Thalasemia Free Essays

CSP Signs Symptoms Carriers of Thalasemia for the most part don't have any sign and manifestations which makes to understand that they are experiencing it. It tends to be just investigated by the blood test in structure sickliness. Side effects of thalasemia are weakness, fair skin, distending midsection, dim pee, and irregular facial bones. We will compose a custom paper test on Thalasemia or on the other hand any comparative theme just for you Request Now The manifestations rely upon the sort and seriousness of the ailment. These sorts of indications ordinarily happen when oxygen can't go in different pieces of the body because of low hemoglobin and a deficiency of red platelets in the blood. Individuals with alpha thalassemia attribute or beta thalassemia characteristic for the most part have no indications. Be that as it may, individuals with alpha or beta thalassemia characteristic regularly have gentle pallor that might be found by a blood test. Serious Symptoms, in progressively extreme sorts of thalassemia, for example, Cooley’s iron deficiency, manifestations may incorporate weariness and shortcoming, fair skin or jaundice, projecting midsection with developed spleen and liver, dull pee and unusual facial bones and poor development. Newborn children who have the most serious kind of alpha thalassemia which is called hydrops fetalis by and large kick the bucket either previously or not long after birth. What Are the Signs and Symptoms of Thalassemias? At the point when oxygen is deficient in the circulatory system then it causes thalassemias. The absence of oxygen happens in light of the fact that the body can't make enough solid red platelets and hemoglobin. The seriousness of manifestations relies upon the seriousness of the turmoil. No Symptoms Carriers of Alpha thalassemia by and large don't have any signs or side effects of the turmoil. The absence of alpha globin protein is minor to such an extent that the body’s hemoglobin works ordinarily. Gentle Anemia People who are experiencing alpha or beta thalassemia quality can have ild sickliness. In any case, for the most part individuals who have these kinds of thalassemia have no signs or manifestations to be perceived. Mellow pallor can make to expense tired. It is brought about by alpha thalassemia characteristic may be confused with iron-insufficiency paleness. Gentle to Moderate Anemia and Other Signs and Symptoms Peopl e who have beta thalassemia intermedia have mellow to direct pallor. They additionally may have other medical issues, for example, †¢ Slowed development and deferred adolescence. Sickliness can hinder a child’s development and improvement. †¢ Thalassemia may make bone marrow grow. Bone marrow is the springy substance inside bones that makes platelets. At the point when bone marrow extends, the bones become more extensive than ordinary. They may get weak and break without any problem. †¢ A developed spleen. The spleen is an organ that enables your body to battle disease and evacuates undesirable material. At the point when an individual has thalassemia, the spleen needs to buckle down. Therefore, the spleen expands than ordinary. This exacerbates frailty. On the off chance that the spleen turns out to be excessively enormous, it must be expelled. Serious Anemia and Other Signs and Symptoms Individuals who have hemoglobin H sickness or beta thalassemia major (additionally called Cooley’s paleness) have extreme thalassemia. Signs and indications for the most part happen inside the main 2â years of life. They may incorporate serious paleness and other medical issues, for example, †¢ A pale and drowsy appearance †¢ Poor hunger †¢ Dark pee (a sign that red platelets are separating) †¢ Slowed development and deferred adolescence †¢ Jaundice (a yellowish shade of the skin or whites of the eyes) †¢ An extended spleen, liver, or heart †¢ Bone issues (particularly with bones in the face) Complications of Thalassemias Better medicines permit individuals who have moderate and serious thalassemias to live any longer. Thus, these individuals must adapt to complexities of these scatters that happen after some time. Heart and Liver Diseases Regular blood transfusions are a standard treatment for thalassemias which must be on convenient premise neglecting to which prompts demise. Transfusions can make iron develop in the blood. This can harm organs and tissues, particularly the heart and liver. Coronary illness brought about by iron over-burden this is the primary driver of death in individuals who have thalassemias. Coronary illness incorporates cardiovascular breakdown, arrhythmias I. e. sporadic pulses, and coronary failure. Disease People who have thalassemias influenced by contaminations which cause sickness and this is the second most basic reason for death. Individuals who have had their spleens evacuated are at considerably higher hazard since they no longer have this contamination battling organ. Osteoporosis Mostly individuals experiencing thalassemias additionally have bone issues, including osteoporosis (OS-te-o-po-RO-sister). In this condition bones which are feeble and weak can without much of a stretch be equaled the initial investment from little injury. Step by step instructions to refer to Thalasemia, Papers

JavaScript Essay Example | Topics and Well Written Essays - 1000 words

JavaScript - Essay Example Throughout its turn of events be that as it may, it has gone past the domain of straightforward intuitive web highlights to turn into a â€Å"respected programming language utilized by partnerships and designers over the globe to make unimaginable applications† (Resig, 2006, p. 3). JavaScript 2.0, the following significant discharge, is right now a work in progress. The achievement of any scripting language lies in its similarity across various programs, working frameworks and stages. A language created by Netscape and Mozilla Foundation, JavaScript is normally completely bolstered on all Netscape and Mozilla programs (Lemay, 1996, p. 8). Expanding notoriety anyway pushed other internet browsers to help the language or actualize a lingo that is perfect with ECMAScript. ECMAScript is one more scripting language created by Ecma International; as per a Wikipedia (2009) article, JavaScript is in certainty only a tongue of ECMAScript. In this segment, we will analyze whether JavaScript is a really cross-stage application. We will start by checking well known programs for JavaScript support. Netscape Navigator and Mozilla Firefox are, as referenced, not feasible, leaving us just with Internet Explorer, Safari, Google Chrome and Opera. Web Explorer. JScript, an ECMAScript tongue, is Microsoft’s answer to JavaScript’s fame. Since JScript and JavaScript are gotten from ECMAScript, the two have minor contrasts. At the end of the day, an IE program may, somewhat, read a code uniquely in contrast to a Firefox program. Fortunately, McFedries (2001) affirms that these distinctions are inconsequential and that normally utilized JavaScript codes will at present run easily on non-Mozilla or non-Netscape programs. Safari. Around two years back, Safari, a program created by Apple, was made accessible to Windows. Fortunately, â€Å"Safari utilizes Apples WebKit for rendering website pages and running JavaScript†, as expressed in a Wikipedia

How to Negotiate a Better Grade

How to Negotiate a Better Grade The Secret to Negotiating a Better Mark With Your Professors The Secret to Negotiating a Better Mark With Your Professors There will be times throughout your university career when negotiating a better mark is something you will feel obligated to do. Professors, and the TAs that often mark papers for them, are only human, and stress, time demands, apathy, even bias can show in the way they mark your work. You might have written what you felt was the best paper of your life, and spent night after night putting together something you considered your best work when you turned it in, only to get back a disappointing grade. Negotiating a better mark is always an option While your professors are certainly highly educated, and are intimately familiar with the subject matter you are being asked to write about, their mark, at the end of the day, is still their subjective evaluation of your work. If you receive a paper, or a written essay back with a grade you feel is not representative of the quality of the work, it pays to know how to negotiate a better mark with your professors. Here’s how: Be specific Before walking into your professor’s office hours, or sending off an email, make sure you’ve made a solid case that goes into specific detail. While you may think it is unfair to have received a low mark on something you put so much time into, that, in itself, is not a justification for receiving anything more than you’ve already been given. You have to be able to point to what you see as flaws in the marking. Go through your paper with a fine-tooth comb. Read each comment and cross-reference it with the essay rubric/marking criteria. If marks have been deducted for failing to do something not mentioned in the rubric, make a note of it. If marks have been deducted for using a word the professor didn’t like, or for which they suggested a synonym, that’s a personal preference, and you shouldn’t be penalized for not sharing it with your professor. Typically, you will just receive a mark and that’s it. You are paying good money for an education, and should receive (and you should demand it if you don’t) a thorough breakdown of what you did wrong, where and why you lost marks, and thoughtful written criticism from the marker. If you ever receive a number or a letter on a piece of paper with no elaboration, and don’t like what you see, you should be asking whoever marked it to justify the mark they gave you straight away. Never negotiate angry or come in arrogant “You must have your heart on fire, and your brain on ice,” Vladimir Lenin said, and it is a good rule of thumb for any negotiation. It is essential you be, and appear passionate about what you believe in, but it is equally essential you don’t allow emotions to override your critical faculties. If your professor sees that you are passionate about the material, and about what you wrote, they will be more receptive to your arguments than if you appear simply, and glibly to be after a few unearned percentage points. They will not, however, be receptive if you come in with accusations, or are arrogant. In fact, one of the most important ‘donts’ of any negotiation where you are after more of something (money, recognition, a higher mark, etc.) is don’t be arrogant. Arrogance makes it seem like you’re entitled to a better grade than you got. While you might be deserving of more, negotiating a better mark is going to be impossible if your professor doesn’t like you. Remember, he or she is not obligated to give you anything. In no part of the fine print on anything you’ve signed as a university student does it say your professors are to give you grades that make you happy. Don’t make your negotiation a presentation Negotiating a better mark should be a two-sided conversation, not a lecture or a presentation. Don’t come in with a speech prepared, come in with a list of points you plan to argue and wait for an opportunity to interject. It is also not a good idea to ambush your professor or TA. If you are scheduling an in-office meeting, let whomever you are going to be speaking with know what your intentions are: you’re coming to talk about a mark you received. Be professional. You should treat asking for a better grade as you would asking for more money. You want to convince the professor that your work is undervalued and you deserve more for it. Tell them you want to respond to each one of their comments individually. Point to a comment, speak your piece, and then continue on. If your prof or TA sees that your responses are thoughtful and fair, you might not get all the extra marks you were hoping to get, but you may get some which is better than nothing. Don’t be a sore loser Not every negotiation is going to go in your favour. You might sit down with your professor and end up realizing the mark they gave you was justified. Maybe you wrote a compelling, top-notch paper, but it failed to answer the essay question directly. Maybe you were asked to comply with some basic formatting requirements, but, in your excitement, forgot to do so. In the event that your professor’s defense of their marking makes more sense than your request for a reconsideration, don’t assume your professor is your enemy. Don’t be rude, don’t leave in a huff, don’t make it seem like you are a spoiled child who can’t take their criticism. Thank your professor for their time, tell them you will tweak your writing on the next project, and wish them a nice day. Chances are if you come off fair and reasonable, you are much more likely to get a more receptive, more lenient marker the next time around, and you will have conserved a relationship you may need to call on at some point for a reference letter, for an extension on a project, etc. Sometimes people (your professors included) are just difficult and impossible to please. If you find you are consistently falling short of the results you would like, and negotiating a better mark isn’t an option, contact Homework Help Global and let one of our professional academic writers give your writing the boost to take it to the next level. References: Florentine, S. (2018). “The Dos and Don’ts of Negotiating a Raise.” CIO. Retrieved from: Lenin, V. (2018). “You must have your heart on fire and your brain on ice.” AZ Quotes. Retrieved from: 769836 How to Negotiate a Better Grade The Secret to Negotiating a Better Mark With Your Professors The Secret to Negotiating a Better Mark With Your Professors There will be times throughout your university career when negotiating a better mark is something you will feel obligated to do. Professors, and the TAs that often mark papers for them, are only human, and stress, time demands, apathy, even bias can show in the way they mark your work. You might have written what you felt was the best paper of your life, and spent night after night putting together something you considered your best work when you turned it in, only to get back a disappointing grade. Negotiating a better mark is always an option While your professors are certainly highly educated, and are intimately familiar with the subject matter you are being asked to write about, their mark, at the end of the day, is still their subjective evaluation of your work. If you receive a paper, or a written essay back with a grade you feel is not representative of the quality of the work, it pays to know how to negotiate a better mark with your professors. Here’s how: Be specific Before walking into your professor’s office hours, or sending off an email, make sure you’ve made a solid case that goes into specific detail. While you may think it is unfair to have received a low mark on something you put so much time into, that, in itself, is not a justification for receiving anything more than you’ve already been given. You have to be able to point to what you see as flaws in the marking. Go through your paper with a fine-tooth comb. Read each comment and cross-reference it with the essay rubric/marking criteria. If marks have been deducted for failing to do something not mentioned in the rubric, make a note of it. If marks have been deducted for using a word the professor didn’t like, or for which they suggested a synonym, that’s a personal preference, and you shouldn’t be penalized for not sharing it with your professor. Typically, you will just receive a mark and that’s it. You are paying good money for an education, and should receive (and you should demand it if you don’t) a thorough breakdown of what you did wrong, where and why you lost marks, and thoughtful written criticism from the marker. If you ever receive a number or a letter on a piece of paper with no elaboration, and don’t like what you see, you should be asking whoever marked it to justify the mark they gave you straight away. Never negotiate angry or come in arrogant “You must have your heart on fire, and your brain on ice,” Vladimir Lenin said, and it is a good rule of thumb for any negotiation. It is essential you be, and appear passionate about what you believe in, but it is equally essential you don’t allow emotions to override your critical faculties. If your professor sees that you are passionate about the material, and about what you wrote, they will be more receptive to your arguments than if you appear simply, and glibly to be after a few unearned percentage points. They will not, however, be receptive if you come in with accusations, or are arrogant. In fact, one of the most important ‘donts’ of any negotiation where you are after more of something (money, recognition, a higher mark, etc.) is don’t be arrogant. Arrogance makes it seem like you’re entitled to a better grade than you got. While you might be deserving of more, negotiating a better mark is going to be impossible if your professor doesn’t like you. Remember, he or she is not obligated to give you anything. In no part of the fine print on anything you’ve signed as a university student does it say your professors are to give you grades that make you happy. Don’t make your negotiation a presentation Negotiating a better mark should be a two-sided conversation, not a lecture or a presentation. Don’t come in with a speech prepared, come in with a list of points you plan to argue and wait for an opportunity to interject. It is also not a good idea to ambush your professor or TA. If you are scheduling an in-office meeting, let whomever you are going to be speaking with know what your intentions are: you’re coming to talk about a mark you received. Be professional. You should treat asking for a better grade as you would asking for more money. You want to convince the professor that your work is undervalued and you deserve more for it. Tell them you want to respond to each one of their comments individually. Point to a comment, speak your piece, and then continue on. If your prof or TA sees that your responses are thoughtful and fair, you might not get all the extra marks you were hoping to get, but you may get some which is better than nothing. Don’t be a sore loser Not every negotiation is going to go in your favour. You might sit down with your professor and end up realizing the mark they gave you was justified. Maybe you wrote a compelling, top-notch paper, but it failed to answer the essay question directly. Maybe you were asked to comply with some basic formatting requirements, but, in your excitement, forgot to do so. In the event that your professor’s defense of their marking makes more sense than your request for a reconsideration, don’t assume your professor is your enemy. Don’t be rude, don’t leave in a huff, don’t make it seem like you are a spoiled child who can’t take their criticism. Thank your professor for their time, tell them you will tweak your writing on the next project, and wish them a nice day. Chances are if you come off fair and reasonable, you are much more likely to get a more receptive, more lenient marker the next time around, and you will have conserved a relationship you may need to call on at some point for a reference letter, for an extension on a project, etc. Sometimes people (your professors included) are just difficult and impossible to please. If you find you are consistently falling short of the results you would like, and negotiating a better mark isn’t an option, contact Homework Help Global and let one of our professional academic writers give your writing the boost to take it to the next level. References: Florentine, S. (2018). “The Dos and Don’ts of Negotiating a Raise.” CIO. Retrieved from: Lenin, V. (2018). “You must have your heart on fire and your brain on ice.” AZ Quotes. Retrieved from: 769836

Marriage, Divorce and Celibacy - 1459 Words

Running Head: Marriage, Divorce and Celibacy The Apostle Paul’s Teachings on Marriage, Divorce and Celibacy MS Mid-America Christian University BINT3813-PSY1207 Foundations of Ethics: The Life and Teachings of Paul Lawrence Kirk Marriage, Divorce and Celibacy Abstract This paper explores the Apostle Paul’s teachings on marriage, divorce, remarrying and celibacy. This teaching on marriage is found in 1 Corinthians 7. In his teachings Paul gives advice to the unmarried in, he gives advice to those who divorce, separate, wish to remarry and gives advice to those who are married. Along with the teachings of Paul we will also explore the rating of marriage, living together out of wedlock and divorce. We will†¦show more content†¦The husband must love his wife as he loves himself and must not divorce his wife. Another thing that we learn from Paul is about the problems in marriage and divorce. Paul teaches about some of the most common marital problems. A big marital problem is sex and faithfulness. God tell us that our bodies belong to him, we must flee from sexual immorality and that anyone who sins sexually sins against their own bod because our bodies belong to our spouse. A husband must not go and seek sex outside the marriage nor go to the courts to force his wife to have sex with him. The wife must not deprive herself from her husband and causing Marriage, Divorce and Celibacy him to fall into temptation to seek sex outside the marriage. We learn about divorce in Matthew 5:32 which says â€Å" But I say to you that everyone who divorces his wife, except for immorality, makes her commit adultery, and whoever marries a divorced woman commits adultery.† A woman is bound to her husband as long as he lives and must not separate from him and a husband should not divorce his wife. Paul taught us that marriage is hard and there will be many hard times but we must learn to get through it with God as our guidance. In today’s world so many people are more concerned with their own needs and wants that they forget completely about God and his commandments. People are more concerned with pleasing themselves and are more concerned with their own sexual desires thatShow MoreRelatedThe Testament Of The Bible933 Words   |  4 Pages Genesis 1:28, â€Å"†¦and God said to them, â€Å"Be fruitful and multiply, and fill the earth†¦Ã¢â‚¬  is the verse most Jews and Christians turn to in an effort to justify marriage, committed sexual relations, and procreation within the marital relationship. Yet, the Bible teaches that the most prominent figure of the New Testament, Jesus of Nazareth was a staunch practitioner of the celibate lifestyle. As a partner in the creation of the universe, Jesus Christ would understand the mandate given by God theRead MoreThe 10 : 1-12, The Pharisees Test Jesus1479 Words   |  6 Pages the Pharisees test Jesus by questioning whether divorce is lawful. 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And the truth is that the standards on what it means to be a sexual person and liveRead MoreThe Main Religious Features of a Christian Marriage Ceremony Essay665 Words   |  3 PagesThe Main Religious Features of a Christian Marriage Ceremony The Bible teaches that Marriage is sacred and that God intended man and woman to become one through marriage. Wedding ceremonies can vary but there are certain things about the ceremony that remain the same .These things are: the Declaration of purpose. This is when the minister speaks about the importance and purpose of marriage, the Vows, this is when the bride and groom make promises to each other .TheseRead MoreMarriage1898 Words   |  8 PagesMarriage has been deteriorating in our society for some time now. If we compare today’s generation to a hundred years back you can see that the term marriage is viewed very differently. The word marriage means, â€Å"The social institution under which a man and woman establish their decision to live as husband and wife by legal commitments, religious ceremonies, etc.† Although the idea of marriage can mean something different to anyone, it has become clear that it is not valued like it once was. MarriageRead MoreEssay about The Scarlet Letter: Are the Puritans Really Like That?725 Words   |  3 Pages this mostly centered around them finding religious purity in their lives. To be sure, chastity before marriage was an unbroken rule, and faithfulness to one’s spouse in marriage was as well. However, would the Puritans have acted as they did towards Hester? Probably not. The Puritans, in reality, glorified marriage and sexual union within marriage and took a very dim view of celibacy. A Boston congregation even expelled one of it’s members because he hadn’t had sex with his wife for overRead MoreWas Henry Viii Catholic or Protestant1718 Words   |  7 PagesHenry the VIII was the second English Tudor king, after his father, Henry VII. He reigned over England from, 21st April 1509 until, 28th January 1547. During his childhood and his first marriage, Henry was a firm believer of the Catholic Church and of the Pope. However things changed and later in Henrys reign the English reformation came to England; the monasteries were closed and Henry separated himself from the Roman Catholic Church. Henry was definitely starting to look more and more like a protestant

Essay Problem Solving and Decision Making in Management

Problem solving and decision-making are fundamental in all managerial activities. Although these defining characteristics of management can be used interchangeably, current literature makes a comprehensible delineation between the two. Problem solving can be defined as a mental process and is part of a larger process that begins with identifying the problem and ends by assessing the efficiency of the solution. Decision-making is also considered a mental process and identifies several alternative scenarios before making a final selection. For the purpose of this analysis, I will discuss the similarities and differences of problem solving and decision-making. I will also explain the steps of the decision-making process and discuss the†¦show more content†¦Recognizing and defining the problem is the first step. Managers must be able to define the problem(s) based on the planned objectives of what is right and what is not. Once the problem has been defined, it is time to determine the significance of the problem. At this point, management needs to focus on how the problem developed and assess what resources are needed to solve the problem. After the problematic information is known, management can begin to generate possible solutions to the problem. It is important for management to come up with as many solutions as possible before the analyzing begins. Often times, solutions to a problem can be simple and easily overlooked due to the heightened stress of the situation. Once the pros and cons to each possible solution have been evaluated, management can now choose the best solution(s) for the problem. In the event that no viable solutions are available, management will need to go back and generate other alternative scenarios. Now that the available solution is ready for execution, management must implement and monitor the solution to the problem. If it is determined that the problem still exists, management will have to decide on a future cou rse of action. As complex as problem solving is, it closely mirrors the concept of decision-making. Unlike problem-solving, decision-making will lead to a course of action or final judgment. According to â€Å"Haimann’s HealthcareShow MoreRelatedThe Principles Of Effective Management1186 Words   |  5 PagesPrinciples of Effective Management Similar to the previous concepts and components of organizational structure, the principles of effective management have progressed since early management theories into many approaches that both share similar characteristics and vary in many ways. One of the most significant changes from early approaches can be attributed to the total quality management theory (TQM) developed by W. 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Freshman Fifteen English Paper Free Essays

First Draft The Future of America: Freshmen 15 Crisis As obesity rates continue to rise worldwide, the U. S. sets an example of culturally influenced weight problems and therefore ranks ninth out the ten of the fattest countries, according to the World Health Organization (Streib). We will write a custom essay sample on Freshman Fifteen English Paper or any similar topic only for you Order Now College campuses in the U. S. are the perfect example of cultural weight gain. At Towson University, the large number of freshman gaining the stereotypical â€Å"freshman 15† can be explained by poor eating and exercising habits developed in college and the university’s dining options. A lot of incoming students come into college already aware of what the freshman 15 is but still manage to develop horrid eating habits. A great way to help solve such an issue is to inform students about this health issue that is only continuing to flourish. To do this universities need to step of to this nationwide concern and include a health and wellness component to our Univ. 100 classes in which students will learn what they should eat and what habits to avoid. Despite what some optimistic researchers say, the freshman 15 is real. Some have argued that most freshmen are doing better with their diet now than in the past; however we are still gaining around eight pounds a year (â€Å"Some†). It is difficult to go from a controlled and routine schedule of eating and exercising at home to the free world of choices at college. In his recent work Daniel Hoffman, a professor at Rutgers University, points out that it is â€Å"perhaps most important for students to recognize that seemingly minor and perhaps even harmless changes in eating or exercise behavior may result in large changes in weight and body fat mass over an extended period of time† (Hoffman). The fact is that students are not leaving home prepared enough for the world of late night pizza and consumption of alcohol that characterizes most students’ college years. If a nutrition lecture or a healthy lifestyle class were mandatory for incoming students it would provide a new perspective on diet and health. After becoming notified on the issue students can find their own routine of a well balanced diet and an hour of exercise per day at school. If students were informed they could start researching nutritional facts on what food they should eat and what time of the day would best to consume it. Professor Elizabeth Klasen from the University of Wisconsin insists this national phenomenon can be â€Å"attributed to dorm food, and may be associated with altered meal and sleep patterns† (Klasen). Students are forced upon sleeping abnormal hours along with eating unhealthy food consumption at inappropriate times, making it difficult to for them to eat fewer than 2000 calories or even exercise the recommended 15 minutes a day. It is difficult to maintain a healthy balanced diet on a college campus that is filled with fast food like diners and limits students to only fifteen dollars of food a day, making the alternative of more expensive and healthier foods not an realistic option. This inconvenience of healthy food and convenience of junk food was â€Å"all it took for freshmen to gain seven pounds over two semesters† in a 2006 Rutgers study (â€Å"Some†). For those students, the difference between maintaining a healthy weight and gaining seven pounds â€Å"was about 112 extra calories a day. That’s one soda or half a cookie a day, or 10 minutes less of exercise† (â€Å"Some†). For instance, to get a healthy meal at one of Towson’s diners, let’s say a pre-made salad, you have to pay six dollars and wait in a mile-long line. Then, as you are standing in that line you look over and see a non-existent line for that slice of pizza and start to think to yourself, Why should I pay three times more for this salad and wait in line for 15 minutes when I only have 20 minutes until my next class, when I could go grab that last piece of pizza? Unfortunately, college presents even more opportunities for students to eat poorly, since most students stay up late to study, do last-minute homework after procrastinating all day, or hang out with friends after a party. Whether or not college students are aware of what they are doing to their bodies, researchers know that the â€Å"food eaten between 8 p. m. and 4 a. m. [is] a leading contributor to weight gain,† making the most active part of a college student’s day the most detrimental to his health (â€Å"Some†). One study from the University of Wisconsin attempts to explain this phenomenon through â€Å"Night Eating Syndrome (NES), which is associated with overweight and obesity and involves consumption of over 50% of daily calories after 7 pm† (Klasen). What’s surprising is how easy it is to get food that late at night. Specifically, Campusfood. com, a common college food supplier, gives options for students to order 1000-calorie meals delivered conveniently to their dorm steps at 2:00 a. m. The number of fast-food delivery places that open at such a late time is absurd; these restaurants are helping America gain the freshman 15 one pizza at a time. During the first semester of their freshman year in college, students will be preoccupied with many things, like which classes they will take, how well they will do in those classes, which activities they want to devote their time to, which people they want to hang with, and whether or not they will have enough money to do fun things off campus (Gonzalez). People who believe that college weight gain is a natural occurrence argue that students need to focus on more important aspects of school such as their grades, making friends, and getting involved in clubs, rather than spending time worrying about an unproven stereotype of weight gain. However, the fact that students are gaining weight is proven. As the aforementioned studies show, the freshman 15 is real, and it is affecting the lives of college freshman across the country. Freshmen are gaining weight because of eating habits they develop during the first semester. Poor food options do increase the chances of gaining weight. Freshmen do gain weight because of the convenience and availability of unhealthy food on campuses. It is true that students should concentrate on grades and other college activities however this is not an excuse to pig out and throw health concerns out the window. Missouri Western State University did a study that showed â€Å"higher GPA was associated with less consumption of fast food and higher GPA was also associated with the amount of meals an individual skipped per day: the fewer meals skipped the greater the GPA† (Costa). Apparently students’ grades are affected by what they eat. The belief that students should not worry about the â€Å"freshman 15† because they should worry about their grades is incorrect. If students concentrate on eating well their grades will reflect their good habits. The â€Å"freshman 15† is a phrase that represents a bigger dilemma, because is not just something that takes place during the first year in college. It’s not just freshman gaining weight, sophomores and upper classmen do to. Researcher Elizabeth Lloyd-Richardson, assistant professor of psychiatry and human behavior at Brown University Medical School did a study that â€Å"found students are weighing in at two to three pounds heavier post-sophomore year† (Rosenberg). Bad eating habits and lack of exercise start with freshmen. But since nothing is done to correct those habits students continue through the rest of their college years and after. Fitness Director Stacy Trukowski is cited by Rutgers University’s newspaper, Relations, saying, â€Å"Most people fail to gain control of their weight gain from early adulthood. Although gaining an average of seven pounds is not as alarming as 15, the pounds will surely add up over time† (Rosenberg). Unfortunately college students see weight gain from the time they enter school to the time they leave. Trukowski credits this to â€Å"drinking and eating at night and lifestyle changes they are not used to† (Rosenberg). With this evidence of continuous lifelong weight gain resulting from habits developed in college, it is surprising that colleges are not doing anything to prevent this issue. This problem may be related to rising obesity rates in America. Professor Levitisky from the college of human ecology at Cornell University found that â€Å"freshman weight gain could be the same phenomenon that is contributing to the epidemic of obesity among all Americans–that a relatively small increase in calories each day or week has the cumulative effect of adding a significant amount of weight over the years†(Land). Professor Levitisky’s study puts into perspective how important freshman weight gain is. Eating habits learned as freshmen stick with them and are harder to change as years go by. Universities need to confront this issue and take precautionary measures to help prevent future concerns. A course for incoming freshman to learn about the â€Å"freshman 15† and how to avoid it would be a great first step. Long Island University’s freshman College 101 course sets a good example of what could be used at Towson University. The course had a great proposal to teach students by having nutrition communication students present information about freshmen weight gain in a mandatory orientation class (Thomas). Since Towson University already has freshman Health 101 lecture classes, the class should dedicate at least one day in the semester to diet and exercise education. This way teacher could reduce the number of freshman gaining weight during the first semester. A Univ. 101 health and wellness component lecture would teach students how to develop healthy eating habits that would then help them for the rest of their lives. For example, they would learn what foods to avoid and what time they should avoid eating. There could be seminars in which juniors and seniors majoring in nutrition come in and talk about available foods on campus and nutritional facts along with what a good college campus diet looks like and how it can be achieved. In this class students would also develop a weekly health plan. This health plan would be incorporated into a personal log in which students would record how have exercised that week and how many times they ate late at night. This would help students analyze their bodies and realize what a simple lifestyle change could do. Studies like ones done University of California at Berkley show students who record their eating habits are more likely to witness their mistakes and correct them (Hom). The overall goal for this class is for freshmen to stop picking up bad habits during their first semester and stick with their good habits for the rest of their lives. The freshman 15 is an issue that needs to be taken care through an education system that teaches healthy diet and exercise options. Learning about proper eating habits will stop students from initially gaining weight in college and help prevent future obesity problems. If colleges implement programs to help solve this dilemma then it might be possible to help reduce America’s growing obesity concerns. How to cite Freshman Fifteen English Paper, Papers

Turner Syndrome Essays (1054 words) - Cytogenetics, Syndromes

Turner Syndrome annon There are many possible reasons why a child may grow slowly, including: hereditary factors (short parents), diseases affecting the kidneys; heart, lungs or intestines; hormone imbalances; severe stress or emotional deprivation; infections in the womb before birth; bone diseases; and genetic or chromosomal abnormalities. The Turner Syndrome (known as Ullrich-Turner Syndrome in Germany) is a congenital disease. A German doctor named Ullrich published his article in 1930. American doctor Henry Turner recognized a pattern of short stature and incomplete sexual maturation in otherwise normal females. He published a comprehensive medical description of the syndrome. It was not until 1959, that it became clear the syndrome was due to lack of sex chromosome material. Turner's Syndrome is a rare chromosomal disorder that affects one in approximately 2,500 females. Females normally have two X-chromosomes. However, in those with Turner's Syndrome, one X chromosome is absent or is damaged. OTHER NAMES Depending on the doctor, Turner's Syndrome may be diagnosed with one of the following alternative names: 45 - X Syndrome, Bonnevie-Ulrich Syndrome, Chromosome X, Monosomy X, Morgagni-Turner-Albright Syndrome, Ovarian Dwarfism, Turner Type, among others. SYNDROME CHARACTERISTICS A reduced growth in height is the commonest visible characteristic of the syndrome, (the average adult height is 4 feet 8 inches) and may be the only sign before puberty. Their body proportions are normal. Girls with this syndrome may have many middle ear infections during childhood; if not treated, these chronic infections could cause hearing loss. Up to the age of about 2 years, growth in height is approximately normal, but then it lags behind that of other girls. Greatly reduced growth in height of a female child should lead to a chromosome test if no diagnosis has already been made. Early diagnosis is very importance in order to be able to give enough correct information to the parents, and gradually to the child herself, so that she has the best possibilities for development. Early diagnosis is also important in case surgical treatment of the congenital heart defect (seen in about 20 per cent of cases) is indicated. The commonest defect is a narrowing of the main artery from the heart aortic coarctation. A regular ultrasound examination of the heart is recommended in all girls with Turner syndrome. This type of heart defect is present at birth and can be corrected surgically. If not present at birth, it does not develop later in life. The lack of sexual development at puberty is the second most common characteristic. Having abnormal chromosomes does not mean that girls with Turner syndrome are not really female; they are women with a condition that causes short stature and poorly developed ovaries. Affected females may also exhibit the following symptoms: infertility, kidney abnormalities, thyroid disease, heart disease, abnormalities of the eyes and bones, webbed neck, low hairline, drooping of eyelids, abnormal bone development, absent or retarded development of physical features that normally appear at puberty, decrease of tears when crying, simian crease (a single crease in the palm), a caved-in appearance to the chest, puffy hands and feet, unusual shape and rotation of ears, soft upturned nails, small lower jaw, arms turned out slightly at elbows, shortened 4th fingers, small brown moles, hearing loss, scoliosis, cataracts , scars, overweight, Chrohn disease. Chromosome Patterns The normal female has 46 chromosomes, of which the two sex chromosomes are X-chromosomes. This is expressed as 46,XX (men: 46,XY). In many women with Turner syndrome, one of the X-chromosomes lacks completely, and the chromosome pattern then becomes 45,X. The X-chromosome in women is the carrier of genes related to production of ovaries and female sex hormones, and to growth in height. Girls with Turner syndrome are generally born with ovaries and egg cells, but the lack of X-chromosome material results in gradual disappearance of the egg cells. At some point in childhood, usually during the first years of life, no egg cells remain. Ovaries are then present without egg cells. The female sex hormone (oestrogen), necessary for the girl to start puberty, is usually produced by the egg cells. In girls with Turner syndrome, insufficient oestrogen is produced for the girl to start puberty. Neither spontaneous development of puberty nor the accompanying growth spurts are seen in girls with Turner syndrome. Cause The cause of the change in the sex chromosome that leads to Turner syndrome is not known, nor is it known why the different symptoms related to the syndrome develop. Other chromosome defects are more often seen in children of elderly mothers, sometimes also elderly fathers, but this does not seem to apply to Turner syndrome. . In some cases of Turner's Syndrome, however, one X chromosome is missing