Love Is A Beautiful Thing - 2016 Words

Ohemaa Asantewaa Ofori-Addae ENG 112 Love is a beautiful thing and whilst others are waiting to be in love, to be loved and to have a feeling of that special desire or passion that is not the case for Laura Kipnis. Laura Kipnis in her story, â€Å"Against Love†, proves to us that love has being overrated and the deception in marriage. The life lesson I learned is that not all that glitters is gold. It shows that there are so many things that happens behind closed doors in marriage but just that we see the beautiful and nice ones every day. In Laura Kipnis’s story she talks about love, marriage and infidelity in her story. She elaborates and explains love in her own point of view and what goes on in certain marriages. She does not talk about the good love or the beautiful marriage that exist but tells the truth. Kipnis acknowledges the fact that there are indeed some good marriages out there, but her main point is marriage has taken nice people and turned them in dictators and household tyrants. Thu s, Kipnis tries to say love is controlling and that passion and devotion cannot last forever (unlike the hope of marriage). First of all, there are some excerpt in Laura Kipnis story, â€Å"Against Love,† which depicts the life lesson being taught. Example of the life lesson in â€Å"Against Love† is, â€Å"Saying no to love isn t simply heresy; it is tragedy -- the failure to achieve what is most essentially human. So deeply internalized is our obedience to this most capricious despot that artistsShow MoreRelatedLove Is A Beautiful Thing1448 Words   |  6 PagesLove is a beautiful thing. It makes people happy. It can change you, and show you things that you never knew about yourself. It lifts you up, knowing there is always someone who will stand by your side through anything. It brings people together, and makes the world a better place. Some people may disagree; they might think love is just a fantasy. Either way, it is a fantasy that everyone deserves to dream o f and experience in all its glory, whether straight, lesbian, gay, bisexual, or transgenderRead MoreSocrates and Love Essay912 Words   |  4 PagesIn the Symposium, written by Plato, Socrates and others engage in a dialogue in the home of Agathon on love. Instead of singing the honours (94) of love like the other participants, Socrates uses a retelling of a discussion that he had with a woman named Diotima to tell the audience of what he perceives to be the truth of love. He first speaks to Agathon in order to be on the same wavelength with him. Socrates asks Agathon a series of questions - which leads to Agathon being thoroughlyRead MoreSocrates View Of Love Essays1049 Words   |  5 Pages A Different View of Love We have heard definitions of love through our lives that have been passed on for decades. Some of us have felt love, and some of us have been in love. But no one ever seems to question what love is, as if it is something that just plainly is. People tend to just go with it, and think that what they are feeling is really complete and substantial love. In Plato’s The Symposium, the reader is confronted with some very different views of love as brought to us by Agathon,Read MoreLove Is The Beautiful And Sublime Love977 Words   |  4 Pagescourse of the semester, I was able to draw up my own concept of love. My concept of love includes that there are two different types of love and this idea is taken from Kant’s idea of love being beautiful and sublime and the fair sex and noble sex. The other author that presents two different types of love is Augustine, he presents the bodily and spiritual love and with these two concepts of love I was able to develop my own concept of love, that there are two different types one internal and one externalRead MoreSocrates Speech On Love1439 Words   |  6 Pagesclearly a central figure, admired by the other guests. Socrates begins by presenting his argument that if love is nothing, then it is of something, and if it is of something, then it is of something that is desired, and therefore of something that is not already possessed, which is then usually beautiful and good. Human beings begin by loving physical beauty in another person, then progress to love of intellect and from that level to see the connection among people and ultimately, the lover of beautyRead MoreThe 21st Century : The Era Of Perfection901 Words   |  4 Pagesâ€Å"Learning to love yourself will be the hardest thing you’ll ever do in life†. The 21st century, the era of perfection. The era where you are told how to look or else you are not considered beautiful to the world. The era where people like myself go through extremes to be beautiful even just feel beautiful. The extremes that I took were, looking for â€Å"love† anywhere with anyone, not caring about my health, and putting my academic career in danger, all of that just to be and feel beautiful. Every storyRead MoreLove and Beauty1208 Words   |  5 PagesLove is neither wise nor beautiful, but the desire or pursuit of wisdom and beauty. Love is expressed via propagation and reproduction, as in the exchange and development of ideas. Socrates in the Symposium best expresses this belief. Socrates view of Love and Beauty was that one is the pursuit of the other, and that other is the greatest of all knowledge. Love is a driving force, a compulsion forward to a goal. Much as a moth is drawn to light, for its heat, people are lured to Beauty by LoveRead More Islam Essay1036 Words   |  5 Pagesand Love Love is an important aspect of Islam. In the Sufi Path of Love, written by Rumi, Love is the central theme. Rumi speaks alot about love and its branches and ramifications. According to Rumi, Love ddominateds most of the Sufi way of life. In a translation of Sufi Path of Love written by William C. Chittuck, Sufi says: quot;No matter what I say to explain and elucidate Love, sh ame overcomes me when I come to Love itself. Love cannot be contained within our speaking or listening/ Love isRead MoreEssay on The Love Goddess: Freya Aphrodite1283 Words   |  6 PagesA love goddess is a deity associated with sexuality, love, fertility, beauty, and in some occasion’s death. These goddess are common in mythology and may be found in many polytheistic religions. Although there are vast differences among these goddess’, since they have to serve each particular culture’s needs, there are also many similarities that can be drawn to them. There are two love goddess’ that are believed to have many similarities, they are the Greek goddess Aphrodite and the Norse goddessRead MoreThe Samurais Garden and The Fault in Our Stars Essay1051 Words   |  5 Pagesthan others, but have such a beautiful personality that it really does not matter what they look like. It goes the same for if people are beautiful on the outside then they definitely won’t be beautiful on the inside. Then, th ere are some people that are just all around beautiful no matter what. Those are the kind of people that would be there for anyone who would need help. Beauty is as well as not only about looks, but as well personality. People with the most beautiful personalities are the ones

Social Inequality Essay - 1189 Words

nbsp;nbsp;nbsp;nbsp;nbsp;As we prosper through time, inequality is slowly less evident. A lot of people dont realize that although things are improving with time, inequality is still prominent in our society. The people that are failing to realize that there still is inequality, are the fortunate ones. They rise well above the poverty line, and usually live relatively economically sound lives. They are the people who are supplied with our societys benefits. nbsp;nbsp;nbsp;nbsp;nbsp;The people that are in pursuit of social change, and constantly bring attention to issues of equal rights and privileges, are often the people that do not have them. They are the ones who suffer daily from different levels of inequality. The†¦show more content†¦This quiz was the first mark of the course, and was I worried that my first grade was going to be a poor one. When the instructor explained the purpose of the exercise I realized what an excellent point he had proven. He forced us in an unequal situation that was out of our control. It was nothing we could have predicted or done anything about. This unique exercise put me on a new level of stratification that I was not used to. It made me feel how other people, not only in my society, but worldwide, feel about inequality everyday. The difference was that I was soon given an explanation, and returned to my regular level of stratification. Many people in our society are given no explanation to their forced inequality. Although the classroom exercise does not compare to the real world, it still stirred feelings of rage, helplessness and discouragement. Looking through the window of the unequal situation changed my views on lower groups of society. It made me realize how difficult social mobility can be. I can understand the Davis-Moore thesis, which states that stratification has beneficial consequences. It is easy for people on the higher end of the stratification hierarchy to agree with this because they believe that the harder one works, the more they will achieve, thus promoting production in society. Individuals at lower ends of the stratification system disagree with that. Their social status preventsShow MoreRelatedSocial Inequalities By Jonathan Kozal Essay1570 Words   |  7 Pagessimultaneously believe that schools are places where social inequalities should be equalized, where the advantages or disadvantages that children experience in their homes and families should not determine what happens to them in school-in essence, that school is a place where children should have equal chances to make the most of their potential.† (Inequality) The 1991 article Savage Inequalities written by Jonathan Kozal highlights the fact that every person is entitled to the right to receiveRead MoreSocial Inequality : Inequality And Inequality3119 Words   |  13 Pages Core Assessment Paper Carrie Bailey Park University Social Inequality in My Life Social inequality is described by the presence of unequal opportunities and rewards for various social positions or statuses inside a society or group. It contains organized and repetitive examples of unequal distributions of goods, riches, opportunities, prizes, and disciplines. Racism, for instance, is comprehended to be a wonder whereby access to rights and resources is unreasonably disseminatedRead MoreInequality : Global And Social Inequality1330 Words   |  6 PagesInequality has been shown throughout American history and has affected various countries including the United States. The two forms of inequality this paper will address are global and social inequality. Social inequality refers to the distribution of resources based on socially defined characteristics, while global inequality is the systematic differences in wealth and power between countries. Children living in poverty don’t have the same opportunities as those who live in a higher income countyRead M ore Social inequality in 1820s Essay1385 Words   |  6 PagesSocial inequality in 1820s Social equality has been a goal of America since its very beginning. However, it was only an intention to be socially equal, but not a goal. Social equality or the fact that all men were created equal only applied to the white man. There was no intention in meaning that the blacks and Indians or even the women were equal. In the eyes of the delegates, and the common white majority, blacks, indians, and women were not an issue. To them, it was apparent that blacks wereRead MoreSocial Inequality And Gender Inequality Essay2091 Words   |  9 PagesSocial inequality is defined as the set of unequal opportunities for different social classes or statuses for various individuals within a group or society. It usually refers to people of distinct genders, ages, and ethnicities. Many American’s have experienced some type of social inequality throughout their lifetime. America’s gaping inequality is seen everywhere from education to the workforce. Society tends to oversee inequ ality based on race, gender, and other social characteristics . AmericansRead MoreSocial Inequality And Gender Inequality Essay2163 Words   |  9 Pagesn AmericaSocial inequality is defined as the set of unequal for different social classes or statuses for various individuals within a group or society. It usually refers to people of distinct genders, ages and ethnicities. Many American’s have experienced some type of social inequality throughout their lifetime. America’s gaping inequality is seen everywhere from education to the workforce. Society tends to oversee inequality based on race, gender, and other social characteristics believe that racialRead MoreSocial Inequality1778 Words   |  8 PagesSocial inequality  refers to a situation in which individual groups in a society do not have equal  social status,  social class, and  social circle. Areas of social inequality include  voting rights,freedom of speech  and assembly, the extent of  property rights  and access to  education,  health care, quality  housing,  traveling,  transportation,  vacationing  and other social goods and services. Apart from that it can also be seen in the quality of family and neighbourhood life, occupation,  job satisfactionRead MoreEssay on Social Inequality Between Men and Women1102 Words   |  5 PagesThere are many forms of social inequality that can be analyzed in the study of anthropology. One of these is the social inequality between men and women. Though gender is studied relatively commonly in the field of anthropology, it is not often looked at through the lens of social inequalit y. The observations of Sarah Lamb and Deborah Tannen in their articles, The Politics of Dirt and Gender: Body Techniques in Bengali India, and Whos Interrupting?: Issues of Dominance and Control, respectivelyRead MoreSocial Inequality : A Part Of Sports1080 Words   |  5 PagesThesis: Social inequality is a part of many issues other than sports, but it is a part of sports to do several issues such as gender roles, salary and stereotypes. The Significance: The significance of this topic of inequality in sports is that it does not just occur in sports. It happens all around us, you see social inequality happening at work places, schools, restaurants and many other places. Many people don’t see if because they don’t know what it is. Population: Many people think it onlyRead MoreThe Social Issue Of The Income Inequality Essay1433 Words   |  6 PagesThe social issue of the income inequality In today’s modern world, as the technology has developed better daily, whereas the gap referred to income inequality between rich and poor still has not solved but has widened. Income inequality simply refers to the extent to which income is unevenly and unreasonably distributed in manner among a population. The inequality brings economic instability, but sadly most people are not relatively concerned about the wide inequality between classes. Ever since

Effects of Fast Food Free Essays

Background: Fast food has become a prominent feature of the diet of children in the United States and increasingly, throughout the world. However, few studies have examined the effects of fast food consumption on any nutrition or health-related outcome. Objective: To examine the effects of cumulative, real-world marketing and brand exposures on young children by testing the influence of branding from a heavily marketed source on taste preferences. We will write a custom essay sample on Effects of Fast Food or any similar topic only for you Order Now Methods: Participants were 3- to 5-year-old children and their parents recruited from 3 centers in Houston Texas Cullen Elementary a federally sponsored preschool program for low-income families. The study was introduced at parent meetings, and informed consent and a 2-page parent questionnaire in English and Spanish were sent home to parents. Parents noted if their child should not be allowed to eat each food and drink to be tested. Results: Parents of 95 children correctly completed and returned consent forms and questionnaires of which 63 children (66%) completed the food tasting experiment and comprised the analysis sample; 7 declined to participate when asked; 8 were absent, had moved, or were not available during the days and/or times of the experiment; and 17 were unable to understand or refused to complete the protocol. Conclusion: Branding of foods and beverages influences young children’s taste perceptions. The findings are consistent with recommendations to regulate marketing to young children and also suggest that branding may be a useful strategy for improving young children’s eating behaviors. The global childhood obesity epidemic is focusing attention on the effects of food and beverage marketing. A recent report published by the World Health Organization and the Food and Agriculture Organization of the United Nations concluded that marketing of energy-dense foods and fast food outlets is a â€Å"probable† cause of increasing overweight and obesity among the world’s children. Food marketing to children is widespread. The food and beverage industries spend more than $10 billion per year to market to children in the United States. One of the goals of marketing is branding to encourage children to recognize and differentiate particular products and logos. By 2 years of age, children may have beliefs about specific brands, and 2- to 6-year-olds can recognize familiar brand names, packaging, logos, and characters and associate them with products, especially if the brands use salient features such as bright colors, pictures, and cartoon characters. By middle childhood, most children can name multiple brands of child-oriented products. Even among very young children, awareness and recognition translate into product requests, begging and nagging for specific product names and brands. In a prior study, one demonstrated that even a single exposure to a television advertisement affected preschool children’s brand preferences. To follow that experiment and extend the existing research, it is desirable to examine the effects of the broader, cumulative, real-world marketing and brand exposures that young children experience but that we are unable to measure directly. In the current experiment, therefore, one investigated whether preschool children’s taste preferences were influenced by branding from a heavily marketed source. To do so, one asked preschool children to taste identical foods in packaging from McDonald’s and in matched but unbranded packaging and to indicate if they tasted the same or if one tasted better. One chose McDonald’s because it is the largest fast food advertiser in the United States, and one expected most, if not all, preschool children to be familiar with the McDonald’s brand because of extensive marketing. One hypothesized that 3- to 5-year-olds would prefer the taste of foods they perceived to be from McDonald’s compared with the same foods without McDonald’s branding Methods Trained research assistants asked participating children if they wanted to play a food tasting game. Children were told they did not have to play if they did not want to, and they could stop at any time. Communication was in English and/or Spanish as appropriate. Children sat at a table with a tray in front of an opaque screen. One research assistant (RA1) sat behind the screen and could not see the child or the tray, but her arms could reach around the screen. She said, â€Å"When I sit here, you won’t be able to see me, but we can still talk to each other. † She then said, â€Å"[name of RA2] is going to bring you 2 foods to taste. † Research assistant No. 2 placed 2 samples of each of 5 foods in front of the child, 1 at a time, on the left and right sides of the tray. The foods were (1) one-quarter of a McDonald’s hamburger, one partially wrapped in a white McDonald’s wrapper showing the McDonald’s logos and the word Hamburger in brown and the other wrapped identically in a matched plain white wrapper of the same size and material; (2) a Chicken McNugget in a white McDonald’s bag with a red arches logo and the phrase Chicken McNuggets in blue and the other in a matched plain white bag; (3) 3 McDonald’s french fries in a white bag with a McDonald’s yellow arches and smile logo on a red background and the words â€Å"We love to see you smile† in blue on yellow along the edge and 3 fries in a matched plain white bag; (4) about 3 ounces of 1% fat milk (or apple juice for 1 child who was not allowed to drink milk) in a white McDonald’s cup with lid and straw and in a matched plain white cup with lid and straw; and (5) 2 â€Å"baby† carrots placed on top of a McDonald’s french fries b ag and on top of a matched plain white bag. Hamburgers, chicken nuggets, and french fries were all purchased from a local McDonald’s. Carrots were not available or marketed by McDonald’s at the time of the study. Only unused (not previously in contact with food) McDonald’s and plain wrappings, bags, and cups were used so there would be no residual smell or taste. Only the most basic available McDonald’s packaging was used, without any additional promotional markings (eg, additional graphics, Ronald McDonald image, or images of movie characters). Each food in the McDonald’s packaging was taken out of a McDonald’s brown paper bag with a yellow, blue, and red arches logo, and each food in plain packaging was taken out of a matched plain brown paper bag. The order of foods presented and placement of the McDonald’s wrapped food on the left or right followed a predetermined random order for each child and each food. After placing the 2 food samples on the tray, RA2 asked, â€Å"Can you tell me which of these foods [drinks] is from McDonald’s? † to ensure that the experimental manipulation was apparent to the child. The RA did not say anything more if the child correctly identified the food or drink in the McDonald’s wrapping. If the child did not answer or answered incorrectly, RA2 pointed to the McDonald’s branded food or drink and said in a neutral voice, â€Å"This food [drink] is from McDonald’s. â€Å" Research assistant No. stood behind and out of eye contact with the child to prevent any unintentional expressions of approval or disapproval and did not repeat instructions or assist the child during the task. The blinded RA1 then said, â€Å"Now, take 1 bite [sip] of this food [drink],† pointing her finger around 1 side of the screen following a predetermined random order. She next pointed around the other side of the screen and said, â€Å"Now, take 1 bite [sip] of this food [drink]. † She then said, â€Å"Tell me if they taste the same, or point to the food [drink] that tastes the best to you. † It was an important design feature to offer the option that the 2 food samples tasted the same, the â€Å"correct† answer, to be able to falsify our hypothesis. Research assistant No. 2 recorded the child’s responses, and the procedure was repeated for each food or drink. Parents completed a self-administered questionnaire in English or Spanish, including their child’s birth date; their child’s race/ethnicity; the number of television sets in their home; whether there was a television in their child’s bedroom; the number of hours of TV their child watched in a typical week; the frequency with which the TV was on at their house for most of the morning, in the afternoon, during dinner, and in the evening; if in the past week their child had asked them for any foods or drinks that he/she saw on television; how often their child ate food from McDonald’s and other fast food restaurants; and whether there were any toys from McDonald’s in their home. The null hypothesis was that children would express no preference between the 2 samples of each food or drink (the correct answer). To favor the null hypothesis, children were considered to have no preference when they (1) responded that the 2 samples tasted the same, (2) did n ot respond at all, or (3) did not know. Preference for the food identified as McDonald’s was coded +1, preference for the unbranded food was coded –1, and no preference was coded 0. For the primary analysis, testing preferences across all foods combined, one averaged a participant’s answers to create a total preference score between –1 and +1 for each participant. To test the null hypothesis, one used a nonparametric Wilcoxon signed rank test. In secondary analysis, one also tested the null hypothesis for each food or drink separately using a nonparametric McNemar test. One then explored whether measured pre-existing factors moderated children’s total preferences scores using the nonparametric Spearman rank correlation for scaled variables, the nonparametric Wilcoxon Mann-Whitney U test for dichotomous variables, and the nonparametric Kruskal-Wallis test for categorical variables. Statistical significance was set at a 2-tailed . 05. Results Table 1 lists characteristics of the analysis sample. Participating and nonparticipating children did not significantly differ on any of these measures. The 63 children performed a total of 304 individual tasting comparisons. Three, 2, 3, 1, and 1 child were not allowed to eat hamburger, chicken nuggets, french fries, milk, and carrots, respectively, and 1 child was unable to bite the carrots. The McDonald’s branded food was positioned on the left side for 48. 6% of comparisons. Children needed to be told which food was from McDonald’s for 20. 6%, 30. 2%, 22. 2%, 33. 3%, and 27. 0% of the hamburger, chicken nuggets, french fries, milk/apple juice, and carrot comparisons, respectively (not statistically significant across foods). Sixty-two percent, 17%, 8%, 5%, 2%, and 6% of children needed to be told which food was from McDonald’s for 0, 1, 2, 3, 4, and all 5 comparisons, respectively. There were no statistically significant differences between these groups of children for their total preference scores or any of the measures listed in Table 1 except parent survey and child experiment language. Children who needed to be told were significantly more likely to have a parent who completed a Spanish language survey or completed the experiment in Spanish or mixed English and Spanish. The mean  ± SD total preference score was 0. 37  ± 0. 45 (median, 0. 20; interquartile range, 0. 00-0. 80) and significantly greater than zero (P. 01), rejecting the null hypothesis and demonstrating that children preferred the tastes of foods and drinks if they thought they were from McDonald’s. Results for each food and drink are listed in Table 2. Secondary analysis found that children were significantly more like ly to prefer the taste of a food or drink if they thought it was from McDonald’s for 4 of 5 comparisons. The findings were similar when excluding those comparisons where children were told which food was from McDonald’s (mean  ± SD total preference score, 0. 35  ± 0. 46; median, 0. 33; interquartile range, 0. 00-0. 73; P. 001). Moderator analysis found that children with more television sets in their homes (r = 0. 27, P. 04) and children who ate food from McDonald’s more often (r = 0. 30, P. 2) were more likely to prefer the taste of foods/drinks if they thought they were from McDonald’s (Figure 1and Figure 2). Other baseline measures listed in Table 1were not statistically significant moderators. Figure 1. Number of television sets in the household as a moderator of taste preferences. Total preference scores may range from –1 (preferred the unbranded food in all comparisons) to +1 (preferred the McDonald’s branded food in all comparisons). Figure 2. Frequency of eating at McDonald’s as a moderator of taste preferences. Total preference scor es may range from –1 (preferred the unbranded food in all comparisons) to +1 (preferred the McDonald’s branded food in all comparisons). Discussion By the early age of 3 to 5 years, low-income preschool children preferred the tastes of foods and drinks if they thought they were from McDonald’s, demonstrating that brand identity can influence young children’s taste perceptions. This was true even for carrots, a food that was not marketed by or available from McDonald’s. These taste preferences emerged despite the fact that 3 of the foods were from McDonald’s and only the branding was changed, indicating that the effects were not due to familiarity with the taste or smell of McDonald’s food. Even the children with the lowest frequency of eating food from McDonald’s had average positive total preference scores, indicating they preferred more of the branded foods (Figure 2). One used McDonald’s branding in this experiment because of its leadership position in fast food advertising and marketing. Although the participating children ranged in age from only 3 through 5 years, about a third of the parents reported their children were eating food from McDonald’s weekly or more, and just 2 of 63 reported never eating food from McDonald’s. McDonald’s food was eaten more frequently than food from all other fast food restaurants combined, and about three-quarters of parents reported that they had a toy from McDonald’s in their homes. Although it was not possible to objectively measure total past exposure to McDonald’s marketing, these reports indicate the children were receiving substantial exposure to the McDonald’s brand. Exploratory moderator analysis was performed to identify characteristics that define potentially more or less susceptible groups of participants and to help inform future research. These are relatively low-powered hypothesis-generating analyses. Only the number of television sets at home and frequency of eating food from McDonald’s were found to be statistically significant moderators of the branding effect (Figure 1 and Figure 2). Frequency of eating McDonald’s food indicates greater opportunities for brand exposure and prior taste experiences and potentially represents familiarity, trust of the source, safe provenance, and implicit approval by parents. Number of televisions in the home might indicate greater exposure to McDonald’s advertising or be associated with other mechanisms leading to greater responsiveness to branding. Other measures related to television exposure were not statistically significant moderators, although number of televisions may be more reliably and validly measured than estimates of viewing time, providing more power for the analysis. Another possible marker of marketing exposure is having toys from McDonald’s in the home. Lack of a significant moderator effect of this variable might reflect its very high prevalence in the sample, reducing power. Finding that frequency of eating McDonald’s food was a statistically significant moderator but frequency of eating food from other fast food restaurants was not may suggest some specificity of the branding effect on taste preferences. This study included a number of design features to enhance the ability to draw causal inferences. It was a true experiment in which only the branding was manipulated. Pairs of food and beverage samples were taken from the same original servings and packaging was matched in color, material, shape, and design. Only basic McDonald’s packaging was used with no images of Ronald McDonald or other markings that could potentially influence the children’s preferences, and only previously unused packaging was used to avoid residual smells or tastes. We ensured the success of the manipulation by making sure children were aware of the branding difference for each food or drink pair. Although it is impossible to totally rule out the possibility of demand effects, one took many steps to prevent unintentional bias. For example, the RA giving instructions was not able to see the food or the child; food and drink samples were randomly ordered and positioned, also preventing order effects; and children were not given feedback about their selections. Children were given the option of saying the samples tasted the same, allowing falsification of our hypothesis. One also coded choices conservatively to favor the null hypothesis; children who did not, could not, or would not respond were included with â€Å"taste the same† answers for analysis. One tested the null hypothesis with a single omnibus test for statistical significance to reduce the risk of type I error and checked this result excluding those children who needed to be told which sample was from McDonald’s, finding similar results. A secondary analysis for each individual food or drink found statistically significant effects in 4 of 5 comparisons, all with a majority favoring the McDonald’s branded sample (about 54%-77%) over the other 2 possible responses. Of course, a nonsignificant test result does not indicate no effect. For the fifth comparison, about 48% preferred the McDonald’s branded hamburger compared with 37% who preferred the unbranded hamburger and 15% who thought they tasted the same or were unable to answer. Together, these results demonstrate substantial homogeneity across different foods and drink. One also used nonparametric statistics for hypothesis testing, making no assumptions about the distributions of our measures. These findings add to past research by demonstrating that specific branding can alter young children’s taste preferences and are unable to directly measure or manipulate total marketing (direct to the child and indirect via family, peers, and others) and/or product exposure for the entire first 3 to 5 years of life, and multiple exposures to the brand cannot be disentangled. One did not, and cannot, anticipate or test how each individual direct and indirect exposure to McDonald’s marketing, food, packaging, etc, influences a child’s perceptions but accepted these as a complex whole of both independent and interacting influences on emotions and perceptions about the brand. Children’s responses to the McDonald’s branding in the experiment, therefore, may reflect past direct and/or indirect marketing exposure as well as past experience with McDonald’s products or packaging. Notably, these branding effects were evident in our low-income, ethnically and culturally diverse, 87% nonwhite, and 38% Spanish-speaking or bilingual English-Spanish–speaking sample of 3- to 5-year-olds. These results add evidence to support recommendations to regulate or ban advertising or marketing of high-calorie, low-nutrient foods and beverages, or all marketing, that is directed to young children. This approach has been advocated based on evidence that advertising to young children is inherently unfair because most children younger than 7 to 8 years are unable to understand the persuasive intent of advertising. These findings also suggest a need for research on marketing in general, and branding in particular, as strategies to promote more healthful taste preferences and food and beverage choices in young children. In this experiment, children preferred the taste of carrots and milk if they thought they were from McDonald’s. This is an opportunity for heavily marketed brands to respond to rising rates of childhood obesity by changing their product offerings. However, although McDonald’s was an appropriate brand to use in this experiment, the results may not generalize to less recognizable brands or public health campaigns if they are not marketed as extensively and comprehensively. Future research might examine the effects of less recognizable brands or contrast different brands and packaging with variable levels of recognition and natural exposure. How to cite Effects of Fast Food, Papers Effects of Fast Food Free Essays Effects of Fast Food Fast food is an alternate solution to appease hunger. These days many parents are busy in their time consuming jobs and teenagers are lazy to bring food. It is rather simple to buy food in few minutes. We will write a custom essay sample on Effects of Fast Food or any similar topic only for you Order Now Even though it is quick and easy, it is addictive which causes major health problems and money issues. Many people are attracted to the sensational, salty French fries from McDonalds, carbonated water with loads of colored dye and sugar supplements, soda, feisty, tasty hamburgers from Carls Jr. nd A W, and small packets of spicy, artificial sauces available at Taco Bell to accompany â€Å"Mexican† food. Fast food has progressed where these multibillionaire restaurants can be seen across the world such as: Mexico, Japan, India, and Britain. People are unaware of the content of nutritional value in fast foods. The main substance that enters the body is unhealthy oil that has been reused with many other delight foods available in the limited menu. Scientists have indicated that the continuation of digesting excess amounts of unhealthy ingredients will lead to addiction. It is similar to smoking, but the addiction is not as strong as the smoking. This addiction can lead to serious consequences for health. As seen in many adults who are obese, fast food causes teenagers and adults to gain extra fat and develop a high cholesterol, blood pressure and insulin resistance. Insulin resistance can result in diabetes. Diabetic patients are prone to heart disease in the future. Many Americans have visited the doctor more than once and have received more bills than paychecks. High cholesterol and blood pressure are major concerns that should be brought up with a primary care physician. Eating these unhealthy delights causes many doctor visits. The doctor checks for seriousness of problems and chooses if the patient should visit a specialist or start a treatment. Doctor prescribes medicines that might not be covered by insurances. As a result, fast food can lead to a future of debt and sorrow. Fast food may be a right decision at the moment and probably will sound good to your stomach; however, you will increase your chance of getting sick and developing a disease in the near future. Many people now are regretting that the treatments to treat the diseases cost much more money than buying that five-dollar, oily, unhealthy piece of addiction. Fast food is not the solution to daily routine food. It should be avoided as much as possible. How to cite Effects of Fast Food, Essay examples