The Theme of Red Riding Hood - 770 Words

1 The Theme of Little Red Riding Hood 2 1. (Your title page should contain a shortened version of your title and page number 1 in the upper right corner. In the center of the page add the title of the paper, your name, course name and number, instructor name, and the date. See your Ashfordapproved style guide for a sample title page.) [Elizabeth Summerlin (TA)] 2. In order to adhere to proper APA formatting a font size of 12 in New Times Roman, double spaced is required [Elizabeth Summerlin (TA)] In life, everyone can remember a time when he or she was so innocently put themselves in harm’s way, like the girl in â€Å"Little Red Riding Hood†. The little girl was delivering a basket of goods to her ill grandmother while on the way†¦show more content†¦The reason why is because she was not around anyone it was just the wolf and the little -2- girl. This goes back to the theme. The tone of the story was set when she entered into the woods. The negative vibe that the wolf gave and the reason he was speaking with her is initially because he was hungry. So, he then mislead her into telling him where she was going. 1 1. negative vibe that What details from the story can you insert toShow MoreRelatedLittle Red Riding Hood667 Words   |  3 Pagesstory Little Red Riding Hood was written partly to teach a lesson. In the French version, a young girl loses her virginity and is said to have â€Å"seen a wolf† that is what this story is based on. Little Red Riding Hood is about an innocent little girl who runs in to a wolf in the forest while she is on her way to her grandmother’s house. Her grandmother being ill, her mother had baked a cake and a pot of butter hoping that it would make her feel better; however, while Little Red Riding Hood was takingRead MoreLittle Red Riding Hood Analysis Essay1190 Words   |  5 Pagesâ€Å"Little Red Riding Hood† Analysis â€Å"Little Red Riding Hood† Analysis I am going to describe the theme of Little Red Riding Hood, and describe the elements I found to contribute to the theme, how those elements affect the narrative theme. The elements that I am going to use in this paper are the narrative point of view, plot and symbolism. The point of view of is described in our text as is third-person objective, which the narrator takes a detached approach to the characters and action increasingRead MoreEng 125, Week 2 Essay697 Words   |  3 PagesThemes and Narrative Elements in a Short Story By Leslie Residor Introduction to Literature ENG 125 Instructor: Kayla Ward July 4th, 2012 Many short stories have been written throughout time. Many are just for entertainment, but many of them are for teaching a lesson. Little Red Riding Hood was written partly to teach a lesson. In France, a girl that loses her virginity is said to have â€Å"seen a wolf.† That is what this story is based on. Little Red Riding Hood is about a little girlRead MoreShort Story : Little Red Riding Hood1364 Words   |  6 Pagesâ€Å"Little Red Riding Hood† is an extremely well known fairy tale that has been told across the globe in a multitude of versions. The story is often told with a young girl dressed in a hooded red coat, sent by her mother to deliver a basket of food to her sick grandmother. On the journey to her grandmother’s house, Little Red Riding Hood meets a wolf, whom she assumes to be good-natured. She tells him where she is headed and who she is planning on visiting. Although the little girl trusts the wolf,Read MoreFairy Hood Culture1529 Words   |  7 PagesFairy tales, in general, have evolved through history, like â€Å"Little Red Riding Hood.† The fairy tale â€Å"Little Red Riding Hood† has so many versions that have been told from books and movies and each contain messages. Throughout history â€Å"Little Red Riding Hood† has conveys the same primary message that danger is around. When telling a child about â€Å"Little Red Riding Hood† they understand one message that they should not talk to strangers, but children do not understand other messages that are analyzedRead MoreThe Importance of Little Red Riding Hood764 Words   |  3 PagesLittle Red Riding Hood hasn’t. The fairy tales that are taught and shared today teach life lessons. Little Red Riding Hood is a fairy tale recorder by The Brothers Grimm that is about a young naà ¯ve girl who is deceived by the Wolf and is taught a life lesson. Little Red Riding Hood is a fairy tale that originates from Germany and much of Europe and is about a girl who was hoodwinked by the Wolf and teaches a theme or moral about growing up, and being safe. The tale Little Red Riding Hood is saidRead MoreVladimir Propps Morphology of the Folk Tale Essay556 Words   |  3 PagesVladimir Propp presents an excellent argument in his Morphology of the Folktale. In testing his hypothesis he compares the themes of about 100 tales and comes out with a formula, ultimately coming to the conclusion that there is really only one fairy tale in its structure. He takes a description of the tale according to its component parts and [compares] the relationship of these components to each other and to the whole (Tatar 382). There is a significant amount of repeating functions inRead MoreThe Story Of Childhood Literary Analysis724 Words   |  3 Pagesvariety of tales. Underlying Darnton’s essay is a search driven by historical analysis for the so-called mentalità © of the common peasant in eighteenth-century France. Applying this analysis to the oral predecessors of Charles Perrault’s â€Å"Little Red Riding Hood†, Darnton establishes that, rather than â€Å"veiling their message with symbols, the storytellers of eighteenth-century France portrayed a world of raw and naked brutality† (Darnton 368). Indeed, he claims, one could hardly imagine â€Å"lulling a childRead MoreSymbols in the Fairy Tales and Folk Tales643 Words   |  3 PagesOne folktale in particular, Little Red Riding Hood, is full of symbols with possible deeper meanings. For example some people have speculated that the red hood that Little Red Riding Hood wears is a symbol of the girls sexuality and the â€Å"little† in her nickname places an emphasis on her budding nature. That is to say the young girl is in the beginning stages of becoming a w oman and doesn’t possess much knowledge on the subject of sex. Keeping with this same theme, it can further be hypothesized thatRead MoreA Closer Look At Arnold Friend1284 Words   |  6 Pagesthat readers have been exposed to throughout the history of time, a wolf in sheep’s clothing. Much of Friends character is modeled after Charles Perrault, Little Red Riding Hood‘s own wolf. Certainly there are obvious differences in â€Å"Where Are You Going? Where Have You Been?† and in the folk tale of Little Red Riding Hood. However; the theme and allegory are much the same in both stories. Arnold Friend echoes a big bad wolf, and there are valid lessons are be learned in this short story. To understand

The Effect of Nightlife Entertainment on Psu Student...

Research Proposal Research title: The effect of nightlife entertainment on PSU student learning quality Background Because of the influence from the western lifestyle and social value, nightlife entertainment becomes the popular recreation for many people. More teenagers go to nightlife entertainment that includes the university students. The freedom of the university student’s life make them can do whatever they want and can be easy to persuade to concern with the nightlife entertainment which teenagers believe that they can find something new there. Some examples of nightlife entertainment where the teenagers would like to go such as pub, bar, discotheque, and club. Many people will think that nightlife entertainment is one factor†¦show more content†¦Theoretical framework: [pic] Hypothesis Gender: Male goes to night life entertainment more than female. Age: 4th years go to night life entertainment more than 3rd years, 2nd years and 1st year. Budget: High budget go to night life entertainment more than low budget. Factor: Value is the main factors that cause student go to night life entertainment. Frequency: The student often to go night life place, it affected to study quality. Quantity: The student drink too much, it affect to study quality. Purpose: Drinking is the purpose of behavior student night life entertainment. Study: Night life entertainment is the main affect to study quality Graduate: Night life entertainment make the student cannot graduate within 4 years. Scope: This research will engage about 10 weeks, start from 17 June to 23 August 2011. We will observe the behavior of PSU students who go to spend their time on nightlife entertainment places. Then, we will interview to the specific group who go to nightlife entertainment place. Finally, we will gather information to analysis. From website: http://www.answers.com/topic/nightlife , it say that Nightlife is the collective term for any entertainment that is available and more popular from the late evening into the early hours of the

Family-Based Behavioural Treatment of Childhood Obesity

Question: Describe about the Family-Based Behavioural Treatment of Childhood Obesity. Answer: Introduction Childhood obesity has been developing as a menace in the UK in recent times and is so anticipated that 25% of the children in the country aged under 16 will be prone to obesity by 2050. The National Health Service is presumed to increase by seven folds by 2050, which can also be a contributory factor to this public health concern (Wilkie et al. 2016). The health survey conducted in England suggested that 12.9% of the girls and 15.4% of the boys are overweight and 15.3% of the girls and 16.1% of the boys are obese in the age group of two to fifteen. So a Randomised Controlled Trial (RCT) was performed was performed to implement and determine the effectiveness of Healthy Lifestyle Program (HeLP) in school going children to tackle childhood obesity (Wyatt et al. 2013). Data Analysis Data analysis method primarily involved statistical analysis. Emphasis was on the estimation of the data rather than the hypothesis of the study. Hypothesis test results accounted for the 5% levels of the secondary and primary outcomes and 1% for the terms of interaction. The CONSORT guidelines were followed for reporting as it is followed with RCTs. The analysis of the primary comparatives was conducted based on the intention-to-treat. Baseline differences in the measures of outcome and demographics were analysed by descriptive statistics (Karnik and Kanekar 2015). The outcome measure comparison involved all the available measures. The binary outcomes comparison were expressed at the confidence intervals of 95% and odd ratios. The continuous outcomes comparisons were expressed as the mean differences along with the confidence intervals of 95%. Regression analysis was used for the comparison of between groups. Sensitivity analysis was conducted as missing data imputation models. The study design was of hierarchical nature and the adjustment was based on the socio-economic class, availability of school meals at free of cost, school size, income values, etc (Wang et al. 2013). The study involved the cluster RCT followed by evaluation of the process including 32 schools of UK. The study will help to determine the cost effectiveness and effectiveness of HeLP in the prevention of childhood obesity. Children aged 9 to 10 years were selected as the participants. Randomized sequencing to intervene did the school allocation and the control of the study was done by a stratified method. This included the consideration of the factors like the proportion of the free meal eligibility of the children and the size of the school. The program had the objective of encouraging the children to select proper activities and replacing their diets for the maintenance of their energy balance. HeLP employed Behaviour Change Techniques (BCT) for enhancing the motivation, relevant information and the skills of behaviour. Engaging and accessible delivery methods were utilized which were aligned with the curriculum of the school and provided the parents with opportunities to be engaged in the program activities (Fagg et al. 2014). The prime hypothesis of the study was based on the fact that motivation, behavioural skills and targeting information will guide the participants towards better physical activities and improved diets. This will ultimately prevent in the gaining of the excessive weight by the children and the problem of childhood obesity can be tackled. However, the moderators of these processes were weight status, gender, school size and socioeconomic circumstances (Druet et al. 2012) The following secondary analyses were performed. The terms of interaction were examined for the investigation of the differences in the effects of the intervention on the outcome based on baseline BMI, gender, etc. The engagement intensity of the individual child was estimated and a comparison was drawn between the children who did and did not meet the criteria. The mediational analysis was done to determine the effectiveness of the intervention on the secondary and primary outcomes mediated by attitudes, norms, knowledge social support, self-efficacy and perceived environment. The regulation behaviours and techniques, which are related to the diet and physical activities utilizing the analytic framework for RCTs, were employed (Martin, Chater and Lorencatto 2013). HeLP is a four phase multi-component program, which has the primary objective of encouraging a healthy lifestyle. The four phases are as follow. Creation of a supportive context: The objective of this phase is to create the awareness and develop the relationship for establishing the foundation of the program and ensuring the success of the remaining phases. Week of a healthy lifestyle: This is an intensive phase, which involved the interactive drama and sessions of education lessons. The drama portion involved the theatrical performances and activities. Setting of the personal goals: This phase deals with the understanding of the messages of HeLP along with the parents of the children. Reinforcement: This phase deals with the fortification of the knowledge and messages achieved from the program and subsequent understanding through activities. The Economic evaluation was done for the estimation of the cost-effectiveness of the program. In comparison with the usual practice and from the perspective of the payers like the third party and NHS the economic analysis was performed for the cost-effectiveness of the program in the long term. Analyses of within trial provided a robust estimation of the costs and uses of the resources, which have been incurred in the delivery of the intervention of HeLP. This was performed on a regular basis by reporting the use of the resources by the personnel who were involved in the delivering and hosting of the intervention. The long-term assessment of the cost effectiveness was done by an evaluation which was model based. The framework of the model connected the weight status to the effectiveness outcomes to determine the outcomes of the future health over time (Showell et al. 2013) The analysis of the qualitative data was done on the basis of focus groups and interviews which were recorded as transcribed verbatim and audio tapes. NVivo software was employed for managing the transcribed data, which also supported the analytical and coding process. The transcripts were thoroughly read for understanding the experiences and views of the participants. The interpretation and analysis of the emerging themes were done was approached by the framework analysis. The efficiency of statistical analysis was enhanced by the analysis of BMI SDS by adjusting the values of the baseline phase. The calculation of the sample size employed conservative estimates. The standard deviation values for the participants ranged from 0.14 to 0.25 units. Various research studies have been performed by research organizations from where statistical data can be obtained regarding the childhood obesity conditions in UK. Some of these statistical data representations have been provided below. Image 1: Prevalence of childhood obesity Source: gov.scot Image 2: Childhood obesity in Middlebrough Source: teesjsna.org.uk Image 3: Childhood obesity in England Source: health.org.uk Discussion The study objective was to prevent childhood obesity by the application of a school-based intervention. The childhood obesity prevalence has increased from 5% to 17%, which is approximately a three-fold increase in the past three decades. This prevalence has lead to several health disorders. One third of the children in England are obese in the age limit of 10 to 11 years and gradually it is increasing. This problem of childhood obesity has got significant psychological and physical adverse effects which may continue in the adulthood as well. The behavioural treatments have shown little effectiveness in solving the problem. So it has become very important to prevent the unhealthy behaviour among all the children to prevent the childhood obesity, even if they are not suffering from obesity (Pallan et al. 2013). For these reasons, HeLP has been piloted and developed for evaluating and developing the complex interventions. It is based on the skill model of Information Motivation Behavior (IMB), which works on the principle that motivation, behavioural skills, and adequate information are required for bringing the change in the behaviour of the children. This system has been exclusively developed and implemented in the population of UK by working with the children, parents and the teachers to understand the delivery methods and the techniques of behaviour change. The behaviour change can be brought about by creating an atmosphere at the home and school that supports the change. The change should be brought about at the different levels of the lives of the children. Therefore, the study engulfed the students, teachers and their families in the program to create the environment of behavioural change by engaging all of them with multiple approaches. The systematic application of HeLP will allow to understand the operation of mediators and effects of moderators with respect to the outcomes. The variables related to behaviour and psychology describes the weight status outcomes. The process evaluation of HeLP provides the details associated with the success of the intervention program and the experience that the participants gathered can be determined. The clear understandings of these factors will further enable the program to undergo any remodelling or modifications for its enhancement in effectiveness. The intervention fidelity was based on three manuals. These manuals described the program components in the different phases of the program. There was also a separate trainers manual designed for the personnel involved in delivery. The checklist for intervention delivery was recorded in another separate manual. Documentation for the activities of the schools affecting the physical activity and diet was done and recorded for both the intervention and control schools. There were the baseline, questionnaire and post-baseline phases during the study period where different data were collected for analysis. The study period extended for twelve months (Ramasubramaniam, Lane and Rahman 2013). The attrition rates were quite low throughout the study, which involved 201 children. It was about 8% of the total strength of the children from the intervention and control schools. The method employed to prevent attrition was building up of relationships based on trust, which will encourage the participants to remain engaged in the process of research, and providing them with suitable incentives (Croker et al. 2012). In case of extension of the study periods, suitable benefits and remunerations were provided to the participants along with the intervention materials. The incentive value was determined after consultation with the children during the pilot study phase. The measure for primary outcome for HeLP was carried out by BMI SDS evaluation in the post-baseline period. The children as they get promoted in the school might effect the studies. Therefore, the timing of the study has been chosen keeping in mind this factor. As the population distribution of the class changes, the shape of the population remains the same. Therefore, the approach of the study focuses on the entire population distribution rather than focussing on a single child to prevent obesity of the entire population. The result of this study provided enough evidence regarding the cost-effectiveness and efficacy of HeLP, a novel intervention. This intervention aims to create the environments in the schools and home, which are supportive of the prevention of obesity in the school going children (Hollinghurst et al. 2014). A dearth has been noticed among the health professionals in the UK to show confidence while working with childhood obesity. The traditional methods of management of childhood obesity have been found to be unhelpful. Therefore, there has been a for an approach development which is suitable for the young children and can be equally supportive of the parents and health professionals. HeLP was developed with this objective for the successful management of childhood obesity among the school-going children of UK. References Croker, H., Viner, R.M., Nicholls, D., Haroun, D., Chadwick, P., Edwards, C., Wells, J.C. and Wardle, J., 2012. Family-based behavioural treatment of childhood obesity in a UK National Health Service setting: randomized controlled trial.International Journal of Obesity,36(1), pp.16-26. Druet, C., Stettler, N., Sharp, S., Simmons, R.K., Cooper, C., Davey Smith, G., Ekelund, U., Lvyà ¢Ã¢â€š ¬Ã‚ Marchal, C., Jarvelin, M.R., Kuh, D. and Ong, K.K., 2012. Prediction of childhood obesity by infancy weight gain: an individualà ¢Ã¢â€š ¬Ã‚ level metaà ¢Ã¢â€š ¬Ã‚ analysis.Paediatric and perinatal epidemiology,26(1), pp.19-26. Fagg, J., Cole, T.J., Cummins, S., Goldstein, H., Morris, S., Radley, D., Sacher, P. and Law, C., 2014. After the RCT: who comes to a family-based intervention for childhood overweight or obesity when it is implemented at scale in the community?.Journal of epidemiology and community health, pp.jech-2014. Gov.scot. (2016).Health scotland, community care. [online] Available at: https://www.gov.scot/Topics/Health [Accessed 21 Mar. 2016]. Health.org.uk. (2015).Research and policy analysis | The Health Foundation. [online] Available at: https://www.health.org.uk/collection/research-and-policy-analysis [Accessed 21 Mar. 2016]. Hollinghurst, S., Hunt, L.P., Banks, J., Sharp, D.J. and Shield, J.P., 2014. Cost and effectiveness of treatment options for childhood obesity.Pediatric obesity,9(1), pp.e26-e34. Karnik, S. and Kanekar, A., 2015. Childhood obesity: a global public health crisis.Int J Prev Med, 2012. 3 (1), pp.1-7. Martin, J., Chater, A. and Lorencatto, F., 2013. Effective behaviour change techniques in the prevention and management of childhood obesity.International journal of obesity,37(10), pp.1287-1294. Pallan, M., Parry, J., Cheng, K.K. and Adab, P., 2013. Development of a childhood obesity prevention programme with a focus on UK South Asian communities.Preventive medicine,57(6), pp.948-954. Ramasubramanian, L., Lane, S. and Rahman, A., 2013. The association between maternal serious psychological distress and child obesity at 3 years: a crossà ¢Ã¢â€š ¬Ã‚ sectional analysis of the UK Millennium Cohort Data.Child: care, health and development,39(1), pp.134-140. Showell, N.N., Fawole, O., Segal, J., Wilson, R.F., Cheskin, L.J., Bleich, S.N., Wu, Y., Lau, B. and Wang, Y., 2013. A systematic review of home-based childhood obesity prevention studies.Pediatrics,132(1), pp.e193-e200. Teesjsna.org.uk. (2016).Middlesbrough. [online] Available at: https://www.teesjsna.org.uk/middlesbrough/ [Accessed 21 Mar. 2016]. Wang, Y., Wu, Y., Wilson, R.F., Bleich, S., Cheskin, L., Weston, C., Showell, N., Fawole, O., Lau, B. and Segal, J., 2013. Childhood obesity prevention programs: comparative effectiveness review and meta-analysis. Wilkie, H.J., Standage, M., Gillison, F.B., Cumming, S.P. and Katzmarzyk, P.T., 2016. Multiple lifestyle behaviours and overweight and obesity among children aged 911 years: results from the UK site of the International Study of Childhood Obesity, Lifestyle and the Environment.BMJ open,6(2), p.e010677. Wyatt, K.M., Lloyd, J.J., Abraham, C., Creanor, S., Dean, S., Densham, E., Daurge, W., Green, C., Hillsdon, M., Pearson, V., Taylor, R.S., Tomlinson, R. Logan, S. 2013, "The Healthy Lifestyles Programme (HeLP), a novel school-based intervention to prevent obesity in school children: study protocol for a randomised controlled trial",Trials,vol. 14, no. 1, pp. 95-95.