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Constant family arguing can lead to childhood obesity | Las Vegas Review-Journal

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The effects of too many family arguments can have a lasting impact on a person's health, according to a new study published in Preventive Medicine, which found that constant family conflict can lead a child toward obesity.

"Many times when we're designing interventions and prevention programs, they're done in schools because that's where we have ease of access to all these kiddos," Hernandez told Time magazine. "But the issue is that in those interventions, we don't think about the family environment and what could be happening at home."

The study's lead author, Dr. Daphne Hernandez, looked into the main causes of stress in families: arguments, what happens after a family member gets divorced, remarried or incarcerated, financial stresses and poor maternal health. She then compared these causes of stress with the weight of the children in the surveyed families.

The study found girls from families who had constant arguments - independent of the other stress factors mentioned above - were overweight or obese before turning 18. It wasn't the same for boys - only poor maternal health led boys to become obese, the study said.

But when you combine all the causes of stress together and compare it to the children's weights, Hernandez said both boys and girls became obese when there was stress in the home. She said this is because your body seeks cortisol - commonly called "the stress hormone" - when it's worried or stressed, which can lessen your ability to feel satiated and make you want to eat more, Time magazine reported.

"Behaviorally, you then gravitate more towards the more palatable foods, the high-calorie, high-fat foods, so you're not reaching for that apple or celery stick," Hernandez told Time magazine.

It doesn't help that certain foods also taste better when under stress, according to a study published in the scientific journal Appetite. The study asked participants to eat a potato chip. Researchers found that those who had recently been in a fight or in conflicts thought the chip tasted better.

The study also found that comfort foods are linked to our social relationships. When we feel isolated by our peers, we embrace comfort foods because they make us less worried about the stress caused by isolation, the Appetite study said.

Stress eating could be one cause of child obesity in the United States, where more than one-third of children are obese or overweight, according to the Centers for Disease Control and Prevention. Childhood obesity has put children at risk for cancer, stroke and heart disease, according to the CDC.

So what's the solution? Hernandez told Time that families can teach their children how to handle stress in ways other than eating comforting and unhealthy snacks."We really need to think about how we are teaching our adolescents how to deal with stress, and trying not to use food as a way to deal with stress," Hernandez told Time magazine. "Perhaps encouraging physical activity is the way we should be going."

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Constant family arguing can lead to childhood obesity

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The effects of too many family arguments can have a lasting impact on a person's health, according to a new study published in Preventive Medicine, which found that constant family conflict can lead a child toward obesity.

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“Even before conception, our make-up is influenced by "epigenetic" factors: choices our parents make, chemicals they are exposed to, infections they get” ("O'Callaghan").

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“Even before conception, our make-up is influenced by "epigenetic" factors: choices our parents make, chemicals they are exposed to, infections they get” ("O'Callaghan").

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This shows how diseases and mutations our mother consume can affect a person even before birth.

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#Nurture

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“Behavioural geneticist Robert Plomin of King's College London is a proponent of this "genome-wide polygenic sequencing" technique. His group's research has suggested that more than 50 per cent of children's performance at school is down to genetics, for instance” ("O'Callaghan").

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“Behavioural geneticist Robert Plomin of King's College London is a proponent of this "genome-wide polygenic sequencing" technique. His group's research has suggested that more than 50 per cent of children's performance at school is down to genetics, for instance” ("O'Callaghan").

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This shows how genes affect school performance and how it branches out to what a child becomes or how they act.

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becoming adult: How Teenagers Prepare for the World of Work

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becoming adult: How Teenagers Prepare for the World of Work

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Economics and the debate on nature vs. nurture - Mapping Ignorance

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This article summarizes a review of the literature presented in Sacerdote (2011) . I thank Ricardo Mora for bringing it to my attention.

The simplest model of behavioral genetics assumes that child outcomes ( Y) are produced by a linear and additive combination of genetic inputs ( G), shared environment ( F) and unexplained factors ( S). For instance, if Y is years of education, the model can be expressed as

where G, F and S are the number of years of education explained by genetic factors, environment and non explained, respectively.

Many studies would be necessary to show exactly which genetic and environmental factors are behind this relation. While this is done, we can learn a great deal about the importance of the three factors. If in addition we assume that G, F and S are uncorrelated, and take the variance on both sides of the equation we get:

Dividing both sides by Var(Y) gives:

where g are f are the part of the variance in years of study explained by genetic and environmental factors, respectively, while s is the variance that remains unexplained.

Now, if we measure Y, G, F and S in the appropriate units (substract the mean and divide by the variance), standard statistics show that the correlation in outcomes between two adoptive siblings equals:

Corr(Y1,Y2) = Covar(Y1,Y2) = Cov(F1,F2) = Var(F1) = f,

while the correlation between two non-adoptive siblings equals

Corr(Y1,Y2) = Cov(Y1,Y2) = Cov(G1+F1, 1/2G1+F1) = 1/2g + f.

All this assumes that adoptive siblings share no genetic factors but share the same environment, while non-adoptive siblings share half of the genetic factors and the same environment.

By studying correlations between adoptive and non-adoptive siblings we can find the values for g, f and s. For instance, if the correlations are 0.1 and 0.35, respectively, we have that f = 0.1 and g = 0.5. If this is the case we say that the genetic factor explains 50% of the differences in Y in a population, while the environmental factor explains just 10%, leaving an unexplained 40%. A similar analysis can be done for fraternal and identical twins.

There are four meta-studies on the literature that measures the contributions of genes and family environment to IQ: Goldberger (1977) , Bouchard and McGue (1981) , Devlin et al. (1994) and Taylor (1980) . The variance attributed to genetic factors ranges between 32% and 60% (with the average around 50%), while the common environment explains anything between 4% and 29% (averaging 15%). Four studies, conducted mainly by sociologists and economists, use the behavioral genetics model to analyze the variance in years of education: Behrman and Taubman (1989) , Scarr and Weinberg (1994) , Teasdale and Owen (1984) and Behrman et al. (1977) . The genetic factors explain between 36% and 88% (average around 60%) of the variance, while the common environment explains between 5% and 41% (average around 20%). Studies on earnings and personality traits show similar differences between genetic and environmental explanations, although at a lower level.

These findings are, however, at odds with the fact that the environment seems to matter, as found in the studies of the effects of school assignment made by Hoxby and Murarka (2007) , Evans and Schwab (1995) and Neal (1997) . One could try to reconcile these data with the above model in different ways: may be the effect is working through the 15-20% role of the environment or may be the behavioral geneticists are working within a restricted range of environments observed in a few societies. Also, the underlying model may be excessively simple. The influence of the different factors may not be additive or linear, or maybe correlations among them are not zero, and not taking into account these possibilities perhaps underestimates the environmental factor or overestimates the genetic one. In fact Dickens and Flynn (2001) present a model in which environment responds endogenously to genetic endowments and finds different estimates. Björklund et al. (2005) allow for different shared environment correlations among identical twins relative to fraternal twins and shows that the heritability effect falls significantly. Ridley (2003) and Turkheimer et al. (2003) also show how nonlinearities indeed may cause the model to overstate the genetic factor.

There is a long way to go from the observation that genetics matter to the variance decomposition, the causal effects for interventions outside the range, and to make predictions about policy changes. A sight problem may have a 100% genetic component but glasses can be useful.

Sacerdote (2011) [1] proposes a different approach, used by economists, that requires calculating transmission coefficients of various outcomes from adoptive and biological parents to adoptees. An example of transmission coefficient takes the form:

where E i and E Mi are adoptive child's and adoptive (or biological) mother's education respectively and X i could be a vector of controls for child gender or age. Coefficient d captures the degree to which additional years of education for the mother are transmitted to the child.

Björklund et al. (2006) uses the census of all Swedish adoptees who were born during 1962-1966 and a 20% sample of non-adoptees born during the same time period, and estimates transmission coefficients from adoptive and biological parents to adoptees and non-adoptees. The outcomes considered are years of schooling, completion of university education, annual earnings, and annual income.

For the non-adoptees we see transmission coefficients of earnings in the range of 0.24, similar to other estimations one finds in the literature. The transmission for education is also 0.24 and is also similar to those found in other studies. No difference is found between using the father's education or the mother's.

For adoptees there are some remarkable facts. Transmission of years of schooling from biological fathers to adoptees is strong and has a coefficient of 0.113, almost exactly the same as the transmission from adoptive fathers to adoptees, which is 0.114. Furthermore, the two transmissions add up to 0.227, which is roughly equal to the 0.24 transmission coefficient for the non-adoptees. Sacerdote (2007) , Liu and Zeng (2007) and Plug (2004) provide additional studies along this line. This apparent additivity of the transmission from biological and nurturing parents can be observed in five of the six relations analyzed. The transmission coefficient for biological parents is, however, bigger for some of the relations.

Figure 1 graphs transmission coefficients for 9 different outcomes for adoptees and non-adoptees in Liu and Zeng (2007) [19]. The vertical axis is for the transmission coefficient for non-adoptees and the horizontal axis is used for the transmission coefficient for the adoptees. The pattern one notices is that physical outcomes like obesity and height show very little transmission to adoptees, while social outcomes like moderate drinking or smoking show an almost equal transmission from biological and nurturing parents. Education is somewhere in between.

Studies like this may reconcile the mounting evidence that biology matters a lot with the no lesser evidence that differences in school quality and home environment are also important, and may also provide the basis for effective policies towards social inequalities.

José Luis Ferreira is an Associate Professor at the Economics Department in Universidad Carlos III de Madrid. He studied Economics at the University of the Basque Country and obtained his PhD at Northwestern University. He has worked also at the University of Pennsylvania, ITAM and Chapman University. His main research interests are Game Theory, Experimental Economics and Economic Methodology. His publications include articles in the Journal of Economic Theory, Games and Economic Behavior, BE Journal of Theoretical Economics, Economics and Philosophy, and Analysis. He is a member of ARP-Sociedad para el Avance del Pensamiento Crítico (Society for the advancement of critical thinking).

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Economics and the debate on nature vs. nurture - Mapping Ignorance

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This article summarizes a review of the literature presented in Sacerdote (2011) . I thank Ricardo Mora for bringing it to my attention. The simplest model of behavioral genetics assumes that child outcomes ( Y) are produced by a linear and additive combination of genetic inputs ( G), shared environment ( F) and unexplained factors ( S).

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“That isn't to say genes mean nothing. With very large data sets, we do see trends between our DNA and particular characteristics and behaviours: certain genetic profiles give you a higher risk of being obese, for example, or affect your musical ability or even your likelihood of practising hard to realise your musical talent” ("O'Callaghan").

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“That isn't to say genes mean nothing. With very large data sets, we do see trends between our DNA and particular characteristics and behaviours: certain genetic profiles give you a higher risk of being obese, for example, or affect your musical ability or even your likelihood of practising hard to realise your musical talent” ("O'Callaghan").

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Another quote to show how genes impact a person physically. This can lead to different viewpoints and how genes can effect a persons interests such as music.

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Society is complex and hard to understand. The one thing that is constant is that people will build off each other, both positive and negative ideas grow in society.

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Society is complex and hard to understand. The one thing that is constant is that people will build off each other, both positive and negative ideas grow in society.

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The term society has been derived from the Latin word 'Socius' which means a companion, association or fellowship. It is because man always lives in the company of his fellow beings. This led George Simmel to remark that sociability is the essence of society. The term society is understood in different sense. In our day today discussion society is used to refer to the members of specific in group for example-Advice Society, Harijan Society etc. some other time it refers to some institutions like Arya Samaj, Brahmo Samaj. At some other time society refers to an association like consumer's society, co-operative society or cultural society. Society is also used in the sense of a group such as rural society or urban society.

But in Sociology, Society refers not to a group of people but to the complex pattern of the norms or interaction or relationships that arise among them. People exist only as an agent of social relationships. Mere congregation of individuals does not constitute society. Rather society refers to the complicated network of social relationships by which every individual is interrelated with his fellowmen. Hence Society is abstract, not concrete, in nature. We can't touch it but fill it. Because society resides in the minds of individual.

Society is a process of living not a thing, a motion rather than structure. A system of social relationships is the most important aspect of society. Not all relationships are social. A social relationship implies reciprocal awareness among individuals. This reciprocal awareness direct and indirect are the characteristic of every social relationship. This idea of reciprocal awareness is implied in F.H. Giddings definition of society i.e. "a number of like-minded individuals, who know and enjoy their like-mindedness and are, therefore, able to work together for common ends." Thus elements of society exists in the 'Consciousness of Kind' of Giddings, 'we feeling' of Cooley or 'a common propensity of W.I. Thomas.

When more than one individual live together and mutual relationship develop among them and different social processes like mutual co-operation, competition and conflict constantly take place in society. The relationships established around these create society. Here exists blood relationship between parents and children, brothers and sisters.

Voters and leaders are bound in a political relationship. There exists an economic relationship between the customer and shopkeeper. There exists a social relationship among neighbors. There exists a religious relationship between the priest and the family members. The network of these relationships is what we call society.

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Society: Essay on the Meaning and Definition of Society (661 Words)

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ADVERTISEMENTS: Here is your short essay on Society! The term society has been derived from the Latin word 'Socius' which means a companion, association or fellowship. It is because man always lives in the company of his fellow beings. This led George Simmel to remark that sociability is the essence of society.

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“To live in this world you must be able to do three things, to love what is mortal: to hold it against your bones knowing your own life depends on it and when the time comes let it go” (Lauck 148).

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“To live in this world you must be able to do three things, to love what is mortal: to hold it against your bones knowing your own life depends on it and when the time comes let it go” (Lauck 148).

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Huck knew that everything could be taken away from him, especially Jim. He held on tightly to Jim and Tom so they wouldn’t be taken away from him by those of other opinion.

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https://www.simplypsychology.org/naturevsnurture.html

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“I can say anything, but the things I want to say are trapped in that wide open space so I don’t say anything at all” (Lauck 267).

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“I can say anything, but the things I want to say are trapped in that wide open space so I don’t say anything at all” (Lauck 267).

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Huck has many ideas about what society should and shouldn’t be but he knew that he would get in trouble because it was not what society thought was correct.

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“ I hope them set up realistic expectations in order to do what they want to do” (Csikszjentmihalyi and Schneider 179).

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“ I hope them set up realistic expectations in order to do what they want to do” (Csikszjentmihalyi and Schneider 179).

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Educators should focus more on supporting teenager rather than making decisions for them.

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“ I believe the choices should be the students’ and there’s alone and how they arrive there is based on all the adults in their lives and their friend and family... Hopefully they will make their own decisions. I will try to percent in options, which they can choose from, but I don’t think it’s our place to discourage or encourage [students] in certain area or profession” (Csikszjentmihalyi and Schneider 178).

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“ I believe the choices should be the students’ and there’s alone and how they arrive there is based on all the adults in their lives and their friend and family... Hopefully they will make their own decisions. I will try to percent in options, which they can choose from, but I don’t think it’s our place to discourage or encourage [students] in certain area or profession” (Csikszjentmihalyi and Schneider 178).

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Children should make decisions about their lives and adults  should support their decision, even if it’s not theirs.

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 “‘I’m unfavorable to killin’ a man as long as you can get around it, it ain’t good sense, it ain’t good morals’” (Twain 70 ch. 12).

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 “‘I’m unfavorable to killin’ a man as long as you can get around it, it ain’t good sense, it ain’t good morals’” (Twain 70 ch. 12).

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Even a murderer doesn’t want to kill someone. Instead, he want to cause his death without doing it himself. Huck learns a lesson here: men are selfish, evil and cruel.

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“Right is right, and wrong is wrong, and a body ain’t got no business doing wrong when he ain’t ignorant and knows better” (Twain 247 ch. 36).

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“Right is right, and wrong is wrong, and a body ain’t got no business doing wrong when he ain’t ignorant and knows better” (Twain 247 ch. 36).

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Tom Sawyer explains that even if someone knows what is right and chooses to do wrong they have no excuse. This is an important turn in his character and it recolecta in Huck.

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“It was a dreadful thing to see. Human beings can be awful cruel to one another” (Twain 232 ch. 33).

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“It was a dreadful thing to see. Human beings can be awful cruel to one another” (Twain 232 ch. 33).

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Huckleberry Finn comments on the tar and feathering of people who have betrayed him. He is able to have compassion despite the society that has taught him to be cruel.

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#Choice

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Success: Nature or Nurture? Bill Clement at TEDxCapeMay 2013

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"They studied the behavior of more than seven hundred African American adolescents and found that, indeed, in disorganized neighborhoods where a violent street culture dominates, juveniles are much more likely to commit acts of violent delinquency" (Miller, Gaines 45 Chapter 2).

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"They studied the behavior of more than seven hundred African American adolescents and found that, indeed, in disorganized neighborhoods where a violent street culture dominates, juveniles are much more likely to commit acts of violent delinquency" (Miller, Gaines 45 Chapter 2).

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Shows specific evidence on how disorganization and how bad nurturing leads to delinquent behavior.

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Parents think they know what’s best, but they’re not always right.#ChildhoodFreedom

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“It was fifteen minutes before I could work myself up to go and humble myself to a [black] —but I done it, and I warn’t ever sorry for it afterwards, neither” (Twain 87 ch. 14).

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“It was fifteen minutes before I could work myself up to go and humble myself to a [black] —but I done it, and I warn’t ever sorry for it afterwards, neither” (Twain 87 ch. 14).

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Huckleberry is going against everything society has taught him to do what he knows is right.

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Mahitha Kasireddi argues that children are influenced by two people when they are growing: their parents and teacher and both have to power to positively or negatively shape a child.

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Mahitha Kasireddi argues that children are influenced by two people when they are growing: their parents and teacher and both have to power to positively or negatively shape a child.

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Link to Article

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“Studying juvenile delinquency in Chicago, Shaw and McKay discovered certain "zones" that exhibited high rates of crime. These zones were characterized by "disorganization," or a breakdown of the traditional institutions of social control..."” (Miller, Gaines 44 Chapter 2).

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“Studying juvenile delinquency in Chicago, Shaw and McKay discovered certain "zones" that exhibited high rates of crime. These zones were characterized by "disorganization," or a breakdown of the traditional institutions of social control..."” (Miller, Gaines 44 Chapter 2).

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This shows how disorganized neighborhoods or bad environments can nurture people into criminals or create a negative worldview

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Parents control their children with ego and guilt.

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Parents control their children with ego and guilt.

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 “Our culture shapes the way we work and play, and it makes a difference in how we view ourselves and others” (Individual and Society).

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 “Our culture shapes the way we work and play, and it makes a difference in how we view ourselves and others” (Individual and Society).

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Without society everyone would be completely different. Huck shows this when he isn’t in society and helped Jim even though society wouldn’t agree

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Guiding Thought Question: Which factor do you think has a greater impact on the development of an individual; Nature? (Biological make-up and natural disposition) or Nurture? (The influence of...

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“In other words, are traits such as aggressiveness and antisocial behavior, both of which often lead to criminality, a result of a person's environment (nature) or her or his genes(nature)” (Miller, Gaines 40 Chapter 2).

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“In other words, are traits such as aggressiveness and antisocial behavior, both of which often lead to criminality, a result of a person's environment (nature) or her or his genes(nature)” (Miller, Gaines 40 Chapter 2).

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This shows the base idea of the argument whether genetics or societal influence changes and determines a person's ideas and personality.

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"Well, then, says I, whats the use you learning to do right when it's troublesome to do right, and ain't no trouble to do wrong, and the wages is just the same” (Twain pg. 92 ch.16).

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"Well, then, says I, whats the use you learning to do right when it's troublesome to do right, and ain't no trouble to do wrong, and the wages is just the same” (Twain pg. 92 ch.16).

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This shows the way society has shaped the Huck's worldview. He sees crime as just another way to get ahead as being nice is just as bad at times.

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Are we really in control of our choices? #Freewill

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Are we really in control of our choices? #Freewill

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TedTalk

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Dan Ariely: Are we in control of our own decisions?

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Behavioral economist Dan Ariely, the author of Predictably Irrational, uses classic visual illusions and his own counterintuitive (and sometimes shocking) research findings to show how we're not as rational as we think when we make decisions.

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"Rather, a person with low levels of MAOA, which regulates emotion, exhibits an increased risk for violent behavior only when that person was also abused as a child" (Miller, Gaines 44 Chapter 2).

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"Rather, a person with low levels of MAOA, which regulates emotion, exhibits an increased risk for violent behavior only when that person was also abused as a child" (Miller, Gaines 44 Chapter 2).

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This shows the nature side of the argument as it mentions a specific gene that creates aggresive behavior.