Video Games And Its Impact On Society - 1220 Words

The world today has several different things happening all over it. Be it the invention of the cotton gin to the invention of the i-phone. One of them however is the invention of video games. Video games were invented in 1940, by a man named Edward U. Condon. This invention gave birth to a whole new genre of entertainment. One that will have a much greater affect than intended to be. The product of the video game has turned into a world wide phenomenon and has changed society. There are many factors into the changes it has made to the world. The video games of today have become a great part of our lives. Now how has it affected it? Today there are several types of video games. The genre has turned into adventure, role playing game, computer games, console games, math games and several more. Having all these types of games has provided a large selection of games to choose from. Consumers are always looking for something new and entertaining. Gaming is now considered entertainment. Con sumers have spent $21.53 million dollars on games as of 2013 and fifty-one percent of house hold Americans own at least two consoles. Since this has occurred many people are purchasing games, which has led to a need of more designs for games. Which leads to the need to brainstorm new ideas and then comes to the need of more people. That then creates more jobs for people and a growing economy. The field of computer science has become widely popular, because it is a basis for going into aShow MoreRelatedVideo Games And Its Impact On Society Essay909 Words   |  4 Pagesgraphics can help a video game come to life. Today artist use different styles and modern technology to improve coloring, modeling and drawing in their work. Over decades of technological advancements video games have taken a life of their own considering them to be a new form of art. Generally critics may disagree on video games to be consider art due to its more known genre games in this particular entertainment industry that is their â€Å"shooter games† and their â€Å"sport games.† When getting passedRead MoreVideo Games And Its Impact On Society1787 Words   |  8 PagesComputer games are entertainment and recreation tools that a lot people have been enjoying for a long time. Young and old are playing these computer game in order to enjoy themselves. Computer games are getting bigger in the industry since a lot of people are demanding to get more games. Computer games are beginning to be a business. Between 1970s and 1980s, It is considered the golden age of video gaming due to rapid gaining popularity of the video game arcade at that time. (Auction Game Sales) TheRead MoreVideo Games And Its Impact On Society1497 Words   |  6 Pages Video games have now been in existence for a few decades, and in such a short time have evolved greatly. The first video game was created to be a military artillery calculator, then others played with the idea and pong was created, packman would become one of the most wildly known game in arcades, and now we have games such as call of duty or battlefield that can be played on a device that would use to require an entire room just for the computing power. Games have made a large leap in technologyRead MoreThe Effects of Video Games on Children1610 Words   |  6 PagesMany participants also suggested that the games caused the children to have strong imaginations, while a few disagreed. 61.0% said that electronic games did not cause the children to lack good behavior. The survey also showed that electronic games do not cause the children to be skilled in terms of their self expression, and do not cause them visual stress. On the issue concerning obesity, the percentage of the respondents who said that electronic games caused children to be obese was equal to theRead MoreThe Positive and Negative Aspects of Video Games in Society968 Words   |  4 PagesIn our modern society, we rely on varieties of entertainment in order to satisfy our need for enjoyment. One type of entertainment, which is currently becoming more prominent in our culture is video games. As it is becoming more prominent, it is also evolving throughout the years. Video games now are becoming more complex and influential in our society. People can use this type of entertainment was a way to relieve stress or a way to socialize with others online. Video games is almost available everywhereRead MoreViolent Video Games and Their Impact on Children850 Words   |  3 PagesViolent Video Games and Their Impact on Children Outline Introduction A. Thesis: Although there are some reports of such games terribly impacting children, most research says that the violence in them is understood to be unrealistic, and thus not internalized and regurgitated back through increased aggressiveness in behavior. Reports Showing Violent Video Games Increase Aggression Exposure to violent video games has been lined to increases in aggression. Such reports have linked violent videoRead MoreEffects of Violent Video Games on Children Essay1660 Words   |  7 PagesEffects of Violent Video Games on Children The use of video games has become tremendously popular among children and adolescents in the past decade. In fact, â€Å"Sixty-eight percent of U.S. households play computer or video games.† (David Jenkins, 2009) This statistic reveals how important it is to understand the effects that these games can have on individuals and more specifically, children. Over the years, numerous studies have been conducted investigating whether video games have positive orRead MoreThe Effects Of Video Games On The Society876 Words   |  4 Pagesin Anderson Bushman 2001.a), the popularity of video games specially is rapidly increasing. Nonetheless, ferocious electronic games are an attraction of attention to children, teenagers, and even adults. In fact, in another U.S study by Butchman Funk (As Cited in Anderson Bushman 2001.b) on 4th grade students, three of every four boys and six out of every ten girls favour violent computer games. This essay will argue that violence in video games sh ould be censored. For the purpose of this essayRead More`` Not Here : If We re Truly Serious About Stopping Massacres Like1687 Words   |  7 Pagesthat violence performed in the form of mass killing have definite causes. People are fascinated by the violence. He further suggests that evil and mass killing incidents in Aurora and Port Arthur are just few examples of that evil. The evil in our society is growing in large portion and people are more attracted towards violence. The article discusses invention of superheroes during late 1930s in order to response to European Fascism. However, now the popularity of superheroes lies somewhere else.Read MoreVideo Games Are Not Considered The Aspect Of Learning1695 Words   |  7 Pagesa secret what the video game industry has experienced rapid growth. During 2009 to 2012, in the United States, the video game industry is increasing faster than the US economy as a whole four times, the report from the Entertainment Software Association rel eased under in recent. Video games may be expected to continue to take place our TV, computers, smart phones and screen. By 2016, the size of the global game market will reach $ 86.1 billion. 1.2 Connect Although video games are always not considered

Interview With a Former Part-Time MBA Student

Marci Reynolds, 42, from Boston, MA, completed her associates, bachelors and masters degrees part-time, while working full-time. She is currently a Vice President for a large, publicly traded corporation in the New England area.  I recently had the opportunity to interview Marci about her experience with part-time degree programs. Heres what she had to say: Q: You earned an associate, bachelors, and masters degree in part-time programs. Did you work full-time throughout all three programs? A: Yes, I worked full-time throughout the entire process. I started working full-time right after I graduated high school, then started taking evening college courses in my 20s. Some years, I took 3-5 classes, other years I took only 1. It would depend on the responsibilities I had to fulfill in my full-time job. Q: Was it difficult to find time for both school and a career? How did you make it work? A: Time management was definitely a challenge! Since I am a morning person, I would often get up extra early, ex. 5 a.m., to write papers or do homework. I studied during my lunch hour at work. And, I would go to the library on weekends to limit distractions and get as much work done as possible in short time increments. There were several occasions I used vacation days to study for major exams or finish large projects. Q: Did your employers help you with your tuition? A:  Yes, I was lucky to have tuition reimbursement from every employer. At the very end of completing my bachelors degree, I was bulking up on classes and had used up the company policy allotment of reimbursement. I appealed to senior management and got additional funding for my last three to four classes which was awesome! Since my masters degree was much more expensive, tuition reimbursement only covered about 50-60% of the costs. Q:  Were there any drawbacks to receiving tuition reimbursement? A:  Other than the small amount of paperwork I needed to submit to human resources, there were no drawbacks. Q:  Like any programs, part-time programs have their pros and cons. What would you consider to be the biggest pro? A:  The biggest pro was I could pick exactly which classes I wanted to take on what nights or weekends with which instructors. I had total control and could best align the schedule with my work and personal life. Q:  How about the most obvious con? A:  In addition to the time management challenges, it took significantly longer to complete my degrees. I also missed out on the full time college experience that many adults talk about for years to come. Q:  Was there any aspect of attending school part-time that you hadnt considered prior to enrolling? In other words, was there anything surprising about your part-time experience? A:  The MBA program in which I enrolled catered to full-time students more than part-time, and the homework requirements were not always realistic. I also did not expect to have full-time students in their early 20s, mixed in with the part-time students, mainly 35, in the evening program. This caused challenges, especially on group projects. Q:  Were there any differences between a part-time undergraduate program and a part-time graduate program? A:  In my experience, yes. The part-time undergraduate program I attended definitely catered more to part-time students, and the attendees were almost all working full-time and going to school at night. The graduate program I attended had many younger students and mixed full-time and part-time students in the same classes. Also, there was significantly more homework and more group projects in my graduate program. Q:  I get a lot of letters from students who are worried that part-time MBA programs will not provide them with the same type of recruiting and networking opportunities that full-time programs can. Did you encounter fewer opportunities in your part-time program or were you satisfied with the level of resources made available to you? A:  Since almost every class I attended had a different mix of students, every class presented new networking opportunities. But, in a part-time program, you need to make more of an effort before class or during breaks. After class, everyone is running to their cars to get home for the evening. I do hear that full-time students have more networking opportunities with their professors. In night school, you dont have that opportunity unless you proactively request one-on-one meeting time. There just isnt time in class. Since I graduated, Ive used Linked In to stay in touch with several students and professors I met in night school. Q:  When you think about your part time MBA experience, what stands out? What were some of the highlights? A:  There were two experiences I want to call out from my MBA program that were particularly rewarding and great learning experiences. The first was a two week trip to Japan. At my university, they offered international travel business electives. For my trip to Japan, we visited about 12 Japanese businesses and learned a lot about their culture. We were graded on several large papers we had to write. I had never been to Japan and it was quite a journey! The second experience was a one-week intensive course I took on World Class Business Operations. I got permission to take five days off from work without using vacation time. The class visited eight New England companies who had won Best Place to Work Awards. We met with senior management, got tours of their operations and learned more about their unique offerings. It was fun and I learned a lot of relevant info I could then apply to my day job. Q:  Overall, are you happy with your decision to earn your degrees through part-time programs? Do you ever wish you would have chosen to attend school full-time instead? A:  No, I have no regrets. Because I went to school part-time, I have a lot more work experience than other working women my age. In this challenging economy, with a lot of competition, I now have both the degrees and the work experience. As someone who has done a lot of interviewing and hiring of employees, I have found that the mix of experience and degrees helps to set an applicant apart from other candidates. Q:  Do you have any additional advice for students who are considering a part-time program? A:  Even taking one class en route to a degree is valuable from a personal development and a resume perspective. Employers like to see that you are striving to complete your education. Also, taking classes that relate to your full-time job will often lead to better job performance. If you dont have any college experience, think about getting a certificate first. Complete that, and then enroll in an Associates program, etc. This is a positive, rewarding path to follow, and when you complete a step, it feels great! Last, if you are getting your MBA, do some additional research to learn more about the ratio of full-time and part-time students in the night classes. I would recommend schools who have fewer full-time students in these classes.

Women Education in Pakistan Free Essays

Women education in Pakistan Education plays a pivotal role in developing human capital in any society. Education has become a universal human right all around the globe. Article thirty seven of the Constitution of Pakistan stipulates that education is a fundamental right of every citizen,[1]  but still gender discrepancies exist in educational sector. We will write a custom essay sample on Women Education in Pakistan or any similar topic only for you Order Now According to Human Development Report (2011) of United Nations Development Program, ratio of female to male with at least secondary education is 0. 502, and public expenditure on education amounts to only 2. % of the GDP of the country. (2) Patriarchal values heavily govern the social structure in Pakistani society. Home has been defined as a woman’s legitimate ideological and physical space where she performs her reproductive role as a mother and wife, while a man dominates the world outside the home and performs his productive role as a breadwinner. Men and women are conceptually segregated into two distinct worlds. The household resources are allocated in the favor of sons (male members of the family) due to their productive role. Education for boys is prioritized vis-a-vis girls, because it is perceived that boys must be equipped with educational skills to compete for resources in public arena, while girls have to specialize in domestic skills to be good mothers and wives, hence, education is not that important for girls. This gender division of labor has been internalized by the society, and girls/women do not have many choices for themselves that could change these patriarchal realities of their lives. Society does not allow girls/women to develop their human capabilities by precluding them from acquiring education. Lack of emphasis on the importance of women’s education is one of the cardinal features of  gender inequality  in Pakistan. (3)  The  Human Development Report  (HDR) listed Pakistan in the category of â€Å"low human development† countries with a female literacy rate of thirty percent, and Pakistan has ranked 145 in the world in terms of human development. (2) ————————————————- Importance of women’s education ————————————————- Education has been of central significance to the development of human society. It can be the beginning, not only of individual knowledge, information and awareness, but also a holistic strategy for development and change. (4)    ————————————————- Education is very much connected to women’s ability to form social relationships on the basis of equality with others and to achieve the important social good of self-respect. It is important, as well, to mobility (through access to jobs and the political process), to health and life (through the connection to bodily integrity). Education can allow women to participate in politics so they can ensure that their voices and concerns are heard and addressed in the public policy. It is also crucial for women’s access to the legal system. (5)  Education is a critical input in human resource development and is essential for the country’s economic growth. It increases the productivity and efficiency of individuals and it produces skilled labor-force that is capable of leading the economy towards the path of sustainable growth and prosperity. The progress and wellbeing of a country largely depends on the choices of education made available to its people. It can be one of the most powerful instruments of change. It can help a country to achieve its national goals via producing minds imbue with knowledge, skills and competencies to shape its future destiny. The widespread recognition of this fact has created awareness on the need to focus upon literacy and elementary education program, not simply as a matter of social justice but more to foster economic growth, social well-being and social stability. 6)  Women’s education is so inextricably linked with the other facets of human development that to make it a priority is to also make change on a range of other fronts, from the health and status of women to early childhood care, from nutrition, water and sanitation to community empowerment, from the reduction of child labor and other forms of exploitation to the peaceful resolution of conflicts. [7] ——â €”—————————————- Economic benefits of women’s education ————————————————- Apart from the acquisition of knowledge and values conductive to social evolution, education also enables development of mind, training in logical and analytical thinking. It allows an individual to acquire organizational, managerial, and administrative skills. Moreover, enhanced self-esteem and improved social and financial status within a community is a direct outcome of education. Therefore, by promoting education among women, Pakistan can achieve social and human development, and gender equality. A large number of empirical studies have revealed that increase in women’s education boosts their wages and that returns to education for women are frequently larger than that of men. Increase in the level of  female education  improves human development outcomes such as child survival, health and schooling. (8)  Lower female education has a negative impact on economic growth as it lowers the average level of human capital. (9)  Developmental Economists argue that in developing countries female education reduces fertility, infant mortality and increases children’s education. 10)   Gender inequality in education directly and significantly affects  economic growth. Empirical studies done by using regression analysis reveal the fact that the overall  literacy rate, enrollment ratio, ratio of literate female to male have positive and significant impact on economic growth. (11)  Chaudhry (2007) investigated the impact of gender inequality in education on econ omic growth in Pakistan. The secondary source of time series data drawn from various issues has been used. In his regression analysis, he estimated a set of regressions showing a moderate explanatory power. The variables, overall literacy rate, enrollment ratio, ratio of literate female to male have positive and significant impact on economic growth. It was found that gender inequality in initial education reduces economic growth. (11)  In another empirical study, Chaudhry (2009) investigated factors affecting rural poverty in Southern Punjab (Pakistan), and he concluded that alleviation of poverty is possible by lowering the household size and dependency ratio, improving education, increasing female labor participation. He employed Logit regression models and used primary source of data from the project area of Asian Development Bank for estimation. Results indicate that as dependency level and household size increase the probability of being poor increases too. Education has the significant inverse relationship with poverty because it provides employment opportunities and rejects poverty. (12)  The inclusion of trained and education women workforce will not only ensure women’s welfare, it will also increase the overall productivity of the workforce due to more competitiveness. Hence, the developmental and feminist economists argue that it is desirable for the government to allocate more resources towards women’s education, as it is going to benefit the whole society. ————————————————- Gender disparity in education in Pakistan ————————————————- According to  UNDP  2010 report, Pakistan ranked 120 in 146 countries in terms of  Gender-related Development Index  (GDI), and in terms of  Gender Empowerment Measurement(GEM) ranking, it ranked 92 in 94 countries. 13)  Gender inequality in education can be measured in different ways. Gross and net enrollment rates and completion and drop-out rates are the ways to identify the gender inequality in education. Pakistan aims to achieve  Millennium Development Goals  and also a ims to eliminate gender disparity at all levels of education by the year 2015. (14)  Elimination of gender disparity at all levels of education requires higher allocation of resources on women’s education. Strong gender disparities exist in literacy and educational attainment between rural and urban areas of Pakistan. ———————————————— Socio-economic hurdles ————————————————- Patriarchal  values are deeply embedded in the society of Pakistan, and its different manifestations are observed in different aspects of the society. As mentioned above, gender division of labor enforces women to primarily specialize in unpaid care work as mothers and wives at home, whereas men perform paid work, and come out as breadwinners. This has led to a low level of resourc e investment in girl’s education not only by their families and also by the state. This low investment in women’s  human capital, compounded by negative social biases and cultural practices, restrictions on women’s mobility and the internalization of  patriarchy  by women themselves, becomes the basis for  gender discrimination  and disparities in most spheres of life. Some of the ramifications are that women are unable to develop job-market skills; hence, they have limited opportunities available to them in the wage-labor market. Moreover, social and cultural restrictions limit women’s chances to compete for resources in a world outside the four walls of their omes. It translates in to social and economic dependency of women on men. The nature and degree of women’s oppression and subordination vary across classes, regions and the rural and urban divide in Pakistan. It has been observed that male dominant structures are relatively more marked in the rural and tribal setting where local customs and indigenous laws establish stro nger male authority and power over women. (15) ————————————————- Insurgency hurdles ————————————————- Destruction of schools and killings has harmed women’s education in Pakistan. 14-year-old education activist and blogger  Malala Yousafzai  was shot in the head and neck byTaliban  insurgents 9 October 2012 after she had blogged about the destruction of schools and closing of all-girls schools in her town of  Mingora  in the  Swat District. Later, the Taliban denied that it opposes education and claimed â€Å"Malala was targeted because of her pioneer role in preaching  secularism  and so-called enlightened moderation. â€Å"(16) ————————————————- In September 2012 the Pakistani newspaper  Dawn  reported that 710 schools have been destroyed or damaged by militants in  Khyber Pakhtunkhwa  and 401 schools have been destroyed or damaged in Swat. (17)  While the Taliban’s campaign extends beyond girls to secular education in general,(18)  at least one source reports the damage was related to Taliban opposition to girls’ education. (16)  Another source includes the bombing of girls’ schools as among the Taliban policies. (19) ————————————————- Rural vs. urban ————————————————- In year 2006, the literacy rate in urban areas was recorded 58. 3% while in rural areas it was 28. 3%, and only 12% among rural women. (20)  An interesting factor in this context is that female enrollment was recorded highest at the primary level, but it progressively decreases at the secondary, college and tertiary levels. It was estimated that less than 3% of the 17–23 age group of girls have access to higher education. (21) ————————————————- ————————————————- Public Sector ————————————————- According to the government of  Pakistan, total enrollment level of pre-primary in public sector was 4,391,144. Out of 4,391,144 pre-primary students, 2,440,838 are boys, and 1,950,306 are girls. It shows that 56% of enrolled students are boys, and 44% are girls. Further breakdown of these statistics in to urban and rural enrollment levels reveals almost similar percentage of enrollment among boys and girls, i. e. in rural schools 57% are boys and 43% are girls. ————————————————- Private Sector ————————————————- There is a huge sector of private education in Pakistan. According to the government of Pakistan, 2,744,303 pre-primary students are enrolled in private schools. Among them, 1,508,643 are boys, and 1,235,660 are girls. It shows that 55% of enrolled kids are boys and 45% are girls. Of the total number, 39% students are in rural areas, and the percentage of enrolled boys and girls in rural areas are 58% and 42% respectively. ————————————————- Primary education ————————————————- Primary education is compulsory for every child in Pakistan, but due to poverty, and child labor, Pakistan has been unable to achieve 100% enrollment at the primary level. ————————————————- Public Sector ————————————————- The total enrollment in primary public sector is 11,840,719, and among them, 57% (6,776,536) are boys, and 43% (5, 0641, 83) are girls. The 79%of all the primary students in Pakistan are enrolled in rural schools, and the gender enrollment ratios are 59% and 41% for boys and girls respectively in rural Pakistan. ———————————————— Private Sector ———————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- The private schools are mostly located in urban centers, and the total enrollment in private primary schools was 4,993,698. ————————————————- Middle school level ————————————————- The enrollment level falls dramatically from primary to middle school level in Pakistan. These statistics can be very helpful in comprehending the problems faced by Pakistan in its educational sector. ———————————————— Public Sector ————————————————- 3,642,693 students are enrolled in public middle schools, and among them, 61% (2,21 7,851) are boys, and 39% (1,424,842) are girls. Of the total enrollment, 62% students are in rural areas, and the enrollment of girls is much lower in rural middle schools vis-a-vis urban schools. In rural schools, 66% enrolled students are boys and 34% are girls. ————————————————- Private Sector ————————————————- The enrollment in private schools declines sharply after primary level, as the cost of attendance in private schools increases and the majority of the population cannot afford private education in Pakistan. The total number of students enrolled in private schools at middle level is 1,619,630. Of the total level of enrollment in private schools, 66% students are in urban schools. Hence, the ratio of boys and girls is relatively balanced with 54% boys and 46% girls. ————————————————- High school level ————————————————- In Pakistan grades 8 to 10 constitute high school education. ———————————————— Public Sector ————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- The total number of students enrolled in private high schools is 1,500,749. The 61% of students are boys and 39% are girls. Overall enrollment decreases sharply at high school level. A very disproportionate gender ratio is observed in rural high schools, only 28% of the enrolled students are girls, and 72% are boys. ————————————————- Private Sector ————————————————- 632,259 students are enrolled in private high schools. Most of them are in urban centers. The ratio of boys and girls enrollment is 53% and 47% respectively. ————————————————- Higher secondary ————————————————- He overall ratio seems to equalize among boys and girls in higher secondary education. ————————————————- Public sector ————————————————- There are 699,463 students enrolled in higher secondary education in public institutions. There is almost 50% boys and girls enrollment in higher secondary education. But there is a discrepancy between urban and rural enrollments. Only 16% of the students from the total number are from rural areas, and among them only 28% are female students. While in urban centers, 55% students are female students. ————————————————- Private Sector 154,072 students are enrolled in private higher secondary institutions, with 51% boys and 49% girls. ————————————————- Conclusion ————————————————- Statistics show that education in Pakistan can be characterized by extensive gender inequalities. Girls/women have to face socio-cultural hurdles to acquire education. International community has developed a consensus through the  Millennium Development Goals  to eliminate gender inequality from education. (22)   The proponents of gender equality argue that it is not only humane and ethical thing to provide everyone easy access to education without any gender bias, but it is also essential for development and progress of a society that both men and women are educated. They also point towards empirical studies that have confirmed that gender inequality in education has significant impact on rural poverty in Pakistan, and female literacy is important for poverty alleviation. Feminists like Martha Nussbaum are arguing that there is an immediate need to increase the public expenditures on female education in order to achieve gender equality at all levels. (5) ————————————————- References 1. National Assembly of Pakistan, Gov’t of Pakistan 2. UNDP, Human Development Report (2011). http://hdrstats. undp. org/en/countries/profiles/PAK. html 3. Chaudhry, I. Rahman, S. (2009). â€Å"The Impact of Gender Inequality in Education on Rural Poverty in Pakistan: An Empirical Analysis†. 4. Dr. Noureen, G. Dr. Awan, R. (2011). Women’s Education in Pakistan:Hidden Fences on Open Frontiers†. 5. Nussbaum, M. (2003). Women’s Education: A Global Challenge. University of Chicago. 6. Mishra R. C. (2005). Women Education. New Delhi: A. P. H. Publishing Corporation. 7. Goel, A. (2004). Education and Socio-Economic Perspectives of Wo men Development and Empowerment. 8. Klasen, S. and Lamanna, F. (2008),  The Impact of Gender Inequality in Education and Employment on Economic Growth in Development Countries: Updates and Extensions. 9. Klasen, Stephan (1999). â€Å"Does Gender Inequality Reduce Growth and development? Evidence from Cross-Country Regressions†, 10. Knowles, Stephen, Paula K. Lorgelly, and P. Dorian Owen (2002) â€Å"Are Educational Gender Gaps a Brake on Economic Development? 11. Chaudhry, I. S. (2007), â€Å"Impact of Gender Inequality in Education on Economic Growth: An Empirical Evidence from Pakistan†,  The Pakistan Horizon  Vol. 60, No. 4, 2007. 12. Chaudhry, I. S. (2009), â€Å"Poverty Alleviation in Southern Punjab (Pakistan) 13. UNDP (2010), â€Å"Statement on Gender in Pakistan†. 14. United Nations, UNDP. http://www. un. org/millenniumgoals/. 15. Khan, S (2007). â€Å"Gender Issues in higher education in Pakistan†. Bulletin, Issue 162, 2007. 16. Why the Taliban Shot the Schoolgirl| Leon Wieseltier| October 19, 2012 | accessed 12. 11. 212 17. Militancy keeps 600,000 KP children out of school  12 September 2012 18. Alex Rodriguez (26 October 2012). â€Å"Taliban’s attack on Pakistan education goes beyond one girl]†. Los Angeles Times. 19. Huma Yusuf (25 October 2012). â€Å"In the Taliban’s sights†. The New York Times. 20. Federal Bureau of Statistics/Ministry of Education, Pakistan. 21. Government of Pakistan (2006). http://www. moe. gov. pk/ 22. Millennium Development Goals, UNDP,  http://www. un. org/millenniumgoals/education. shtml. ————————————————- How to cite Women Education in Pakistan, Essay examples

Essay about the Public Health

Question: Write an essay about the public health. Answer: Introduction Since 1980, there has been an exponential doubling in the obesity cases worldwide. This increment has become the epidemic in much developed as well as developing countries. According to world health organization, there are around 1.5 billion adults who are overweight and 500 million adults who are obese in the year 2008. This measurement was based on the body mass index(BMI) a body fat. Obesity is a factor of risk for many diseases such as heart ailments, diabetes, asthma, etc. Along with such diseases obesity also affects the human capital. Methods for exploring alternative futures: Since time, there has been the evolution of many alternate methods for measuring obesity, other than BMI. These methods are fat -free mass index, fat mass index, waist circumference, percent body fat, and waist- to-height ratio. All the different methods have come up with the different results. These methods came into existence because some researchers thought that body mass index could not differentiate between lean mass and fat mass and so alternate measures should be taken into account. Like the waist circumference gave a better idea of predicting the fast level of glucose and low HDL- cholesterol levels while the percent body fat gave the idea about high HDL cholesterol levels. But in spite of all these the methods of BMI was preferred by most of the scientist because of its simplicity and consistency. Body mass index gives the relation between body mass and body height (Blher et al., 2013). This has been considered as a reliable way to measure if a person has a too much body fat in comparison to their weight. In BMI, the two factors are to be kept in mind body weight and body height. By seeing these two factors, the researchers could predict about the health status of the individual whether the person is normal weighted or obese person. The world health organization has kept a healthy range for BMI, which is between 18.5-24.9 in adults. Both BMI and waist circumference methods could be considered as the best methods for measuring the health-related risks or obesity. In the waist circumference, the fat around the lower waist abdomen gives the idea whether the person is to develop any obesity-related health disorders or not. BMI is dependent upon the size of the body and weight whereas the waist circumference does not depend on such factors. As per the experiment conducted and the surveys done, the scientists found that the study on BMI and the waist circumference is the two best options for detecting any health related issues and towards obesity. These two methods are the most preferred one because of these methods have many advantages over the remaining ones as they are efficient in providing the results for those patients who are at the border line of developing any health risk disorders. These methods are a preferable one because of the various beneficial reasons it provides to the researchers as these two methods are the quick, simple and effective way of determining the health-related issues (Aihw.gov.au, 2016) BMI is a way to measure whether the person is healthy or not. This method is very popular among the doctors as it is a quick, simple and effective method which is applicable to both women and men as well as to children. It is a quickly accessible tool for measuring classification of weight (Landsberg et al., 2013). This method does not directly measure the fat of the body, but it measures more approximately the degree of fatness of the body in alone as compared to the weight. For BMI there is no requirement of the exact weight or measurement, but there is a range of classification where the individuals need to stand according to their body shapes and types (Aihw.gov.au, 2016) The waist circumference method is also a beneficial one like the BMI as it can provide additional information on the visceral or intra-abdominal fat which is an important factor in determining the risk of obesity related diseases in the patient (Ford et al., 2014), as extra adipose tissue of the intra-abdominal region is highly related to the diseases of cardio vascular and also mortality (Flegal et al., 2012).The waist circumference ideally screens the possible health related risks with obesity. These two methods are the most important tool for measuring any disorders related to health conditions like obesity (Abbasi et al., 2013). Methods used to study the future of obesity: Obesity is a growing problem in todays world with more and more people getting into it. So there are many methods which determine the level of obesity and prevent them from increasing further (Ogden et al., 2014). These methods are the behavioral modification, pharmacotherapy, and surgical intervention. Behavioral modification is one of the oldest methods of studying obesity. The most advanced behavioral therapy is the cognitive behavioral therapy. The main principle of this therapy is that the patient with obesity has the uncontrolled habit of eating and patterns of exercise. the second one is the uncontrolled behaviors which could be modified with some special interventions leading to weight loss (Drawing Change, 2016) Behavioral modification is an essential tool for the obesity treatment and prevention. But this modification is very difficult to incorporate in a peoples life as people are not ready to give up their habits and achieve a healthy life. Such people believe that lifestyles are the predominant thing which depends on upon their principles, values, and beliefs. A double-blind controlled placebo experiment was done taking the behavioral modification into consideration where the patients were divided into two groups. One group was given the behavioral modification, and another group was not given. The psychological factors were one of the important components of this experiment. The people were given psychological counseling where they reduced much amount of weight with the help of his counseling and exercise therapy. To the other group, there was no effect as they were the controlled one and dint takes any such counseling. So it was found that such psychological factors are mainly responsible for the modifications in the behavior among the obese patients which bring about such changes. The psychological factors were based on the analysis theory of transactional. This transactional theory makes use of the ego states. This ego state is defined as a complete system of feelings and thoughts which are controlled by the behavior pattern of the patients. This factor immensely helps the obese patients to overcome their obesity by defeating their daily life behavior. The study findings say that when a patient takes an obesity program based on such behavioral modification then, the ego state is significantly increased. This program has both negative and positive effects. The positive effects refer to the seeing of the negative side of the emotions and the acceptance of the brighter side of ones life. The negative sides refer to the people not caring about any disease and having much of optimism towards the obesity because of the impulsive behaviors. This study interrelates between the carelessness and optimism regarding the prevention of the disease and behavioral pattern of modification. Further this ego state has contributed much to the weight loss where it enables a patient to self-monitor their skill to get information and determine how they can adapt to such environment. There are many issues related to the future work of such therapy like the factors which are involved in such experiments must be investigated thoroughly. There is also a need to improve the skills of self-monitoring and autonomy which may directly or indirectly contribute towards the weight loss in such experiments. Also, the nutrition therapy and the exercise in such experiments may differ and vary from patients to patients. Therefore, such parameters should also be kept in mind. So it could be said that the ego state and the lifestyle patterns help in the obese patients to overcome their obesity if they continue with such therapy regularly. Pharmacotherapy serves as the pathway for the control of obesity. This therapy uses some drugs which affect the obese patients (Derosa et al., 2014). This treatment prevailed before but now has been redefined with some controlled calorie diet. The drugs which are used in the pharmacotherapy are the long term and short term therapy. The long-term therapy uses the drugs like orlistat, and short-term therapy uses the drugs like amfepramone and phentermine are some drugs used in such weight loss therapy. Such therapies are modest usually and have greater efficiency when used alone or in some combination. In the past there were therapies like thyroid hormone one, aminorex, the drugs which have introduced in this therapy induces weight loss, reduces one's appetite or in the increment of satiety or the nutrients absorption is decreased, and energy loss also increases but now recently the new agents have been added in pharmacotherapy, these drugs do not induce such effects on the patients bu t treat them with modesty and mild affects and applications (Hada et al., 2015). There is a long-term debate going for the pharmacotherapy that certain agents used in this therapy are malnutritous and harmful but the scientists ruled out this saying that there are few drugs which have shown more interest in the therapy . some of the drugs have shown immense results in such therapy .These drugs are orlistat which interferes with the fat absorption and thus lowers it and in turn lowers the weight in the obese patients. It also leads to the improvement of profiles of lipid, control of glucose, and other metabolic process. It also interferes with the absorption of the vitamins, and this lowers the weight in the obese patients. Another drug is the sibutramine which is the most effective stimulant which helps the patient of obesity suffering from coronary heart disease stroke and arrhythmias. Another drug named as Phentermine is also a stimulant but less powerful than the above drugs but it helps the patient to overcome the obesity. It is also very effective in the placebo-controlled trial (Konstantinos et al., 2015). According to Gards work, the scientist has observed that the people are becoming obese because of their eating habits, stress, watching television, and responding less or giving less efforts towards exercise (Michael Jan, 2005) So the scientist says that if people tend to become more attentive by adopting exercise and eating healthy at regular intervals then people wont become that much obese and have a healthy life. The scientist also emphasized on the fact that people should be culturally active and realize the norms of the society. Gard has defined obesity as the epidemic one because of the social ideas which has been built by the peoples beliefs, ideals and values. This obesity has also become a topic of politics because it has given rise to the succinctly issues. this epidemic obesity has also triggered the sexual revolution because it assigns fatness to the people making them more sloth type and gluttony and thus causing embarrassment. longer term perspectives on health issue: Obesity is given the new definition as the syndrome of a new world which has been affecting many people around the world .Statistics reveal that the obesity has increased tremendously among both the groups that are men and women in the world. Now obesity is not a single disorder, but it is caused by the multiple causes which1 could be referred as the heterogeneous causes. This could be due to the genetic factors, neurological problems, behavioral pattern, food habits, environmental and social-cultural problems (Bleich et al., 2012). When it comes to the genetic problems, then it is seen that it is not the sole reason but also the environmental problems are associated with it. The presence of ob gene has been responsible for the obesity in the patients which codes for the adipose tissue. Obesity can also be considered a complicated trait since many genes are involved in obesity (Locke et al., 2015) Neurological problems are the major critics in the regulation of the weight, since many of the genes coding for the peptide and the proteins are present in the brain region which is crucial. The increased activity of NPY in the obese patients is the cause of the obesity which is due to the neurological problems. The environmental problems such as the energy increase or decrease or the little physical activity are the major factors for obesity (du Plessis 2014). Then the genetic and the metabolic factors are also responsible for the obesity which is directly or indirectly related to the environmental factors. The eating disorders especially with the more carbohydrate food, also the alcohol consumption increases the obesity (Li et al., 2016). There are patients who restrict themselves to eating and later on crave for them, and this leads towards the psychological factors which also tends to increase the obesity in the patients Then there are also other factors which lead towards the obesity such as the cardiovascular, respiratory diseases, malignancies, and gastrointestinal disorders. To prevent obesity, there were many policies framed to give patient relief and curb their habits . In the year 2001, the general surgeon named as the call to action to prevent and decrease overweight and obesity recognized obesity as the key element for the patient health disorder. So the government has made a wide range of programs and policies such as the labeling of nutrition on the packaged and processed foods so the people having the food could have full knowledge about what they are eating, then guidelines of clinics at the national levels which make the people aware as what and where they have to make changes in their life. Other policies are education and efforts at social marketing levels and increased access to fresh fruits and food and also the interventions on a community (Hawkes et al., 2015). Conclusion Thus, obesity is not a disease, but it is a multi-factorial disorder which people don't realize that when and where they have entrapped people and caused them damage. It is an increasing alarm in today population, and the people themselves have to do something about it by either changing their lifestyle or by incorporating some weight related management programs. If this disorder is overlooked, then it may result in to a great loss by hampering the life of the people. The obesity is a type of choice which depends upon the patient whether they want to take it or not. People should understand the problems of obesity at the root level and then incorporate the programs in to their lives. The acceptance or removal of obesity depends on entirely upon the people and their choice of taking decisions. The decision taken should be very carefully taken by seeing the person beliefs and principles. References: Abbasi, F., Blasey, C., Reaven, G. M. (2013). Cardiometabolic risk factors and obesity: does it matter whether BMI or waist circumference is the index of obesity?.The American journal of clinical nutrition,98(3), 637-640. Aihw.gov.au,. (2016).Insufficient physical activity (AIHW).Aihw.gov.au. Retrieved 18 June 2016, Aihw.gov.au,. (2016).Overweight and obesity (AIHW).Aihw.gov.au. Retrieved 18 June 2016, BaretiĆ¡, M. (2013). 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