Effects of Yoga on Weight Loss

Effects of Yoga on Weight Loss Austina Burton Abstract For this single-system research design, the main goal was to analyze the effect a 35 day intervention of doing yoga had on weight loss in a college student. A young, single Caucasian female student participated in yoga every day, for 35 days, for 60 minutes each time. A baseline was documented over 15 days, and the intervention was documented over 35 days. Her weight was recorded every five days between seven o’clock and nine o’clock in the morning. At the end of the 35th day, the participant showed an increased weight loss of 7 pounds. The results suggest that doing yoga can have positive effects on weight loss. These results are consistent with prior studies; however those studies included other factors that could influence weight change into their research, whereas this study focused solely on yoga as the main intervention. Effects of Yoga on Weight Loss Research suggests that obesity rates in the United States have more than doubled in the past fifty years, with 32.2% of adults considered obese in 2004 (Ogden et al., 2006; Flegal et al., 2002). The Center for Disease Control and Prevention, or most commonly referred to as the CDC, has found that obesity is becoming more common, serious, and costly. Currently, more than one-third of U.S. adults are obese (Adult, 2014). That is 34.9% or 78.6 million people. Rates of overweight and obesity appear to be increasing most dramatically among young adults, the 18-to-29-year-old age group. To be more detailed, the rates went from 7.1% in 1991, to 12.1% in 1998. With those having some college education, they demonstrated even greater increases in overweight and obesity (Mokdad et al., 1999). A young Caucasian woman, currently in her sophomore year of college, would like to lose weight by doing yoga; however, she has had trouble losing weight in the past. Studies show that college students are affected greatly by obesity. This critical period, involving the young adult, contains the term â€Å"Freshman 15†, which refers to the notion that the first year of college is associated with a fifteen pound weight gain. Yoga has been positively correlated with helping people â€Å"shed pounds, or at least keep them from gaining weight† (Fred, 2005). In addition, Bruckheim (1990) found that reducing fat intake can increase weight loss; however, the participant would not like to change her eating habits at this time. Statement of the Problem In this study, the case that will be presented is a 19 year old woman, who is going to do yoga; and not change what she eats. She is 5’7† tall and weighed 150 pounds at the beginning of the study. In an interview during the baseline period of the study, the participant stated she was unhappy with her weight, which causes her to feel bad about the way she looks. The participant talked about prior attempts at losing weight, which included dieting and exercising. She also stated that, with being a full time college student, she is unable to stick to a regular schedule of exercising, and has been unable to stay on a diet. Her weight has been over 150 pounds since her 9th grade year of high school, and she has had trouble losing weight ever since. The goal of this study is to increase the participant’s weight loss by doing yoga for 60 minutes per day, for 35 days. The participant’s reason for wanting to lose weight is because she wants to look thinner, and fit b etter in her clothes. Literature Review There have been numerous research studies conducted to find out more about obesity rates in America, as well as how general exercise and dieting can affect weight loss; however, there are few studies addressing the effects yoga can have on weight loss among Caucasian women who are full time students. One study completed by Wharton, Adama and Hampl (2008) found that university students are prone to using inappropriate weight loss practices , and Lloyd-Richardson et al. (2009), found that both males and females gain weight, with similar patterns observed over the freshman year and the greatest weight changes for both sexes occurred during the first semester. When it comes to physical activity and exercise, Rocette et al. (2005) found that exercise participation was approximately 50% at the beginning and end of freshman year. Although they observed no changes in aerobic or strengthening exercises, more students reported engaging in stretching exercises at the end of freshman year; however, more than half of the students in Rocette’s (2005) sample reported eating high-fat fried or fast foods at least 3 times during the week. Its widely known that regular yoga can help reduce stress, which in turn slows the production of cortisol, the hormone responsible for belly fat. A study done by Caffrey (2013) found that yoga practitioners lost fat over an initial 6 month study period, and â€Å"kept losing it during a maintenance period with less direct supervision.† Another study, funded by the National Cancer Institute, â€Å"involved 15,500 healthy, middle-aged men and women who were asked to complete a written survey recalling their physical activity, and weight history between the ages 45 and 55† (Fred, 2005). The study measured the impact of yoga with weight change, independent of other factors such as diet or other types of physical activity. The result was that those practicing yoga, who were overweight to start with, â€Å"lost about 5 pounds during the same time period those not practicing yoga gained 14 pounds† (Fred, 2005). Methodology A single system, research design was conducted over 50 days to assess the effectiveness of yoga on weight loss for an overweight 19 year old Caucasian woman. The weight loss intervention was introduced after a 15 day baseline period. The primary objective was to determine whether yoga could decrease weight, while keeping the same eating habits over a 35 day intervention period. During the 15 day baseline period (February 1st-15th), the participant was asked to document her weight in pounds every five days by nine o’clock in the morning, using a standard weight scale. The baseline period was reported to the researcher through text messages. Following the 15 day time period, an interview was conducted over the phone, where the participant established her goal to participate in yoga for 60 minutes each day for 35 days. After the baseline period and interview were over, the researcher made phone contacts with the participant every five days to monitor the progress (February 16th-March 22nd). The researcher recorded the participant’s weight in pounds on a graph over a 50 day time period (see Figure 1). Figure 1. The intervention was implemented following the 15 day baseline period, which is marked by the dotted line. Results The goal of this research study was to analyze the effect of a 35 day weight loss intervention based on yoga. A young female college student participated in yoga seven days per week for 60 minutes each day. A baseline was documented over a 15 day time period and the intervention was documented over 35 days. The participant’s weight was recorded every five days. At the end of the 50th day, the participant showed a weight loss of seven pounds. As shown in Figure 1, the goal of decreasing the participant’s weight was met. The participant showed decreased body weight, from 150 pounds to 143 pounds. Those findings are consistent with previous studies. Discussion Single-system research designs are a research methodology that lets a practitioner track their progress with a client (Bloom, 1993). Yoga has been positively associated with weight loss in experimental and quasi-experimental designs, â€Å"which look at the effect of an intervention within, or between, groups of people† (Fred, 2005). The use of yoga as an intervention in a single system design worked due to being able to establish a realistic goal and an intervention plan. Limitations occur within most research studies. In this single system research design, there were such limitations. Weight loss is affected by numerous things, such as your environment, genetics, metabolic rate, activity level, and what you eat. This study focused solely on activity levels and did not take into account the environment, genetics, metabolic rate or what the participant was eating. An uncontrolled diet was the main limitation to this study. The participant stated that she ate out at least once a week, and mostly ate at the dining hall on her college campus, where the food did not usually meet nutritious guide lines. The effect of this can be seen in Figure 1, when a pound or less was lost between day 25 and 35. The participant’s influx of weight during the baseline period was due to her ending menstrual cycle. The participant stated it was normal for her to gain weight towards the end of it. Before this study, the participant was not getting any exercise on a reg ular basis, so when she started doing yoga 60 minutes per day, it had a profound effect on her weight. Although a form of exercise alone helped this participant lose weight, research has found that, when coupled with high activity levels, eating healthy can have an even more profound effect on weight loss (Sareen et al, 2012). For that reason, when research is done further on the effects of yoga on weight loss, I recommend having a diet plan incorporated into the design if weight loss is the main goal of the study. References Adult Obesity Facts. (2014, September 9). Retrieved March 15, 2015, from http://www.cdc.gov/obesity/data/adult.html Bloom, M. (1993). Single-system designs in the social services: Issues and options for the 1990s. New York: Haworth Press. Bruckheim, A. (June 26, 1990). Reduce fat intake to reduce weight. Chicago Tribune (pre-1997 Fulltext), 2. Caffrey, M. (2013). Restorative Yoga Better Than Stretching for Trimming Subcutaneous Fat in Overweight Women. American Journal of Managed Care. Retrieved March 22, 2015, from http://www.ajmc.com/publications/evidence-based-diabetes-management/2013/2013-1-Vol19-sp7/Restorative-Yoga-Better-Than-Stretching-for-Trimming-Subcutaneous-Fat-in-Overweight-Women Fred Hutchinson Cancer Research Center. (2005, July 21). Regular Yoga Practice May Help Prevent Middle-age Spread. ScienceDaily. Retrieved March 22, 2015 from www.sciencedaily.com/releases/2005/07/050720064358.htm Lloyd-Richardson, E.E., Bailey, S., Fava, J.L., and Wing, R.; Tobacco Etiology Research Network (TERN). (2009). A prospective study of weight gain during the college freshman and sophomore years. Prev. Med. 48 (3): 256–261. doi:10.1016/j.ypmed.2008.12.009. PMID:19146870. Ogden CL, Carroll MD, Curtin LR, McDowell MA, Tabak CJ, Flegal KM. (2006). Prevalence of overweight and obesity in the United States, 1999–2004. Jama; 295(13):1549–1555. Racette, S. B., Deusinger, S. S., Strube, M. J., Highstein, G. R., Deusinger, R. H. (2005). Weight Changes, Exercise, and Dietary Patterns during Freshman and Sophomore Years of College. Journal Of American College Health, 53(6), 245-251. Sareen S. Gropper, Karla P. Simmons, Lenda Jo Connell, and Pamela V. Ulrich. (2012). Changes in body weight, composition, and shape: a 4-year study of college students. Applied Physiology, Nutrition Metabolism, 37(6), 1118-1123. Wharton, C. M., Adams, T., Hampl, J. S. (2008, January 01). Weight loss practices and body weight perceptions among US college students. Journal of American College Health : J of Ach, 56, 5.)

Lesson Plan Training (Present Continuous Tense)

Level: I Lesson: Present Continuous Tense Lesson Aims: – to highlight some of the uses of Present Continuous. – to contrast Present Simple and Present Continuous. – to give students practice in using Present Continuous Tense. – to develop Ss' speaking competences. Skills involved: listening, speaking, reading, writing. Aids: blackboard, textbook, work-sheet, images, video sequences. Warm-up General competence: to interact in spoken communication (complete date, recall the activities done the day before in Present Tense: On Thursdays I wake up at 7 o clock, then I have breakfast.At 7:30 I go to my job. I work there from 8 to 4 p. m. , etc. ) Specific competence: to correct mistakes. Method: dialogue with the teacher who is going to lead the conversation making them answer at what time they wake up, at what time they go to work, what they do after work, etc†¦ Procedure: Teacher (T) checks homework first. Students (Ss) read their homework and correct it if necessary. Interaction: T-Ss; Ss-T. Class management: whole class activity Timing: 5†²-10†² Orientation Towards the Objective of the class: In today’s class you are going to begin working with a new tense, which is very important due to it expresses, most of the times, the actions that are taking place at this moment. These actions began some time ago and are still happening. This tense is called: Present Continuous (Present Progressive). †¢ Explain by means of a timeline the position in time of Present Continuous Tense: †¢ The main characteristics of this tense are the use of the verb To Be before the main verb and the addition of the ending –ing to them. o For example, in Simple Present we say: I listen to music in my bedroom every day. o If the action is taking place right now we can say by means of the Present Continuous: ? I am listening to music in my bedroom now. †¢ The teacher will make a brief comparison between Simple Present and P resent Continuous: I watch T. V. in the afternoon. I am watching T. V. in this moment. You wash your car on weekends. You are washing your car now. Oscar eats pupusa in the kitchen. He is eating pupusa in the kitchen. We paint our house on Christmas. It’s Christmas now, so we are painting our house.They call their daughter every Saturday. They are calling their daughter right now. †¢ Repeat after me the following examples of the conjugations of the Present Continuous Tense. (individual repetition for slow learners) I am drinking water. You are drinking coffee. He is reading a book. She is watching T. V. now. We are studying English. They are writing their names. †¢ Now that you know how to form the Present Continuous, let’s do an exercise named: What’s Happening? where you are going to put into practice this new tense: o Give cards to the students with commands for oing a short sequence of actions written in Simple Present Tense. They will be the only ones who know the content of them. He/ She will act out the actions written on the card. The rest of the students will guess these actions by using the Present Continuous Tense. (The exercise will be done be orally. ) As they do their performance I will write the verbs in their basic forms on the board. e. g. : ? Walk in circles, then jump for 5 seconds. After that, go to the board and write your name. Finally, return to your chair. ? Walk to the podium, read a book for a while.After that, open the window and watch the people in the street. ? Walk to the center of the room, open the umbrella. Sing and dance the song â€Å"Singing in the Rain†. ? Organize the chairs of the classroom, clean the classroom and throw the garbage into the wastebasket. ? Go to the board and draw a picture of your teacher. ? Walk to the center of the classroom and read the newspaper. There is something funny in it, so smile. Turn to another page, there is something really sad, so cry. †¢ The stu dents will watch some pictures and video sequences for them to say what those people are doing. Pictures. o Video sequences. ———————————————————————————— †¢ Give some commands to the students (secretly) and they will perform them. The rest will guess by means of this new tense: o run, clean, dance, play soccer, brush your teeth, brush your hair, eat, paint the wall, sleep, smoke, †¦ ———————————————————————————— Written Activity General competence: comprehension of what the written form means in context.Specific competence: to identify the uses of Present Continuous. Method: completing a w ork-sheet. Procedure: Ss receive a copy of a work-sheet and they are asked to work individually to enter the uses of Present Continuous in the sentences and then to compare in pairs. Together with the teacher they go over the answers. (Pay special attention to slow learners) Interaction: T-Ss; Ss-Ss-T. Class management: individual/pair work, whole class activity. Timing: 5†²-10†². †¢ Make sentences in Present Continuous according to the pictures on the work-sheet.

Classical Criminological Theory And Sociological Strain...

When attempting to understand crime it is difficult to say definitively why criminals do what they do or how we define crime. Thus, it is equally difficult to simply articulate why crime still exists. However, through careful consideration it can be determined that crime’s perpetual existence is due to two overarching reasons: initially, as it is inherent within any society and is relative to individuals’ choices and actions. Moreover, crime exists due to an infinite cycle of collaborative factors acting upon individuals. Such arguments are enhanced when viewed through the lens of classical criminological theory and sociological strain theory respectively as well as through intersectional analysis. Classical criminological theory credits all individuals as having the capacity to make rational decisions, acted upon by their free will. 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7 Simple Strategies for Teaching Math to Kids

Teaching math to your children is as easy as 112. Go beyond pencil and paper to make math a learning experience thats fun for you and your kids. These quick and easy strategies help you teach your kids math and will turn them into mini mathematicians. Start With Counting Teaching math begins with your child knowing numbers. You can help them learn to count with the same strategies youll be using to teach them math. Children may respond better to memorizing numbers you repeat or may pick up numbers by seeing you count objects from one to ten. A method that may work for one of your children might not be right for another. Gauge each child individually. Once your child begins counting, youre ready to start with some basic math principles. Theyll be adding and subtracting before you know it. Use Everyday Objects You already have everything you need to begin teaching math to your child. Buttons, pennies, money, books, fruit, soup cans, trees, cars — you can count the objects you have available. Math is easy to teach when you look at all of the physical objects you can count, add, subtract, and multiply. Everyday objects also help you teach your child that objects dont have to be identical to be important in math. Counting apples is a great math lesson, but counting apples, oranges, and watermelons together expands the thought process. The child is connecting counting with various objects, instead of running through a routine numbers game of 1, 2, 3. Play Math Games There are plenty of games on the market that promise to aid you in teaching math. Hi Ho Cherry-O and adding dice teach simple addition. The game Chutes and Ladders introduces children to the numbers 1 to 100. Advanced math board games come and go, so check stores for todays hot games. Classics like Yahtzee, PayDay, Life, and Monopoly are always good resources for addition and subtraction. Some of the best math games come from your own imagination. Play a math scavenger hunt. Use chalk to scribble numbers on the driveway and quiz your kids with math questions they have to answer by running to the correct number. Begin basic counting skills with blocks. Math can become an activity they enjoy rather than an educational drill. Bake Cookies Soft cookies make excellent teaching tools. While you can count the cookies you bake for simple math, a fresh batch is also perfect for teaching fractions. With a plastic knife, kids can learn how to cut a cookie into eighths, fourths, and halves. The act of visually seeing a fourth created as well as them getting to cut that whole into fourths makes an impression in a childs mind. Use those small cookie pieces to teach your child how to add and subtract fractions. For example, 1/4 of a cookie 1/4 of a cookie 1/2 of a cookie. Put the pieces together so they can see the cookie half. An alternative to baking cookies is to use raw cookie dough or make your own play-dough. Of course, you cant eat your fractions when youre finished learning math, but you can reuse the cookie dough or molding clay. Invest in an Abacus Even the smallest hands love sliding abacus beads back and forth along the wire. An abacus can be used to teach kids addition, subtraction, multiplication, and division. With an abacus, kids develop problem-solving skills. Theres a logic behind using an abacus, so be sure you know what group of numbers each colored bead represents to accurately use it. Test Flash Cards Flashcards can show you what 22 equals, but letting kids get hands-on experience with counting may work better. Evaluate your childs learning preferences by trying both flashcards and hands-on experience. Some children learn better by seeing the answer on a card or counting pictures on a card. Others wont truly get the concept of math until you let them count physical objects. Mix up your math lessons to see which method seems to be working best for your child. Make Math a Daily Activity Use math in your day-to-day routine. Help your child get the most out of your math lessons when you incorporate it into your daily life while setting goals they can achieve. At a red light, how many blue cars do you see?At the grocery store, how many boxes of crackers could we buy if we only have $10?At the doctors office, how many kids will be left in the waiting room when three are called to the back?If we only ate 1/4 of our lunch, how much would we have left?How much will diapers cost if theyre 25 percent off?On the freeway, how much do the numbers on the license plate in front of us add up to?How many shirts are you putting into the washing machine?If you need to divide eight quarters among four people at the arcade, how many quarters would each person get? Once you show your child how much fun math can be, they will gain enthusiasm about learning that you can apply to other subjects. Once children enjoy learning, theres no stopping them.