Urban Green Areas – their functions under a changing lifestyle of ...
Urban Green Areas – their functions under a changing lifestyle of ... Urban Green Areas – their functions under a changing lifestyle of ...
However there is a large number of determining factors of lifestyle. Several factors are indentified in research by clear indicators (e.g. age and gender), other are exceptionally complex (e.g. social class, which is described by different artificial indices). Some factors are very ambitious or abstract likes social norms and mentality. Nevertheless, as lifestyle is a consequence of interactions among all those overlapping and inter-dependent factors. For example, age and gender do influence on activities of people. Indeed, those factors influence on lifestyle strong or weak differently with resonance of social change. The following shows a list of those factors which most strongly influence lifestyle. 3.2.3.1 Age Based on their biological and psychological development a life (life course) is divided into several stages. In each stage, there are stage-specific situations which individuals have to deal with. For example, in childhood, people learn to play and go to primary school. At the ages of 0- 7 years old, children often cannot go alone to parks. They need an accompanying person. When a child cannot go by himself, almost his activities are passive as being in more natural environment. When a child can go by himself, his activities are more active, sometimes require children playgrounds. In parks he can play with his accompanying person as well as other children. In adolescence, “a reduction in the amount of time spent with parents or around the home and an increase in the amount of time spent with friends” are the most common changes (SMITH et al. 2001: 103). In this stage of life, people show an increased tendency to absorb and mimic strange things with little thought for whether they are good or bad. Urban social environments in developing countries such as Vietnam are very complicated. As consequence, it is easy for the adolescents to fall into antisocial behavioral patterns (see TRUC 1996: 185). What young people do in their spare time depends on a number of factors, including their particular interests or hobbies, the opportunities available to them and their financial situation. However, there is considerable research evidence to suggest that young people spend much of their time in groups, and that youth group activities and delinquency are strongly related (see MESSERSCHMIDT 1994). Moreover, there is a recognised culture of hanging around amongst young people and this is often cited as a source of concern or complaint within communities (see CARNIE 1995). Time use between young and old people is different (see for instance ISTRATE 2004). THIRLAWAY/DOMINIC (2009: 17) also state that age groups have influence on changing lifestyle. In adulthood, people deal with working, relationship or marriage. In old age, people retire and their physical activities tail off. Naturally, people change their lifestyle or 61
some aspects of their lifestyle as they progress through the various stages of their life. (MIROWSKY/ROSS 1998: 439). 3.2.3.2 Gender Many studies support the statement that men are more likely to be considered active than women, for instance, in physical activities. Especially, in leisure time, several studies “from both developed and developing countries” show that men are more active than women (see MONTEIRO et al. 2003; BURTON/TURRELL 2000; GOMEZ et al. 2001; MARTINEZ- GONZALEZ et al. 2001; STEPTOE et al. 2002). There is evidence, that some of the activities of boys and girls reflect stereotypical gender roles. Girls do more often “passive or domestic activities, such as reading or studying” doing house work and shopping (SMITH et al. 2001: 111). They are also more likely to be involved in organised activities which would be subject to adult control. Boys on the other hand tended to be more commonly involved in active and aggressive pursuits such as playing computer games, or “participating in sports, and were more often involved in unorganised or unsupervised activities” (SMITH et al. 2001: 111). Socialising with friends is recognized to be important for both boys and girls. Boys’ friendship groups are not only smaller but more exclusively male, whereas girls are more socially interactive with a larger number of people from both sexes. This finding seems somewhat paradoxical and is difficult to explain. One speculation may be that girls and boys within the same group have a differing sense of social attachment. For example, if boys are the key actors in group activities they may only consider other participating boys as their friends. Girls are often perceived to be bystanders in group activities; however, their stronger sense of social attachment may lead them to consider the boys as their friends merely through association with them (SMITH et al. 2001: 114). 3.2.3.3 Education It is demonstrated that “(1) education enables people to coalesce health-producing behaviors into a coherent lifestyle, (2) a sense of control over outcomes in one’s own life encourages a healthy lifestyle and conveys much of education’s effect, and (3) educated parents inspire a healthy lifestyle in their children” (MIROWSKY/ROSS 1998: 415). Indeed, PARK/KANG (2008) examine if “Education induces healthy lifestyle” by examining data on Korean men. They conclude that the higher education a person has the more regular they exercise and get health check-ups. 3.2.3.4 Income and expenditure THIRLAWAY/DOMINIC (2009:17) indicate that income and expenditure influence changing lifestyle. A field study on Chinese society - a society that is close to Vietnam in 62
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some aspects <strong>of</strong> <strong>their</strong> <strong>lifestyle</strong> as they progress through the various stages <strong>of</strong> <strong>their</strong> life.<br />
(MIROWSKY/ROSS 1998: 439).<br />
3.2.3.2 Gender<br />
Many studies support the statement that men are more likely to be considered active than<br />
women, for instance, in physical activities. Especially, in leisure time, several studies “from<br />
both developed and developing countries” show that men are more active than women (see<br />
MONTEIRO et al. 2003; BURTON/TURRELL 2000; GOMEZ et al. 2001; MARTINEZ-<br />
GONZALEZ et al. 2001; STEPTOE et al. 2002).<br />
There is evidence, that some <strong>of</strong> the activities <strong>of</strong> boys and girls reflect stereotypical gender<br />
roles.<br />
Girls do more <strong>of</strong>ten “passive or domestic activities, such as reading or studying” doing<br />
house work and shopping (SMITH et al. 2001: 111). They are also more likely to be<br />
involved in organised activities which would be subject to adult control.<br />
Boys on the other hand tended to be more commonly involved in active and aggressive<br />
pursuits such as playing computer games, or “participating in sports, and were more <strong>of</strong>ten<br />
involved in unorganised or unsupervised activities” (SMITH et al. 2001: 111).<br />
Socialising with friends is recognized to be important for both boys and girls.<br />
Boys’ friendship groups are not only smaller but more exclusively male, whereas girls are<br />
more socially interactive with a larger number <strong>of</strong> people from both sexes.<br />
This finding seems somewhat paradoxical and is difficult to explain. One speculation may<br />
be that girls and boys within the same group have a differing sense <strong>of</strong> social attachment.<br />
For example, if boys are the key actors in group activities they may only consider other<br />
participating boys as <strong>their</strong> friends. Girls are <strong>of</strong>ten perceived to be bystanders in group<br />
activities; however, <strong>their</strong> stronger sense <strong>of</strong> social attachment may lead them to consider the<br />
boys as <strong>their</strong> friends merely through association with them (SMITH et al. 2001: 114).<br />
3.2.3.3 Education<br />
It is demonstrated that “(1) education enables people to coalesce health-producing<br />
behaviors into a coherent <strong>lifestyle</strong>, (2) a sense <strong>of</strong> control over outcomes in one’s own life<br />
encourages a healthy <strong>lifestyle</strong> and conveys much <strong>of</strong> education’s effect, and (3) educated<br />
parents inspire a healthy <strong>lifestyle</strong> in <strong>their</strong> children” (MIROWSKY/ROSS 1998: 415).<br />
Indeed, PARK/KANG (2008) examine if “Education induces healthy <strong>lifestyle</strong>” by<br />
examining data on Korean men. They conclude that the higher education a person has the<br />
more regular they exercise and get health check-ups.<br />
3.2.3.4 Income and expenditure<br />
THIRLAWAY/DOMINIC (2009:17) indicate that income and expenditure influence<br />
<strong>changing</strong> <strong>lifestyle</strong>. A field study on Chinese society - a society that is close to Vietnam in<br />
62
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