.10 Several studies in Africa and other developing countries have documented an emerging trend of malnutrition with overweight and obesity increasing at an alarming rate in comparison to under nutrition.10-12 However, in these developing countries, contrary to the finding in USA, overweight and obesity appear to be commoner among the high socioeconomic class.13-15 The effect of urbanization and the associated change in life style have been shown to contribute immensely to the current trend of malnutrition in the developing countries.16,17 However, children of low socioeconomic status from such urban centres remain significantly associated with under nutrition rather than over nutrition.18 This further underscores the central role of socioeconomic status in malnutrition. The increasing rate of overweight/obesity means that obesity-related chronic diseases are likely to become common among the children. Being overweight is known to significantly increase the risk of asthma, Type 2 diabetes, gallstone, heart disease, high blood pressure and several other diseases.19 This will further impose a great challenge to the already over stretched health care system in the developing countries. We thus aim to assess and compare the prevalence of overweight/obesity among primary school pupils attending public and private schools, in Ikeja Local Government area of Lagos and to identify common factors associated with overweight. The information generated would be useful in guiding the concerned authorities in designing appropriate interventions in the various schools. Materials and Methods Study area: The study was carried out in public and private primary schools in Ikeja Local Government Area (LGA) of Lagos State Nigeria. Ikeja is the capital city of Lagos state, the most populated and urbanized state in Nigeria with over 10million residents.20There are 114 registered private primary schools and 32 public primary schools in Ikeja Local Government Area. Study design: It is a field-based cross-sectional descriptive study Study Population: This consists of pupils in public and private primary schools in Ikeja LGA. Sample Size determination: Calculated minimum sample size for each group of school is 200 pupils. Sampling method: Multistage stratified random sampling was used. Based on the numbers of schools, three Private and two public primary schools were selected. Participants were selected randomly using the class register as a template in each of the classes of the schools selected. Exclusion criteria: children whose parents denied consent, children with obvious skeletal deformity and those with known chronic medical conditions like Chronic renal failure, heart disease etc. Ethical consideration: Ethical clearance was sought and obtained from the Ikeja LGA Education Authority. The head teachers of the selected schools also gave well informed expressive approval after receiving appropriate information. All the selected pupils were given consent form and introductory note to the study to their parents for their signature or thumb print. There was no consequence for the pupil if he or she refused to participate or parents denied assess. Data obtained were treated with confidentiality and only for the purpose of this research. Study procedure: A structured questionnaire was used in collection of relevant information required to meet the objective of the study. All the participating pupils were interviewed at school, while the section to be completed by the parents were sent through their wards and were returned the following day. Information obtained included socio-demographic data like: age, gender, parents’ occupation, average monthly income and educational attainment. Information on dietary intake include type of diet, frequency and 24 hours dietary recall. Involvement in exercise and physical activity were also sought. Socioeconomic status was assessed using the model by Ogunlesi et al 21, while the dietary pattern of the child was assessed using food frequency questionnaire (FFQ). Weight was measure using a bathroom weighing scale with sensitivity of 0.5KG while height was measure using a stadiometer. Nutritional status was determined using the Z- score system in accordance with National Centre for Health Statistics/ World Health Organization (WHO) reference value.22 Data analysis: The data obtained were entered into and analysed using EPI INFO version 3.5.1. Tables were used in data presentation. Chi square and Fisher’s Exact test were used in comparing frequencies. RESULTS A total of 420 children were studied, 210 pupils from each group. The children from the private schools were younger with a mean age of 7.7Â ±1.9 years as against 10.3Â ±2.6 years for those in public school (t=11.58, p=2=305.34, p= The dietary pattern among the two study groups were significantly different; 90 (42.9%) pupils from the private school consumed beef daily as against 49(23.3) from the public schools. Similarly, approximately half 103(49.1) of the pupils from the private school eat white bread daily as against 45 (21.4%) from the public schools. Seventy five (35.7%) and 29 (13.8%) eats eggs while 44(21.0) and 11(5.2%) eat fried plantain and yam for public and private schools respectively. Again 25 (11.9%) and 13(6.2%) from private and public schools consume at least a can of coke/Fanta daily. These differences were all statistically significant P= Regarding extracurricular activity, the pupils in public schools engaged more in physical activity compared to those in private schools. One hundred and thirteen (53.9%) pupils from the public schools trek daily for a distance of at least one kilometre as against 8 (3.8%) pupils from the private schools. Similarly, 77(36.7%) pupils from the public schools engage in competitive sports daily as against 33(15.7%) from the private. The difference between the two groups regarding physical activity was statistically significant P= Table II shows the distribution of the study population by BMI percentile. The nutritional status varied significantly between the pupils from the public and private school. While under-nutrition was the predominant form of malnutrition in the public schools 33(15.7%), overweight and obesity predominated in the private schools 57(27.1%). Table III below show the effect of various studied variable on BMI percentile. The highest frequency of overweight was observed among those aged 5-6years while the least frequency was among those aged 11 and above. This pattern was statistically significant (X2=21.90, p= 0.01). Although more female pupils when compared to male pupils, were found to be overweight, but this was not statistically significant. More than half (50.9%) of the pupils of low socioeconomic class were undernourished while majority of overweight children (76.7%) were of high socioeconomic class. This pattern was statistically significant (X2=150.0, p= Discussion The overall prevalence of 17.4% for overweight and obesity in this study is quite alarming though similar to the findings from previous studies.6, 12, 23 Owa et al12 reporting from Nigeria in 1997 found a prevalence of 18% for obesity among children aged 5-15 years using fat mass percentage and body mass index based on the US standard. Similarly, Mogre et al23 reported a prevalence of 17.4% for overweight and obesity from Ghana in 2013 among school aged children (5-14 years). This finding from this study and the others above further support the rising trend of overweight and obesity among children in developing countries and that the burden of the problem might not be different from that in the developed countries.24 However, other studies have found much lower prevalence for overweight/obesity. Adegoke et al 14 in 2009 reported a prevalence of 3.1% for overweight/obesity from Ile-Ife South West Nigeria using anthropometry, while Alkali et al 15 in 2015 reported a prevalence of 6.5% from Gombe in North East Nigeria. These lower prevalence reported by Adegoke et al(14) and Alkali et al15 may be due to the difference in socioeconomic status between the study-populations, while greater than 86% of our study population were either of middle or upper socioeconomic class, 48.2% of those studied by Adegoke et al14 were of low socioeconomic class with only 19.6% belonging to the upper class. Although Alkali et al15 didn’t give socioeconomic distribution of their study population but Gombe located in the North East of Nigeria is a small town with small scale businesses and subsistence farming as major occupation compared to Lagos which is the most industrialized City in Nigeria. Furthermore, we studied children in primary schools alone but Adegoke et al14 as well as Alkali et al15 studied both primary and secondary school children. It has been severally documented that prevalence of overweight/obesity decreases in children with advancing age.25,26 In contrast to the developed countries where overweight/obesity is commoner among the low socioeconomic class7-9, majority 56 (76.7%) of these overweight children in this study were of high socioeconomic class. This pattern is similar to findings from other studies from other developing countries13-15,27. This fact was further confirmed by the significantly higher incidence of overweight/obesity among pupils from Private schools compared to those from public schools. In Nigeria, Privates schools particularly in the urban centres charge exorbitant fees affordable only to the rich while public schools are usually free and attended by the low socioeconomic class. In this study, 83.8% of the pupil in public schools were of high socioeconomic class as against 1.9% of those in public schools. Several factors could be responsible for this increasing pattern of overweight/obesity among the affluent class in the developing countries. In the first place, the parents of these children are likely of the working class with little or no time to plan and prepare healthy food for them.28 It is also known that such parents in an effort to compensate for the deficient care constantly provide junk food and snacks for these children.29 Nutritional habit and pattern have been shown to influence the nutritional status of the society.30 These are further driven by aggressive advertising practises, relatively low cost of energy dense food and improved purchasing power which are now most prevalent in developing countries and conducive for the development of overweight and obesity and subsequently the associated morbidities.31 This is in agreement with the finding in this study from Lagos, the most urbanized State in Nigeria, in which Children from the private schools and of high socioeconom ic status significantly consumed food of high energy density such as soft drink, egg, white bread, etc when compared to those from the public and low socioeconomic status. Sedentary life style has been well documented as a cause of overweight and obesity29,32,33 in children. Pupils from the private schools were significantly less involved in physical activities when compared to those from the public schools but engaged more in indoor activities like television viewing and computer games. Similar to previous studies, this practise was significantly associated with overweight and obesity. The low level of physical activity among those in private schools could be due to several reasons. Most of these children are usually driven in car to school by their parents or use the school bus. This is in contrast to the public school which lack school bus and majority, 53.9%, of the pupils trek to school daily. Secondly, while most public schools are usually sited in a planned location with enough space for sporting activity the same cannot be said of the private schools which do not have enough space for outdoor activities with only 15.7% of the pupils engaged in competitive sports. Pressure on the pupils from affluent society for good academic performance including regular extra lessons at home after school hours could also contribute to lack of outdoor activities at home. In this study, overweight and obesity were higher among the younger age groups compared to the older pupils with the highest frequency of 18.2% among those aged 5-6years. Similar pattern of decreasing incidence with advancing age among children less than 13 years was also observed in a study from India25 and Saudi Arabia26. However, other studies have found a contrary pattern: increasing incidence with advancing age34. The reason for this variability in finding is not clear. Females had slightly higher prevalence of overweight and obesity when compared to the male, though this difference was not significant. This is similar to the finding of Mohana et al 35 from India. The effect of gender on overweight and obesity in children remains inconclusive, while several studies have found significantly higher prevalence among the female gender 34,36-38 others have reported significantly higher prevalence among the males.39-41 The reason for this variability is not clear but studies with higher female prevalence have suggested cultural factors as a possible explanation as female children in certain society mostly engage in indoor activities. Conclusion and Recommendations The prevalence of overweight and obesity among children living in urban centres in developing countries like Nigeria is quite high and is comparable to that in the developed country. This problem is mainly a problem of children from high socioeconomic status. Dietary pattern and sedentary life style are important factors contributing to the high prevalence among these group of children. In contrast, under-nutrition has remain a major problem among the low socioeconomic status. We recommend introduction of school meal program in both the public and private school to augment calorie intake among the public school children and modulate same for those in private schools. Provision of sporting facilities must be made mandatory requirement for registering of private school and if already a requirement must be enforced on new and existing private schools. Finally, public enlightenment on the medical implications of overweight/obesity in children should be aggressively pursued by the relevan t agencies before the complications begin to set in. Conflict of Interest The authors had no conflict of interest whatsoever to declare

Best-Self Portrait

| Learning Project 1, Part 4-6 | | | LP1, Part 4: What are others' experiences of me when I am my best? Phase 1: Creating the Reflected Best-Self Portrait When I am at best, I help people. I motivate myself and feel motivated when I get to help others. Whether it’s a stranger, colleague, friends, or family, I feel my passion in assisting those in need. As long as it’s within my capability and moral belief that what people ask for help is ethical and legal, I give them my attention and time. I feel happy that I am able to give a hand, and I feel happy to see people become happy with the help I give them.Helping others put smiles on my face and also on them as well. I feel proud of myself that I have the power to help the others. For families and friends, I am always open for help and be supportive. I believe that if there are people out there who love to help, there will be many people who will return the helping spirit to other people. I always try to be responsible wit h tasks I have been given, and also be responsible with myself. I believe it is important to have trusts and both independence and dependence to others. Being responsible is an important part of me.When I make a promise, I try my best to keep the promise because it is my responsibility. I am persistent and drive myself to bring the end result, a good result, of things I was responsible for. As an employee, I hold onto the responsibilities as an employee to provide my best in each shift, and do all the tasks given by my supervisor and managers. It is in my best interest to never lose any reason to not smile. I try to find reasons to smile everywhere and every day, whether the reason involves weather, my job, friends, or smaller things like I woke up early for the day.So I make reasons to be optimistic, to start the day content and positive. I know that it’s important for me to stay positive and find things to be happy about. I love having opportunities to learn new things and experience and gain new skills. The fact that there still are opportunities for new experiences is important to me. Because I think these opportunities are getting less as you get older, I try my best to grab every opportunity I can do learn new skills that are practical in the future.When an opportunity is shown to me, I commit myself until I achieve in grabbing that opportunity and absorb everything I can do to face new challenges and learn. I adapt to the new circumstances and am open-minded to different things. I may not be competitive, but I am ambitious to get things done and be successive at it. I stay focused on what I have started and never give up until I complete the task. I am a hard-worker, who tries the best to achieve success. As long as I don’t bring negative effects around me in the process, I don’t only give up but also continue to put my best effort to be triumphant.I stay focused. My family is important to me. Because I can’t see them often o r regularly, I am more loyal to them than ever. I care and cherish them. I express my love in many different ways. I let them know I still love them no matter how far I am now today. I support them mentally and orally; I let some tension and troubles away from them; and I always stay responsive to them. When asked for help, I am enthusiastic to help them the best I can. I feel responsible to love them and be a supportive family member to them as they are to me.Like it is my job to love and be dutiful to my parents as a daughter, my job is exactly the same for all the other family members. I am a good friend. I am a good listener, listening to my friends’ problems and worries. I support my friends but I know when to be honest and realistic, with the purpose of helping them Patterns/Themes| Declaration| Examples Given| Helpful| I believe in being selfless, making small differences, putting smiles on others’ faces, being compassionate, and have a heart to help. | 1. Helpi ng Coral out, with the Calgary geography2. Listen to Danny's concerns and problems. Responsible| I believe in giving trust and confidence to others. I believe in being trustworthy, reliable, and accountable to my actions and behaviors, regardless of situations. | 1. Being the daughter to my parents. 2. Be responsible as an employee and a co-worker to help and provide fitting skills at Swarovski. | Supportive| I believe in backing up the people I care about, encouraging them, helping them, defending them, and loving them. | 1. Encouraging and complimenting Coral and her new place. 2. Compliment and Recommending the trendy styles to Danny. Adaptable| I believe in the power to adapt to new surroundings and situations, learning new skills and experiences to make them my own. | 1. Adapting to the new country, new city and new language when first immigrated to Canada. 2. Adapting to the new atmosphere of working places when got the job at the Swarovski. | Ambitious| I believe in being com passionate and eager to have goals, work hard, and successfully achieve them. | 1. Accepting new responsibilities and tasks at work. 2. Got in to the school band, to let off my flute skills. | Loyal| I believe in loving my families, giving them my time and effort.I believe in the presence of family value and care for one another. | 1. Be the best supportive and loving family member to all of my families and relatives. 2. Always be on the side of my friends, trusting them. 3. Have Danny's back with his problems. Cheer him up even when I wasn't very much interested. | Open-minded| I believe in the differences in ideas, interests, and conflicts. I acknowledge those differences and am unbiased and receptive. | 1. Be open to the sensitive questions from Danny3. Be receptive to what can be condescending questions and statements from Danny about my religion2.Open to different cultures, when first came to Canada. | Loving and welcoming| I believe in the loving and welcoming all of those who enters into my life. Once entered, I love and value them regardless of circumstances | 1. Welcoming Coral to Calgary and to my friends. 2. Making Sinae feel at ease at my place. | Appendices Best-Self Stories 1. From a work colleague: I have the ability to give a hand whenever any co-worker asked. For example, there was a time when Choa asked if I could help her with arranging all the inventories in the back room, I agreed to help with a smile.The back room was a mess and it was going to take a long time to arrange because the inventories were not in order of product names. Choa and I started get to work, by prioritizing the sections that we needed to organize. I set the sections in the best order so we could finish by the end of our shifts. Although we didn’t work together many times before, we managed to work together well, helping one another. I didn’t lose smile although there were lot of work to do. I helped her when she was handling heavy inventories. In the end , we managed to finish our jobs, and end up gotten closer than before. 2.From a work colleague: I was fast getting used to the new working place as well as being with new co-workers. When I got the job at the Swarovski, I was the only one who was new and all the others all so close to one another. But I got along with the co-workers, getting used to their system of how they do things in their own ways. Although Choa's way of working was bit different than the others, I soon adapt to her system, so I could help her better and let her work with me more effectively and faster. I was very civil and almost diplomat that she or others did not feel threatened or uncomfortable during my first couple of weeks.By the time my job was near the end, I was friends with everyone, including the manager. 3. From a friend: I am receptive and open-minded whenever Danny wanted someone to talk to. For example, there were times when he talked about religions. Although our religions were different, and th ere may have been times where Danny’s questions were perhaps inappropriate and offensive, I never judged him or get offended. I understood the differences in views of people, and I thought it is normal and possible for others to have such views or questions that might be condescending.I tried my best to help him understand my point of views with all the knowledge I know about my religion. And I listened to what he sees and perceives about religions and actually paying attention to what he is saying without stopping him or correct him. 4. From a friend: I was always nice to a friend, and be the best friend. For example, because Danny loves shopping, he used to ask me if I could join him time to time. If I wasn't too busy, I always accompanied him to the mall, helping him choose the clothes.There were times when I didn't want to go because I end up wasting my money but I still went most of the times because he needed that to be cheered up and I knew he needed a company. I was a lways supportive, even if I was tired and exhausted following him, and even recommended the trendy and fitting styles to him. He trusted me to tell him what was good or bad for him, and I did exactly that when necessary. I listened to his problems and gossips when we are together, when we were shopping, and I backed him up and cheered him when he felt down and discouraged about his relationships or looks. With the best advices thatI could give him, he could steam off some stress and worries for that week. And I was also happy because I could see he became happy. 5. From a friend: I am great at making people happy and comfortable. For example, I visited Korea with Sinae for the summer. And she was staying at my parents' place with me for the whole trip. She was little bit uncomfortable and apologetic that she might disturb any family moments. The whole atmosphere of the Korean neighborhood made her being unease. I made sure that she didn't feel uncomfortable by always being with her and invite her to the family outings.I constantly talked and joked with her when we were with my families so that she can join in the same conversation and be more active and feel welcomed. She later was fully relaxed and was herself. 6. From a family member: I am great being responsible. As a daughter, I did and still do my best to take care of family/daughter duties. For example, it is hard to live alone with both of my parents living in another country. But I always find the time to write them letters for celebrations, to call and email them, and always keep constant interactions with them.Because my parents do not know what’s going on with my life, I let them know, talking to them about almost everything, from small to big things. I feel responsible as their daughter to update them with my life, whether I have exams coming up or I have an interview. But I think it is also my responsibility to not make them worried. So I don’t tell them how stressed I am with my sch ool or having a boy crisis. 7. From a family member: I am great at adapting to new environment and new challenges. When we first immigrated to Calgary, all I know was the simple hi, how are you English.Everything was just so different, with people, language, and the culture. But when I started going to a junior high school, I never complained or cried. I never screamed at my mom, that I want to go back. I adapted well, studying English hard as well as other regular classes. I also got into the school band, because I wanted to play the flute. I was one of the good performers who knew how to play the flute, which helped me make friends lot better. If I didn't have power to adapt, I would've never fully got use to Calgary, made no friends, and cried every night. 8.From a friend: I am always being kind to her. From the moment I met Coral, I tried my best to be supportive and a friend to her because she was new to Calgary. Because she did not have any friends or didn’t know any pl aces to buy things or go eat, I showed her to good restaurants and good stores to buy school suppliers with good prices. If I had time, I sometimes went to the places she wanted to go with her so that she wouldn’t get lost. I introduced her to my friends with the same major as her or similar habits. I invited her when I hung out with my friends so she wouldn’t get lonely.Now, we are closer than anyone, trusting one another. Coral helps me with the problems I have, returning all kindness to me, which I am very grateful for. LP1, Part 6 Personal Integrative Analysis Analysis 1. What are the five ideas or insights from this course, central to the primary question? There are many ways to find out my transferable skills, and I actually have more transferable skills than I previously thought. The exercises taught me to never lose confidence within myself because they showed me different skills that I didn't realize before.Another insight that I learned is that there are many different ways to see things and each way can allow myself to express my transferable skills, capacities and/or values differently. Depends on how I value myself, I can have different skills on one thing. The more I can gain and improve many transferable skills, the more my individual genius to be able to overlap with the world of work. I believe that if I can increase my zone of skills and values, I will easily find the appropriate fit between myself and the world. I will know many skills, both professional and practical, to allow me to adapt to the outside world lot better and faster. . What are three insights that I have been able to integrate within this course? One of the insight that I was able to integrate within this course is that there are many things that I am and should be grateful for and I now know I should be expressing them. I learned that it is important for me to feel appreciated to things around me and within me; I shouldn't take things for granted. Feeling grate ful for even small things can change my mood and the way I feel and act. Another insight is that I should pause my life once in awhile and look at my life in terms of goals, achievement, and stages that I am in right now.Am I in the right path of being happy with my life? Where am I with my goals and achievement? I learned that although things around me, like a job and relationships with people, are important, taking care of myself and evaluating myself is also very important to me too. When I am working and trying to survive in the outside world, I will know better to stop and go through my life mission and goals. The knowledge I was able to grab from this course is that truly knowing who I am, what I want, and what I did and have is priceless.I always thought that I knew myself pretty well, better than anyone else, but this course taught me how and what to do in order to look within myself. I now know that I will try to go over these steps I have learned to update my info to mysel f time to time. 3. My individual genius when interacting with others? I think I am more aware of my individual genius when I'm interacting with others than before. Because I know more about my individual genius, I think I will be able to grab many opportunities to improve on them while interacting with other people.I know what and when I can exercise and best perform my transferable skills. 4. Two new interest or values? One of my new interest is the self-awareness. I think I entered this new level of not only understanding about myself, but of the ways and steps that I am to learn about myself. I never thought that knowing myself is valued this much by everyone in professional world as well as in personal life. I now know that it is in one of my best interest to continue with widen my self-awareness and self-understanding. It is good knowing myself, and it's beautiful being confident.After all the exercises, I now learn to be appreciative. Exercises I did in classes first forced me to find things that I feel grateful, and then after couple of them, I know the importance of being grateful. Things I have been ignoring are now the ones that am grateful for. These exercises opened my eyes. The fact that I feel grateful for small to big things, I feel like I am more positive. I didn't know that this exercise made to see more beautiful things than I did before. 5. When am I most confident? When am I least confident? I am most confident when I am using my top strengths, helping people.When I am in a position to help other, which is whenever, there is no need for me to waste time to see if I'm confident to help or now. If I can help, I help. If the help requires a special knowledge that I do not have, I either don't help or I take instructions. I am most confident when I look at myself. I know myself the best, and I can express myself to me the best. With the help of this course, I think I am better at it. When I'm at least confident, I'm standing in front of the cla ss, getting all the unwanted attention, and have to present.Although I may be most confident expressing myself to me, I am least confident when I am either expressing myself to the group of people or present. It makes my whole body shake and my heart beat fastens like there is no tomorrow even when I'm thinking about speaking out loud in a class full of people. I am also least confident when I need to be the sole leader. I think that even if I am qualified to be a leader, I can't come out and lead because I never had that many opportunities before. I think that when I am assigned to be a leader, that's when I'm scared for myself.

Scrooge s Character And His Character - Why Doesn t The...

Stave One 1. Describe Scrooge’s appearance and his character – why doesn’t the weather affect him? Scrooge is described as an â€Å"old sinner†, a heartless old man who, because he was so cold, had â€Å"frozen features† such as a nipped pointed nose, shriveled cheeks, stiffened gait, red eyes, blue lips, and had a grating voice. He also had white hair, beard and eyebrows. The weather doesn’t affect scrooge as he himself is just as cold as the wintry weather inside and out. 2. Describe the character of Scrooge’s nephew. Scrooge’s nephew is a genuine man and unlike his uncle loves Christmas. He seems to be happy and merry, with an adoring wife. They don’t seem to be particularly wealthy. 3. Summarise the arguments these two men present on both sides of the debate about Christmas. Scrooge’s nephew thinks that Christmas is a time of joy and laughter and believes it should be spent with family and friends. Scrooge on the other hand believes that it is a sorry excuse for holiday and is not worth celebrating, he also believes that it is a very expensive time that is not worth the money or time. 4. What has Marley’s ghost been doing since his death, and what is the warning that it gives Scrooge? He has been wandering the world witnessing things that he wishes he could speak about to those who need it to make them happy. He warns scrooge that if he does not change his ways Scrooge’s after life will be burdened by all his regrets during his short lifetime just like Marley himself. 5.

Ivan Pavlov s Theory Of The Conditioned Reflex - 1706 Words

Abstract In the 19th century, there was a famous Russian physiologist who created the theory of the conditioned reflex. His name was Ivan Petrovich Pavlov. Ivan Pavlov conducted a well-known experiment for teaching a hungry dog to salivate at the sound of a bell when presented with food. This experiment led Ivan Pavlov to become known for his development on Classical Conditioning, which captured the attention of everyone, especially physiologist and psychologist. Ivan Pavlov was born September, 14, 1849 in Russia. Ivan Pavlov’s father was a priest and his mother was a homemaker. Initially, Pavlov studied theology by shadowing his father’s path. Later in the 1860’s, he abandoned his religious studies after reading Charles Darwin’s book (Windholz, 1997, p.941). Darwin greatly influenced Pavlov, so much so that he began a new pursuit in the interest in science. In 1870, Ivan Pavlov attended the University of Saint Petersburg where he studied natural science and physio logy. In the establishment of the institute of experimental medicine, Pavlov helped to facilitate the department of physiology (Windholz, 1997, p.941). For 45 year, Pavlov supervised and devoted his time and efforts to the research program. During Pavlov’s career, there were three major conflicts focus by Pavlov that led to his animal research. This includes the nerves of the heart, digestive glands in which Pavlov won a worldwide recognition and a Nobel Prize in 1904 and condition reflexes. (Schultz Schultz,Show MoreRelatedRunning Head : Man s Best Friend939 Words   |  4 Pagescharacteristics and personalities. Ivan Pavlov didn’t have a particular fondness for dogs, but little did he know that through his experimentation with dogs and their neurological reflexes, he was going to reveal the similarities of conditioning abilities within animals and humans. There were many people that influenced Pavlov and lead him on to experimenting with classical conditioning in dogs. One of Pavlov’s main influences was Charles Darwin. Darwin was a scientist who had many theories he was known for butRead MoreThe Evolution Of Pavlov. Southwest State University Essay1477 Words   |  6 PagesTolbert The Evolution of Pavlov Southeast Missouri State University Abstract Pavlov was a Nobel Prize-winning physiologist who contributed a great deal to the field of psychology. His research into the process of the conditioned reflex is considered a milestone discovery in behavioral psychology as well as modern physiology. Pavlov focused on digestion studies which then would lead him to the act of learning and the discovery of conditioned reflexes. â€Æ' Ivan Pavlov was born in 1849 inRead MoreIvan Pavlov And His Theory Of Natural Selection2463 Words   |  10 PagesIvan Pavlov Inspirations in Early Life Ivan Petrovich Pavlov was born on September 14, 1849 in the small town of Ryazan, Russia about 100 miles southeast of Moscow. However, he was the oldest out of five children. 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