Nutrition and Illness Research Paper Example | Topics and Well Written Essays - 2500 words - 1

Nutrition and Illness - Research Paper Example There has been enough epidemiological evidence that shows the risk factors and nutritional levels. In the past decades, there have been rapid changes in the scientific world; these developments have shown that nutrition plays a very crucial role in the prevention and control of morbidity and serious illnesses in people which do not originate from communicable diseases. There are various factors that have played a role in the poor dietary status of the people around the world. These have been attributed to natural calamities, droughts that have hit many places across the world, environmental changes that have led to unpredictable weather patterns, rapid changes in lifestyles and diets, urbanization, economic forms of development, as well as globalization of the market. These issues and others are posing a serious threat to the nutritional status of people; in this category, developing countries have been reported to be worse hit by the trend (Lipton, 2001). One would expect that stand ards of living which have improved, expansion of food availability, diversification of food options, and access to other services should be good for the maintenance of high nutritional diet. However, this is not the case. There have been reported very significant negative impacts that have resulted from inappropriate patterns in dietary; they have decreased the physical activity levels of the people and also led to a corresponding rise in the chronic diseases that are related to diet. Poor people or those who live below the threshold of one USD per day are most affected. Food production and sale have shifted from the local settings to an international market arena where global food cultures are being taken up in place of local preferences. As such, people do not pay a lot of attention to the nutritional value of what they eat (Jacobson & Silverglade). Many could attribute this to the every-demanding life where people have new challenges and new demands that must be met daily and, th us, do not take time to think about what they consume in terms of nutrients. Other attribute of this trend to the job market gives people less time to perform their personal tasks, such as cooking a good meal, at home. Changes in the world food economy have also been reflected in the dietary patterns being currently experienced. There has been a marked increase in the consumption of foods that are considered energy–dense with high content of fats; the worst being thee saturated fats with low carbohydrates that are not refined. When these patterns are put together with the decline experienced in the expenditure of energy in relation to the kind of sedentary lives that many people, especially in white collar jobs, lead, the only thing that remains is disaster in terms of illnesses that turn out to be very chronic. Nutrition gets even more complicated when sedentary kind of life comes into the picture. This paper takes a keen look at the nutrition and illness issue as one that i s affecting the global community in a health context. Analysis There are very alarming trends that are emerging in diseases or illnesses at the global arena. Recently, there have been present very striking events, most of which have been attributed to global causes, and these are directly related to the issue of nutrition. These trends and events that are taking centre stage on the international

Matza’s (1964) Delinquency and Drift

Matza’s (1964) Delinquency and Drift David Matza’s work is often is said to have offered a necessary counteraction to the postulates of the subcultural theory (Young: 1974). In 1957 David Matza and Gersham Sykes presented a radically new theory of deviant behaviour in their seminal work entitled, Techniques of Neutralisation: A Theory of Delinquency and again collaborated in 1961. The dialogue was significantly extended by Matza in his subsequent works, Delinquency and Drift (1964) and Becoming Deviant (1969). This paper will provide a description and evaluation of Matza’s theories. It will then proffer a brief discussion on why Matza’s writings on crime presents a shift from traditional subcultural theories. Matza’s work shows a rethink about deviants and how they process and rationalize their crime. He questions the notion that deviants are inherently opposed to societal norms and codes of conduct, and that their actions signify a rejection of the rule of law. He maintains that delinquent values do not necessarily follow a consistent continuum, and therefore to say that delinquency and deviants reject the rule of law is erroneous. He uses the examples of teenage delinquents to demonstrate that while many teenagers commit delinquent acts, many do not offend within a delinquent space or a delinquent subculture. He argues that many times they can immediately return to continuous actions which demonstrate affinity with â€Å"normalcy†. In these instances, Matza argues that instead of being in opposition to the rule of law, some acts of delinquency represent a loosening or distance from more positively favoured and consensus value systems to an adoption of what he terms â€Å" subterranean† values. Matza and Sykes (1961) differentiated between subterranean values and formal or mainstream values to highlight this point. Matza identifies formal values as those which demonstrate deferred gratification, can be predictable, respect bureaucratic processes, not aggressive, and conforms to the normal routine. They also have an introspective characteristic which refrains from euphoria, plans meticulously, shows reservation and restraint, and is non-impulsive. Conversely, subterranean values are identified as: relishing short term hedonism and excitement, always seeking change and alternatives, impulsive, very sociable and carefree, and is not afraid to display to aggression. Within this framework, Matza defends his argument by stating that deviants who accept subterranean values usually accentuate these characteristics for short term personal gains, or during leisure periods. Taylor et al (1973) suggests that Matza’s work (1964) represents an attempt to avoid distorting the motivations of the delinquent and to present a naturalistic analysis of deviant behaviour. Matza contends that theories which strive to label some deviants and establish sub-cultures of deviance, overstate the levels of delinquency and are a result of positivistic influences which attempt to find psycho-social reasons for non-conformity. He articulates that it is flawed to assume delinquent subcultures are zealously embraced by deviants, furthermore, he points out that this intermittent interaction with subterranean values is normal because these values are replicated many times throughout society, albeit most times in controlled environments. He argues that traditional positivistic models of deviance, depict an â€Å"antagonistic disjunction between deviant or subterranean values of larger society† (Taylor et al: 1973) which is simply not true. Instead he argues that dev iants use techniques of neutralization as excuses for committing delinquent acts. Matza identified five techniques of neutralization employed by deviants to rationalize their non-conformity: (1) Denial of responsibility , wherein, the offender deflects blame with language such as â€Å"it was not my fault† or â€Å"it wasn’t really me who did it†. The deviant attributes their actions to the flaws of the wider substructure or environment. (2) Denial of injury, where the delinquent defends their actions on the grounds that it did not cause harm to anyone and substitutes moralistic condemnation on their actions with more favorable terminologies. For example, vandalism would be seen as â€Å"just mischief†. (3) Denial of a victim, where they place the victim as the offender in language such as â€Å"they had it coming† or â€Å"it didn’t affect them†. (4) Appeal to higher loyalties, where the delinquent places himself as torn between two groups with a need to commit the act in the interest of one group. A typical exampl e can be found with foreign national women who do transnational drug couriering, who mostly say they do it because of the economic needs of their children. (5) Condemnation of the condemners, where the offender deflects focus from their actions to chastise the motives of those who condemn the offending act. Those who condemn are usually classified by the deviant as hypocrites. Matza’s (1964) Drift Theory attempts to situate the deviant in a less deterministic space than positivistic influenced theories allow. He suggested that persistent delinquent behaviour can be explained by a convergence of subterranean values and formal ones, in the absence of stabilizing forces which reinforce the more moralistic formal values. The slow movement from formal and introspective values to more permanent subterranean characteristics is called a â€Å"drift†. In their period of drift, Matza contends that delinquents utilise the neutralizing techniques previously discussed, to weaken society’s grasp on their value system. He is however, not without his critics, who point out that Matza underplay offending behaviour and neglects to use his theory as a lens for more violent forms of delinquency (Newburn: 2007). Matza’s reasoning presents a shift from traditional subcultural theory which is more deterministic in its labelling and examination of deviants. Subculture theory contends that there are dominant cultures and deviant subcultures and they situate the deviant within the latter, because of their non-conformity. Subcultural theory romanticize the dominant culture as always existing within a positive moral space. It sees delinquency as a complete opposition to mainstream values and culture. Matza, on the other hand, advocates that delinquents do place value on mainstream cultures, but may refrain from displaying or voicing such views because they fear rejection from peers. He contends that subterranean values exist alongside those of the so-called dominant culture. This argument was partly sanctioned by Wolfgang and Ferracuti (1967) who proffered the example of the male who is compelled to violence to defend the honour of his mother, wife or children. While, this male is predispose d to accepting the dominant culture, his naturalistic tendency to defend in such situations, point to the co-existence of subterranean, even within mainstream cultures. References Matza, D. (1969) Becoming Deviant. New Jersey: Prentice Hall. Matza, D. (1964) Delinquency and Drift. New York: John Wiley and Sons. Matza, D., Sykes, G. (1961) Juvenile Delinquency and Subterranean Values. American Sociological Review Vol. 26, 713-719. Newburn, T. (2007) Criminology. Cullompton: Willan. Sykes, G., Matza, D. (1957) Techniques of Neutralization: A Theory of Delinquency. American Sociological Review, Vol. 22, 664-670. Taylor, I., Walton, P. Young, J. (1973) The New Criminology: For a Social Theory of Deviance. London: Routledge. Wolfgang, M., Ferracuti, F. (1967) The Subculture of Violence. London: Travistock Publishers. Young, J. (1974) New Directions in Subcultural Theory. In, John Rex (ed) Approaches to Sociology: An Introduction to Major Trends in British Sociology. London: RKP. 1

Acute Morphology of Streptococcus pyogenes Essay -- Medical Disease Ba

Acute Morphology of Streptococcus pyogenes Abstract: Streptococcus pyogenes is a gram positive coccus bacterium that is extremely common bacteria. This bacterium is part of group A streptococci, which meant that it has a certain type of polysaccharide antigen on its cell surface. It is commonly known as pharyngitis, or strep throat and produces over twenty exotoxins. Even though this bacterium has been around for thousands of years it still has a susceptibility to penicillin and there have only been a few cases of resistance. Streptococcus pyogenes is a gram positive bacteria that is associated with multiple types of diseases. Streptos means a chain of links and coccus means a round object. Together this describes the shape of Streptococcus pyogenes, a round chain of ten or more cocci, each measuring 0.5 to 0.75 ÃŽ ¼m in diameter. This bacterium can cause scarlet fever, streptococcal pharyngitis and erysipelas in humans. It is identified mainly by its ability to create ÃŽ ²-haemolysis in blood agar plates. Streptococci can be separated into groups by a polysaccharide antigen that is deep inside the cell wall. The groups are labeled by the letters ranging from A to R, each group represents a different type of organism that it mostly infects. Group A is mainly pathogenic to humans, while group B is found in cattle. Groups C to R infect animals of lesser complexity. Streptococcus pyogenes is part of group A, which means that the polysaccharide antigen is composed of rhamnose and N-acetylglucosamine and its main host is in humans. The morphology of S. pyogenes is a chain of cocci that are normally in groups of ten and each cocci range in diameter from 0.5 to 0.75 ÃŽ ¼m. They are nonmotile, which means that they 2 have no form of moveme... ...agar plates. S. pyogenes produces many extracellular products, they are called streptococcal pyrogenic exotoxins and are classified into three serotypes, A-C. SPE B is the most unique of the three and is responsible for multiple diseases, including toxic shock syndrome. This bacteria does have a weak point, almost all streptococci are susceptible to penicillin. 7 Works Cited Christie, A. B. (1987). Infectious Diseases (Vol. 2, 4th ed.). New York: Churchill Livingstone. Evans, A. S. (1991). Bacterial Infections of Humans (Vol. 1, 2nd ed.). New York: Plenum Medical Book Company. Kaplan, E. L. (2000). Streptococcal Infections (Vol. 1). New York: Oxford University Press. Todar, K. (2002). Streptococcus pyogenes (Vol. 1). Madison: University of Wisconsin-Madison Department of Bact. Retrieved July 30, 2008, from http://www.textbookofbacteriology.net/streptococcus.html

The Roles of Women During the Progressive Era

When people think in back to the late 19th and early 20th century, many think of men fighting in war, working in harsh factories, or working on a farm. But what about the women at this time? Many people believe men played the most Important role In this era, but women were Just as equally helpful. If it weren't for what women did then, things would not be the same now. Women played Just as important roles as men did. Without women, men couldn't have done some of the Important things they did back in this time. The first major example of this was women volunteering their time to urse and aid injured soldiers during war, like the Civil War.Women started fundraising to raise money tor medical supplies, like door-to-door campaigns and performances of all kinds. But many women wanted to take a more active role in the war effort. Some tried to find their way to front lines of battles so they could care for sick and injured soldiers as soon as they could. When war called for more men, women took their job in the factories. Factory conditions were dangerous and rough. Working women spent up to twelve hours a day performing factory duties. Another role that was definitely underrated during this time. as the role of a housewife.This may not seem like hard work to some, but during this time being a housewife required a lot. Women made and cooked meals for their family. They had to clean and decorate the house. They sewed clothes, blankets, and draperies. They also had to watch over and raise their children, teaching them their manners and more. If their was an elderly person living in the household, the woman was to take care of them too. If their husband was away or ill, farm women had to harvest crops and plow and plant the fields on top of their other duties. Having a family and up-kept ousehold wouldn't be possible if it weren't for women.They were also plenty of roles women fllled that didn't necessarily Involve men. Some women became teachers. women were discouraged from pursuing higher education because it was culturally considered unnatural for a woman to be educated. Many women had a passion for education, and wanted to educate others, especially youth. For example, Maria Mitchell. She was the first women to be honored winning the election to the American Academy of Arts and sciences. she was given the offer of teaching at Matthew Vassar's school and became one of his greatest teachers. fortunately, most women women were expected to teach young children, while men could teach older ages, such as teenagers. Society said you could not teach and be married at this time it you were a woman. Because of these sexist expectations from mostly men, many women started advocating for women's rights and equality between genders. One of the most important advocates in leading the way for women's rights was Susan B. Anthony. She co-founded the first National Women Suffrage Association and women's rights journal, The Revolution.She also traveled tOf2 arou nd ne country, glvlng speecnes to large crowds aoout women's rlgnts women like her, we would not have the rights we have today. In society today, most people see men and women as equal genders. Women have more opportunities now then they ever have before. Still, any position of power is not usually expected to be a women nowadays. Even though women have proved to be strong, history showing us this, they are still seen as â€Å"weak† and â€Å"emotional† by many. Women were part of vital growth of this country. The roles they played back in time were Just as equally important as men's.

Movie : American History X Sociology Essay

In a shocking opening scene, teen Danny Vinyard who is played by Edward Furlong, races to tell his older brother, neo-Nazi Derek, about the young blacks breaking into his car in front of the house, whereupon Derek gets his gun and with no forethought shoots the youths in their tracks and he forces the other man to put his mouth on the curb, then brutally kills him by stomping on the back of his head, crushing his mouth against the curb. Danny watches in horror as this unfolds. The police arrest Derek as he smiles at a shocked Danny.. Derek having already been influenced by the latent racism of his bigoted firefighter father. Derek is driven to action when his father is shot and killed while fighting a fire in a suspected Compton drug den. Eventually Derek becomes second-in-command of a neo-Nazi street gang, The D.O.C. (Disciples of Christ), and entices young whites to join. Tried and convicted, Derek is sent away for three years in prison, where he acquires a different outlook as he contrasts white-power prisoners with black Lamont, his prison laundry co-worker and eventual pal. Flashbacks, told in reverse chronology and represented by black-and-white throughout the film which is opposed to the present-day events represented in color, Meanwhile, Danny, with a shaved head and a rebellious attitude, seems destined to follow in his big brother’s footsteps. After Danny writes a favorable review of Hitler’s Mein Kampf, black high-school principal Sweeney puts Danny in his private â€Å"American History X† course and assigns him to do a paper about his older brother, who was a former student of Sweeney’s. This serves to introduce flashbacks, with the film backtracking to illustrate Danny’s account of Derek’s life prior to the night of the shooting. Monochrome sequences of Derek leading a Venice, California gang are intercut with color footage of the mature Derek ending his past neo-Nazi associations and attempting to detour Danny away from the group led by white supremacist, Cameron, who once influenced Derek. At a neo-Nazi party which Derek and Danny are both attending (despite the fact that Derek told Danny not to attend), Derek confronts and tells the leader, Cameron Alexander, that he will no longer associate with him and the gang and tells him to â€Å"Stay away from me and Danny†, at which point Cameron provokes and insults Derek. Derek beats him up and finally, kicks him in the head, which knocks him unconscious before leaving his office. At school the next morning, after Danny uses the urinal in the bathroom, he is confronted by a young black student named Little Henry, with whom he had a confrontation the previous day. The student pulls out a gun and shoots Danny in the chest, killing him. When Derek arrives, he runs into the bathroom and tearfully cradles his dead brother in his arms. The ending credits are Derek saying one of Abraham Lincoln’s famous sayings, â€Å"We are not enemies, but friends. We must not be enemies. Though passion may have strained it must not break our bonds of affection. The mystic chords of memory will swell when again touched, as surely they will be, by the better angels of our nature.†There are a few conflicts in the movie. One is that Derek between the neo-Nazi after he gets out. The term subculture refers to cultural patterns that set apart some segment of a society’s population. Cultural diversity also includes outright rejection of conventional ideas or behaviors. Counterculture refers to cultural patterns that strongly oppose those widely accepted within a society. In American History X it explores the neo-Nazi skinhead subculture in America. The skinheads are portrayed as hate-mongers; they believe in white supremacy and blame everyone else for their problems. The movie in a strong way, teaches that everyone deserves a second chance in life. Racism exists in many ways while American History X portrays one aspect of racism. The director portrays the neo-Nazi culture of America; their beliefs, reasons, and assumptions on others. American History X thoroughly exposes America as what it is today. Every day, crimes of hate are being committed mostly by blacks and whites. In the movie Derek’s father is portrayed as an ordinary working-class family man rather than a bigot to show that racism can stem from ignorance and the need to find a social  scapegoat. Shots of Derek staring attentively at his father then looking down and playing with his food show his confusion, and his final submission under his father’s demands for agreement â€Å"Yeah†¦I never thought about it like that.† The confusion shows that Derek is impressionable, and finally believes that social problems can be generalized to be blamed other races. The change that comes from this scene is shown in a news interview tape after Derek’s father is shot while fire-fighting in a black neighborhood. Derek’s growing hate forces his change in that moment from a timid, grieving son to an angry young man whose anger is given an outlet by the shadowy adult neo-Nazi, Cameron. In chapter three the author talks about norms which mean the rules and expectations by which a society guides the behaviors of its members. Mores are referred to norms that are widely observed and have great moral significance. People are more flexible about folkways. Folkways are norms for routine ad casual interaction. Examples include ideas about appropriate greetings, and proper dress. In the movie American History X there were a few morals that were shared between the members of this subculture. One of the main morals was that the white supremacy was better than the rest of the ethnicities. In one scene of the movie Danny says â€Å"I hate anyone that isn’t white Protestant.† Ethnocentrism is the practice of judging another culture by the standards of one’s own culture. Some degree of ethnocentrism is necessary for people to be emotionally attached to their way of life. But Ethnocentrism also generates misunderstandings and sometimes conflicts. Cultural relativism is the practice of judging a culture by its own standards. Cultural relativism requires not only openness to unfamiliar values and norms but also the ability to put aside cultural standards we have known all our lives. Even so, as people of the world come into increasing contact with one another, the importance of understanding other cultures become ever greater. One person who is ethnocentric is Danny who judges other cultures mainly the black culture because he was raised around a neo-Nazi brother and father most of his life. Derek was ethnocentric but due to some circumstances he turned into cultural relativism because he was more open and more understanding since he came back from prison. He went to prison because of his actions as an ethnocentric. He came out a changed man because he got raped because he was a neo-Nazi and his cell mate was a black and he was the only one who helped him and before Derek was released his cell mate was murdered. The social message in this movie was that racism is still a big problem here in America. It might not really look like it but it still exists. The movie insights of the racist of our social world. It also shows the audience an insight of the ethnocentrism community.

Analysis of The School by Donald Barthelme

Analysis of 'The School' by Donald Barthelme Donald Barthelme (1931- 1989) was an American writer known for his postmodern, surrealistic style. He published more than 100 stories in his lifetime, many of which were quite compact, making him an important influence on contemporary flash fiction. The School was originally published in 1974 in The New Yorker, where it is available to subscribers. You can also get a  free copy of the story at National Public Radio (NPR).  Ã‚   Spoiler Alert Barthelmes story is  short- only about 1,200 words- and really funny and darkly funny, so its worth reading on your own. Humor and Escalation The story achieves much of its humor through escalation. It begins with an ordinary situation everyone can recognize –  a failed classroom gardening project. But then it piles on so many other recognizable classroom failures that the sheer accumulation becomes preposterous. That the narrators understated, conversational tone never rises to the same fever pitch of preposterousness makes the story even funnier. His delivery continues as if these events arent really so unusual –  just a run of bad luck. Tone Shifts There are two separate and significant tone changes in the story. The first occurs with the phrase, And then there was this Korean orphan [†¦] Until this point, the story has been  amusing. But the phrase about the Korean orphan is the first mention of human victims. It lands like a punch to the gut, and it heralds an extensive list of human fatalities. What was funny when it was just herbs and gerbils isnt so funny when were talking about human beings. And while the sheer magnitude of the escalating calamities does retain a humorous edge, the story is undeniably in more serious territory from this point forward. The second tone shift occurs when the children ask, [I]s death that which gives meaning to life? Until then, the children have sounded more or less like children, and not even the narrator has raised any existential questions. But then the children suddenly voice questions like: [I]snt death, considered as a fundamental datum, the means by which the taken-for-granted mundanity of the everyday may be transcended in the direction of   The story takes a surreal turn at this point, no longer trying to offer a narrative that could be grounded in reality but instead addressing larger philosophical questions. The exaggerated formality of the childrens speech only serves to emphasize the difficulty of articulating such questions in real life – the gap between the experience of death and our  ability to make sense of it. The Folly of Protection One of the reasons the story is funny is discomfort. The children are repeatedly faced with death the one experience from which adults would like to protect them. It makes a reader squirm. Yet after the first tone shift, the reader becomes like the children, confronting the inescapability and inevitability of death. Were all in school, and school is all around us. And sometimes, like the children, we might begin to feel that maybe there [i]s something wrong with the school. But the story seems to be pointing out that there is no other school. (If youre familiar with Margaret Atwoods short story Happy Endings, youll recognize thematic similarities here.) The request from the now-surreal children for the teacher to make love with the teaching assistant seems to be a quest for the opposite of death an attempt to find that which gives meaning to life. Now that the children are no longer protected from death, they dont want to be protected from its opposite, either. They seem to be searching for balance. It is only when the teacher asserts that there is value everywhere that the teaching assistant approaches him. Their embrace demonstrates a tender human connection that doesnt seem particularly sexualized. And thats when the new gerbil walks in, in all its surreal, anthropomorphized glory. Life continues. The responsibility of caring for a living being continues even if that living being, like all living beings, is doomed to eventual death. The children cheer, because their response to death is to continue engaging in the activities of life.

Chemistry Abbreviations Starting with the Letter C

Chemistry Abbreviations Starting with the Letter C Chemistry abbreviations and acronyms are common in all fields of science. This collection offers common abbreviations and acronyms beginning with the letter C used in chemistry and chemical engineering. C - CarbonC - CelsiusC - Coulomb C - CytosineCa - CalciumCA - Cytric AcidCAB - Cation-Anion BalanceCADS - Chemical Agent Detection SystemCAR - Commercial And ResidentialCAS - Chemical Abstracts ServiceCAW - Catalyst Altered WaterCB - Conduction BandCBA - Cytometric Bead ArrayCBR - Chemical, Biological, RadiologicalCBRE - Chemical, Biological, Radiological ElementCBRN - Chemical, Biological, Radiological, or NuclearCC - Cubic CentimeterCCBA - Chemical Coordinate Bonding and AdsorptionCCL - Contaminant Candidate ListCCS - Carbon Capture StorageCd - CadmiumCDA - Clean Dry AirCDR - Chemical Distribution RoomCDSL - Chemical Data Summary ListCDU - Chemical Dispensing UnitCe - CeriumCE - Chemical EngineeringCEP - Chemical Engineering ProcessCf - CaliforniumCF - Carbon FiberCF - Ceramic FiberCFA - Cetylated Fatty AcidCFC - ChlorofluorocarbonCFRP - Carbon Fiber Reinforced Plasticcg - CentigramCGS - Centimeter, Gram, SecondCHC - Chlorinated HydroCarbonChem - ChemistryCHM - ChemistryCHO - Carbo hydrateCi - CurieCLC - Cross Linked CelluloseCm - Curiumcm - centimeterCML - Chemical Markup LanguageCN - Coordination NumberCN - CyanideCNO - Carbon Nitrogen OxygenCNP - Cyclic Nucleotide PhosphodiesteraseCNT - Carbon NanoTubeCo - CobaltCO - Carbon monoxideCP - Chemically PureCP - Cratine PhosphateCPA - CoPolymer AlloyCPE - Chemical Potential EnergyCr - ChromiumCR - Corrosion ResistantCRAP - Crude Reagent And ProductsCRC - Chemical Rubber CompanyCRT - Cathode Ray TubeCs - CesiumCSAC - Chemical Safety Analysis and ControlCSAD - Cysteine Sulfinic Acid DecarboxylaseCSTR - Continuously Stirred Tank ReactorCu - CopperCVCS - Chemical Volume Control SystemCW - Chemical WarfareCWA - Chemical Warfare Agent