Effects of Poor Diet and Obesity on Heart Essay Example for Free

Effects of Poor Diet and Obesity on Heart Essay A good diet consists of consuming a full range of all the various nutrients needed for proper function of the body and bodily systems. When someone consumes the correct nutrients in the correct proportions, they are considered to have a â€Å"Balanced Diet†. However, when someone is not consuming the correct nutrients or not consuming the correct amount of nutrients they are said to have a poor diet or â€Å"malnutrition†. Malnutrition is often misconceived to be just the lack of nutrients in the body causing illness and Anorexia; however this is in fact incorrect as malnutrition can also be defined as the excessive consuming of nutrients which contain more energy than the body uses. This is most commonly known as â€Å"Obesity†. In Britain and most first world countries, obesity is one of the most serious effects of malnutrition. It can be extremely dangerous due to the build up of a certain fat known as â€Å"Adipose Tissue† under the skin and around major bodily organs. Someone can usually be defined as being obese if they have a BMI of over 30 (BMI can be calculated by dividing mass in Kg by height in Meters, squared). Coronary Heart Disease (CHD) is a common disorder of the blood vessels that supply the heart muscle with oxygenated blood. It is a major cause of death in developed with Reports in the UK suggesting that 3-4% of men aged between 35 and 74 die each year due to the effects of CHD. In the reports for women, the risk appears to be about half of this figure. Each year around 156000 people in England and Wales die from CHD. The heart is used as a pump to pump blood around the body; this is done via the contracting of the hearts muscles. This process needs a continuous supply of oxygen in order to function, however if this oxygen supply is cut off or slowed down the muscle cannot contract and therefore the muscle will soon die. One of the processes that can restrict the amount of oxygen getting to the heart is called â€Å"atherosclerosis† alternatively known as â€Å"Hardening of the Arteries†). This can lead to the coronary arteries to be blocked due to the build up of mater ials inside the artery walls. This causes the amount of space available for the oxygen to pass through the artery to become heavily constricted. Atherosclerosis is a very slowly developing problem and people who contract it normally do not show any signs until they are at least 40 years of age. However in some people, the process can be caused to happen much faster. This is normally due to things such as high blood pressure, the presence of low-density lipoproteins (LDL’s) or even excessive amounts of harmful chemicals in the blood cuased by things such as the excessive consumption of tobacco. Damage from the presence of these substances will build up inside the coronary artery and exist as deposits known as an atheromatous plaque. Once this plaque has restricted the wideness of the lumen by 50% or more, flow of oxygen into the heart muscle will not meet required amounts and will cause a pain to be felt during exercising known as â€Å"angina†. This pain is felt in the left shoulder, chest and arm, but can still be felt in the neck and left side of the face for some people. Another danger from the presence of an atheromatous plaque in the coronary arteries is the danger of a blood clot being formed around the plaque. These blood clots are known as a â€Å"Coronary thrombosis† and are caused by fibrous protein Collagen coming into contact with the platelet which causes the platelet to secrete a chemical that react with the blood and cause a clot to form. These blood clots further slow down the flow of blood through the artery. This could cause the part of the heart receiving the oxygen from this artery to fail in receiving enough blood and therefore shut down or stop the heart from beating altogether. When this happens it is called a â€Å"myocardial infarction†. A myocardial infarction is a very serious condition in which the heart fails to beat. Around 90% of all cases of myocardial infarction are direct effects from the problems aroused by Coronal thrombosis. Myocardial infarctions are potentially fatal if a large amount of muscle is affected. Cardiac arrests are a result of myocardial infarction due to the lack of beating from the heart. During a cardiac arrest, no pulse can be felt on the victim and also the victim will lose consciousness (faint). If the heart is not restarted before the muscle cells starts to die off, then the victim will also die. A reconstruction of the effect an Atheromatous Plaque can have upon the wideness of the Lumen inside a blood vessel (self made image) Cholesterol is an important substance in the structure of cell membranes and we must have a certain amount of it in our body or the liver will produce its own form of cholesterol to be transported and used by cells. However, evidence from tests completed by scientists suggests that having an excessive amount of cholesterol in the blood increases the risk of suffering from CHD. It is still unclear whether or not ones levels of cholesterol in the blood stream can be controlled by ones diet although, data does show that eating large amounts of saturated fats can increase your chance of having a high cholesterol blood content. Excessive cholesterol can be dangerous as it is not soluble in water so therefore it cannot be transported using the blood plasma transportation system. Instead it must be transported around the body in something called â€Å"lipoproteins† which are tiny balls made up of various lipids, cholesterol and proteins. There are many varieties of lipoproteins which are normally categorised into 3 main sub-sections. These sub-sections are defined by the amount of protein they contain (also known as their density) and consist of: High Density Lipoprotein (HDL): High protein content and low lipid content Low Density Lipoprotein (LDL): High Lipid content and lower Protein content Chylomicrons: a very high lipid content and very low protein content HDL’s are usually given the job of picking up cholesterol from around the body and transporting it to the liver. On the other hand, LDL’s are usually given the job of transporting cholesterol from the lover to other parts of the body. LDL’s play a part in the formation of an atheromatous plaque due to the tendency for them to deposit cholesterol into the damaged walls of arteries; in contrast HDL’s seem to actually help in preventing CHD. This is because they remove cholesterol from tissues including those of blood vessel walls. Therefore a person who has a high HDL: LDL ratio in their body would be much better protected against CHD than someone who does not. The structure of a lipoprotein (this one could be a LDL due to its High Lipid content and lower Protein content) (http://ta.wikipedia.org/wiki/%E0%AE%AA%E0%AE%9F%E0%AE%BF%E0%AE%AE%E0%AE%AE%E0%AF%8D:Structure_of_a_Lipoprotein.jpg) Blood pressure can be defined as the pressure that blood inside vessels applies onto the walls of the vessel in which it is being transported. If a person has an exceptionally high blood pressure, they are said to have â€Å"hypertension†. This increases ones risk to CHD by causing the walls of the arteries to thicken and stiff much like atherosclerosis causes the blood vessels to become hardened. The cause of high blood pressure is not always clear in every case. However scientists have suggested that a high intake of salt or the excessive consumption of lipids may be aiding in the creation of a high blood pressure, this is due to the high water affinity of salt itself which could be drawing in water via osmosis, increasing the volume of blood and therefore pressure upon the blood vessels. High blood pressure is normally combated naturally by the body via the kidneys which would excrete more liquid containing the salt solution; however this process does not always work therefore leading to people with high blood pressure being either advised to just eat a low- salt diet or be given diuretics which will make the kidneys complete the process. In conclusion, It can be seen that both poor diet and obesity can both have a certain effect upon the chances of someone contracting Coronary Heart disease, however it can also be seen that the effects from both of these problems could easily be combated by simply eating a healthier diet containing all of the nutrients needed in the body and also in the correct proportions allowing for a balanced diet and a healthy lifestyle.

Impact of Instant Messaging on Society

Impact of Instant Messaging on Society Instant messaging can be defined as a type of internet communication tool that holds up two or more people logged on to an instant messaging service. (Jiang, 2006) In early 1990s, many people started using internet and creative developer created a chat-room like software for people around the world to communicate with each other in real time. Thats when Instant Messenger started to be popular after a well-known company, Mirabilis, introduced ICQ stands for I seek you in November 1996, a free instant-messaging utility that allows people to chat whenever the client is running and on-the-line. In 1997, American Online (AOL), considered the pioneer of the online service community, gave its users the ability to talk in real time with each other through chat rooms and instant messages and acquired Mirabilis and ICQ in June 1998. In general, the ICQ model is the basis for most instant messaging utilities on the market today. (Tyson Cooper, 2001) Due to the extensive use of instant messagin g, it is so beneficial to people to build relationship and extend their social network around the world. However, IM could cause some negative effects to the society which by then affects the industry eventually. Most of the instant messenger has fundamental functions that include instant messages, file-sharing, voice conversations, sounds and streaming content. Instant messages allow two or more online parties to engage in correspondence. File-sharing allows people to share files with their peers by sending the files directly through IM windows. Voice conversations provide the feature of communicating through microphone in the internet. Sounds function allows user to play the sound for entertainment purpose. Streaming content is where recent news and events happen to notify user through video contents. (Jiang, 2006) Example of instant messaging are MSN messenger, Yahoo! Messenger, etc that are available for free downloads today. Instant messenger exists as a great communication tool and affects directly towards the society and industry. The implication of IM maybe for IT industry is because of instant messaging is so popular; it affects mobile phone industry to acquire the application for user convenience. Smart phone is the evolution from mobile phone that has the Instant Messaging feature. (Beale, 2005) For example, Blackberry Messenger is one of the mobile IM applications that allow users to communicate with each other as long as it is connected to the BlackBerry Pin System. (Dannenfield, no date) Technically, one of the implications of IM maybe for the industry is the lesser productivity of workers in the workplace if they were distracted by the IMs interruption. Due to the presence awareness, indicating whether other users are connected to the network in IM, workers tend to get interrupted by the availability of their peers. Besides, IM encourages polychromic communication that it might contribute to an environment in which people frequently engage in multiple simultaneous conversations. By then, it would lead to mass disruptive of message notification and chatting conversation that would greatly reduce workers opportunities to focus the task at hand. (Garrett Danziger , 2007) Thus, once workers productivity is affected, it leads to the downside of industry. Although interruption is the main source of concern, not all forms of interruption are harmful and certain interruptions are beneficial to the work. Garrett and Danziger (2007) listed the example of Hudson saying that managers often prefer the timely if disruptive delivery of critical information over delayed delivery, because it allows them to make more informed decisions and to intervene before an issue in the work domain becomes unmanageable On the other hand, Security and confidentiality are also at risk when using freely-available IM software. (Garrett Danziger, 2007) Most of the IM does not implement the enterprise-ver sion to the business around the world. Thus, most of the corporations would be at risk because consumers IM application would bypass corporate authentication through the network and allow malicious threat to penetrate if intended attacks or stealing information are planned by the anonymous. For example, messages log can be recorded or even voice conversation can be eavesdropped that includes sensitive data (Stone Merrion, 2004) Instant Messaging is undoubtedly causing big impacts whether its good or bad to the society today. Having a conversation through the medium (IM) that could result in misunderstanding of opposed participant message due to the lack of non-verbal language. However, user tends to be more open during the conversation in IM compared to talking over a phone. It is because chatting through IM medium is more relax and does not need facial expression that create uncomfortable feeling for those users who lack of social skills. (Garrett Danziger, 2007) Instant messaging affects student academic performance too. According to OConour(2006) in Instant Messaging: Friend or foe of student writing? claims that students use inappropriate English as in bad grammar, poor punctuation and improper abbreviation in academic writing. For example, word like you is substituted with u and are is substituted with r. This problem occurred is because of students are already used to the word they used in IM subcons ciously. Additionally, procrastination tends to be another problem to the students. Nachbour(2003) supported one of the views of Cooper saying that students procrastinate by chatting with college friends even those who live within walking distance. Student tends to get lazy based on what Cooper has described and in fact affects their academic performance. On the other hand, instant messaging fosters the ability of multitasking on students. College students are very busy people who need to do a lot of work in a day including, assignments, sports, events, or even eating dinner with a book while talking with people. (Marquez, 2003) According to Grinter (2003, p.25) supported by Marquez, IM conversations do not require that the student focus all of his/her attention on the conversation at hand which allows the student to multitask and talk to other students in multiple IM conversations. By that example, it is true that instant messaging helps the students to multi-task their daily work . Some report says that instead of having to physically visit their friends or call them on the telephone, they can simply send a quick message and expect a timely response. (Nachbour, 2003) while other says that College teens reported using IM to communicate with roommates and housemates rather than meeting face-to face or overtly disrupting them (Grinter Palen, 2002) Additionally, during the workplace, the software developer turns off the auto-idle features, because often he is around yet not using the computer, incorrectly creating the impression that he is away from desk. (Patil Kobsa, 2004) That cause another conflicts among co-workers. Based on the availability of IM whether they are on the status of available, busy, away, Guidry (2004) supported the view of Whittaker and Bradner that those who use IM often believe they have a more intimate knowledge of their fellow IM users schedules and habits due to this automatic monitoring and reporting. It is clear that IM has affected the users so much in their everyday life. In conclusion, Instant Messaging intension is to benefit the people around the world to communicate with each other. However, it is based on how the user is going to use it. Some people like students use it to communicate with friends for long distance conversation while others use it to procrastinate their assignment by chatting with their friends. Some corporate use it to communicate among co-workers to produce efficient work while other workers use it for stealing time from work. Things we can prevent like security issue confidential information should not be sent using IM to prevent anonymous attacks. Instant Messaging is so varies as if its good or bad depends on the choice of human being. Reference Beale R. (2005) Supporting Social Interaction with Smart Phone. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.132.2620rep=rep1type=pdf (Accessed: 7 Nov 2010) Dannenfield, D (no date) How BlackBerry Messenger Works. Available at: http://communication.howstuffworks.com/blackberry-messenger.htm (Accessed: 03 Nov 2010) Garrett, R. K., Danziger, J. N. (2007) IM=Interruption Management? Instant Messaging and Disruption in the Workplace. Available at: http://jcmc.indiana.edu/vol13/issue1/garrett.html (Accessed: 04 November 2010) Grinter E.R Palen L.(2002) Instant Messaging in Teen Life. Available at :http://www.cs.colorado.edu/~palen/Papers/grinter-palen-IM.pdf (Accessed: 04 November 2010) Guidry, K.R.(2004) Instant Messaging: Its Impact on and Recommendations for Student Affairs, Student Affairs Online, vol.5 no.4 Fall2004[Online]. Available at http://www.studentaffairs.com/ejournal/fall_2004/instantmessaging.html (Accessed: 4 Nov 2010) Jiang R.(2006) Instant Messaging Its Effects on Student Life Available at : http://www.ocf.berkeley.edu/~yrjiang/index.htm (Accessed: 1 Nov 2010) Marquez J. (2003) The Effect of Instant Messaging on the Social Lives of Students Within a College Dorm. Available at: http://www.stanford.edu/class/pwr3-25/group2/pdfs/IM_Social.pdf (Acccessed : 2 Nov 2010) Microsoft Corp. (1999a) MSN Messenger Service Marks Beginning of New Era in Instant Messaging. News Press Release. Available at: http://www.microsoft.com/presspass/features/1999/07-22messenger.mspx (Accessed: 04 November 2010) Microsoft Corp. (1999b) Microsoft Launches MSN Messenger Service. News Press Release. Available at: http://www.microsoft.com/presspass/press/1999/jul99/messagingpr.mspx (Accessed: 04 November 2010) Microsoft Corp. (1999c) Microsoft to Publish MSN Messenger Protocol to Industry. News Press Release. Available at: http://www.microsoft.com/presspass/press/1999/aug99/Protocolpr.mspx (Accessed: 3 Nov 2010) Mondok,M(2006) 60% of IM users prefers MSN Messenger. Available at: http://arstechnica.com/microsoft/news/2006/04/3557.ars (Accessed: 04 November 2010) Nachbaur A. (2003) College Students and Instant Messaging: An Analysis of Chatting, Flirting, Using Away Messages. Available at: http://www.stanford.edu/class/pwr3-25/group2/pdfs/IM_Flirting.pdf (Accessed: 04 November 2010) OConour A. (2006) Instant Messaging : Friend or foe of student writing?Available at: http://www.newhorizons.org/strategies/literacy/oconnor.htm (Accessed: 03 November 2010) Patil,S Kobsa A.(2004)Instant Messaging and Privacy. Available at: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.2.1389 (Accessed: 04 November 2010) Stone.J Merrion s. (2004) Instant Messaging or Instant Headache? Available at: http://delivery.acm.org/10.1145/990000/988410/stone.pdf?key1=988410key2=9486669821coll=DLdl=ACMCFID=29733676CFTOKEN=51420973 (Accessed: 04 November 2010) Tyson J. Cooper A. (2001)ÂÂ  How Instant Messaging Works. Available at: http://communication.howstuffworks.com/instant-messaging.htm ÂÂ  (Accessed: 03 November 2010)

Native American Oppression

Native American Oppression Whoever controls the past controls the future (George Orwell). Freedom; just what is freedom? Many think of freedom as having a choice. It is what the United States is supposedly founded on. But is it really? How many people actually have the freedom to know the oppression not through the eyes of the conqueror, but the conquered? History is not meant to be repeated, for it teaches us how to prevent. So why is it that we do not learn? The history of the Native Americans has never been a pretty one. Native Americans have suffered and have been oppressed like none other. What Columbus did to the Arawaks of the Bahamas, Cortes did to the Aztecs of Mexico, Pizarro to the Incas of Peru, and the English settlers of Virginia and Massachusetts to the Powhatans and the Pequots. Settlers were seeking religious and political freedom; during their quest they set their eyes on the new world. What is the point of freedom if one must subjugate others for it? The history of oppression, of the European invasion on the Indian settlements in the Americas begins five hundred years ago. That beginning is one of conquest, slavery, and death. When we read the history books given to children in the United States, it all starts with heroic adventure, one where there was no bloodshed, and Columbus Day is a celebration. Past the elementary and high schools, there are only occasional hints of something else, but only a hint. Samuel Eliot Morison in his popular book Christopher Columbus, Mariner, written in 1954, he tells about the enslavement and the killing: The cruel policy initiated by Columbus and pursued by his successors resulted in complete genocide. Samuel Eliot Morison did not lie about Christopher Columbus. But rather he mentioned the truth quickly and very subtly. On October 12, a sailor called Rodrigo saw the early morning moon shining on white sands, and cried out. It was an island in the Bahamas, the Caribbean Sea. The first man to sight land was to get a yearly pension of 10,000 maravedis for life, but Rodrigo never got it. Columbus claimed he had seen a light the evening before. He got the reward. So, approaching land, they were met by the Arawak Indians, who swam out to greet them. The Arawaks lived in village communes, had a developed agriculture of corn, yams, and cassava. They could spin and weave, but they had no horses or work animals. They had no iron, but they wore tiny gold ornaments in their ears. Arawak men and women full of wonder emerged from their villages onto the islands beaches and swam out to get a closer look at the strange big boat, the likes of which they had never before seen. When Columbus and his sailors came ashore, carrying swords, speaking oddly, the Arawaks ran to greet them, brought them food, water, gifts. He later wrote of this in his log: They brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks bells. They willingly traded everything they owned. They were well-built, with good bodies and handsome features. They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane They would make fine servants. With fifty men we could subjugate them all and make them do whatever we want. The gold ornaments would prove to have disastrous consequences as they would fuel the greed the Spanish had. Christopher Columbus ordered for some of them to be captured by force and sent on board the ships. The main goal behind this was information about the location of gold. On the way back the Native Americans died aboard the ship when the weather dropped. The Indians, Columbus reported, are so naive and so free with their possessions that no one who has not witnessed them would believe it. When you ask for something they have, they never say no. To the contrary, they offer to share with anyone. He concluded his report by asking for a little help from their Majesties, and in return he would bring them from his next voyage as much gold as they need and as many slaves as they ask. He was full of religious talk: Thus the eternal God, our Lord, gives victory to those who follow His way over apparent impossibilities. His second expedition was given seventeen ships and more than twelve hundred men. The aim was clear: slaves and gold. They went from island to island in the Caribbean, taking Indians as captives. But as word spread of the Europeans intent they found more and more empty villages. On Haiti, they found that the sailors left behind at Fort Navidad had been killed in a battle with the Indians, after they had roamed the island in gangs looking for gold, taking women and children as slaves for sex and labor. When there was a possibility of making a profit God had no room in Christopher Columbus mind. Columbus sent expedition after expedition into the interior. They found no gold fields, but had to fill up the ships returning to Spain with some kind of dividend. In the year 1495, they went on a great slave raid, rounded up fifteen hundred Arawak men, women, and children, put them in pens guarded by Spaniards and dogs, then picked the five hundred best specimens to load onto ships. Of those five hundred, two hundred died en route. The rest arrived alive in Spain and were put up for sale by the archdeacon of the town, who reported that, although the slaves were naked as the day they were born, they showed no more embarrassment than animals. Columbus later wrote: Let us in the name of the Holy Trinity go on sending all the slaves that can be sold. In the province of Cicao on Haiti, where he and his men imagined huge gold fields to exist, they ordered all persons fourteen years or older to collect a certain quantity of gold every three months. When they brought it, they were given copper tokens to hang around their necks. Indians found without a copper token had their hands cut off and bled to death. The Indians had been given an impossible task. The only gold around was bits of dust garnered from the streams. So they fled, were hunted down with dogs, and were killed. Trying to put together an army of resistance, the Arawaks faced Spaniards who had armor, muskets, swords, horses. When the Spaniards took prisoners they hanged them or burned them to death. Among the Arawaks, mass suicides began, with cassava poison. Infants were killed to save them from the Spaniards. In two years, through murder, mutilation, or suicide, half of the Indians on Haiti were dead. This was all in the name of the holy trinity, and ordered by Columbus. The Arawaks were not the only Indians to suffer at the hands of European forces. The Aztec civilization of Mexico came out of the heritage of Mayan, Zapotec, and Toltec cultures. It built enormous constructions from stone tools and human labor, developed a writing system and a priesthood. It also engaged in the ritual killing of thousands of people as sacrifices to the gods. The cruelty of the Aztecs, however, did not erase a certain innocence, and when a Spanish armada appeared at Vera Cruz, and a bearded white man came ashore, with strange beasts, clad in iron, it was thought that he was the legendary Aztec man-god, and so they welcomed him, with magnanimous hospitality. That was Hernando Cortes, sent from Spain, and blessed by the deputies of God, with one obsessive goal: to find gold. For God, for Glory, and Gold. (Cortez) In the mind of Montezuma, the king of the Aztecs, there must have been a certain doubt about whether Cortes was indeed Quetzalcoatl, because he sent a hundred runners to Cortes, bearing enormous treasures, gold and silver wrought into objects of fantastic beauty, but at the same time begging him to go back. Cortes then began his march of death from town to town, using deception, turning Aztec against Aztec, killing with the kind of deliberateness that accompanies a strategy-to paralyze the will of the population by a sudden frightful deed. And so, in Cholulu, he invited the headmen of the Cholula nation to the square. And when they came, with thousands of unarmed retainers, Cortess small army of Spaniards, posted around the square with cannon, armed with crossbows, mounted on horses, massacred them, down to the last man. Then they looted the city and moved on. When their cavalcade of murder was over they were in Mexico City, Montezuma was dead, and the Aztec civilization, shattered, was in the hands of the Spaniards. In Peru, the Spanish conquistador Pizarro, used the same tactics, and for the same reasons- the frenzy in the early capitalist states of Europe: for gold, slaves, and products of the soil. To pay the bondholders and stockholders of the expeditions: which in turn financed the monarchical bureaucracies rising in Western Europe. Also to spur the growth of the new money economy rising out of feudalism, and to participate in what Karl Marx would later call the primitive accumulation of capital. These were the violent beginnings of an intricate system of technology, business, politics, and culture that would dominate the world for the next five centuries. In the North American English colonies, the pattern was set early, as Columbus had set it in the islands of the Bahamas. In 1585, before there was any permanent English settlement in Virginia, Richard Grenville landed there with seven ships. The Indians he met were hospitable, but when one of them stole a small silver cup, Grenville sacked and burned the whole Indian village. Jamestown itself was set up inside the territory of an Indian confederacy, led by the chief, Powhatan. Powhatan watched the English settle on his peoples land, but did not attack, maintaining a posture of coolness. When the English were going through their starving time in the winter of 1610, some of them ran off to join the Indians, where they would at least be fed. When the summer came, the governor of the colony sent a messenger to ask Powhatan to return the runaways, whereupon Powhatan, according to the English account, replied with no other than proud and disdainful Answers. Some soldiers were therefore sent out to take Revenge. They fell upon an Indian settlement, killed fifteen or sixteen Indians, burned the houses, cut down the corn growing around the village, took the queen of the tribe and her children into boats, then ended up throwing the children overboard and shot out their Brains in the water. The queen was later taken off and stabbed to death. Twelve years later, the Indians, alarmed as the English settlements kept growing in numbers, apparently decided to try to wipe them out for good. They went on a rampage and massacred 347 men, women, and children. From then on it was total war. Not able to enslave the Indians, and not able to live with them, the English decided to exterminate them. Edmund Morgan writes, in his history of early Virginia, American Slavery, American Freedom: Since the Indians were better woodsmen than the English and virtually impossible to track down, the method was to feign peaceful intentions, let them settle down and plant their corn wherever they chose, and then, just before harvest, fall upon them, killing as many as possible and burning the corn Within two or three years of the massacre the English had avenged the deaths of that day many times over. The lies of American History are too many to tell. Christopher Columbus wasnt a hero but a murderer, and the pilgrims didnt have the fairy tale relation with the Indians. When the Pilgrims came to New England they too were coming not to vacant land but to territory inhabited by tribes of Indians. The governor of the Massachusetts Bay Colony, John Winthrop, created the excuse to take Indian land by declaring the area legally a vacuum. The Indians, he said, had not subdued the land, and therefore had only a natural right to it, but not a civil right. A natural right did not have legal standing. The Puritans also appealed to the Bible, Psalms 2:8: Ask of me, and I shall give thee, the heathen for thine inheritance, and the uttermost parts of the earth for thy possession. And to justify their use of force to take the land, they cited Romans 13:2: Whosoever therefore resisteth the power, resisteth the ordinance of God: and they that resist shall receive to themselves damnation. The Puritans lived in uneasy truce with the Pequot Indians, who occupied what is now southern Connecticut and Rhode Island. But they wanted them out of the way; they wanted their land. And they seemed to want also to establish their rule firmly over Connecticut settlers in that area. The murder of a white trader, Indian-kidnaper, and troublemaker became an excuse to make war on the Pequots in 1636. So, the war with the Pequots began. Massacres took place on both sides. The English developed a tactic of warfare used earlier by Cortes and later, in the twentieth century, even more systematically: deliberate attacks on noncombatants for the purpose of terrorizing the enemy. This is ethno historian Francis Jenningss interpretation of Captain John Masons attack on a Pequot village on the Mystic River near Long Island Sound: Mason proposed to avoid attacking Pequot warriors, which would have overtaxed his unseasoned, unreliable troops. Battle, as such, was not his purpose. Battle is only one of the ways to destroy an enemys will to fight. Massacre can accomplish the same end with less risk, and Mason had determined that massacre would be his objective. As Dr. Cotton Mather, Puritan theologian put it: It was supposed that no less than 600 Pequot souls were brought down to hell that day. The war continued. Indian tribes were used against one another, and never seemed able to join together in fighting the English. Jennings sums up: The terror was very real among the Indians, but in time they came to meditate upon its foundations. They drew three lessons from the Pequot War: First, that the Englishmens most solemn pledge would be broken whenever obligation conflicted with advantage; Second, that the English way of war had no limit of scruple or mercy; and third that weapons of Indian making were almost useless against weapons of European manufacture. These lessons the Indians took to heart. Was all this bloodshed and deceit-from Columbus, Cortes, Pizarro, and the Puritans-a necessity for the human race to progress from savagery to civilization? Was Morison right in burying the story of genocide inside a story of human progress? Perhaps a persuasive argument can be made-as it was made by Stalin when he killed peasants for industrial progress in the Soviet Union, as it was made by Churchill explaining the bombings of Dresden and Hamburg, and Truman explaining Hiroshima. But how can the judgment be made if the benefits and losses cannot be balanced because the losses are either unmentioned or mentioned quickly? To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It is certainly the choice which most make. The easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore m ore deadly. Not to mention more widespread. The treatment of heroes and their victims, and the quiet acceptance of conquest and murder in the name of progress, is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as the United States, subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a national interest represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media. There is no justification for oppression and genocide. There can be no mission directly from God which destroys an entire culture. No legal document or moral law will ever be enough to justify it. While the people may die the rancor left behind wont perish. For it will be documented in history. The true history of the world is all of the peoples stories not just the conquerors. Whoever controls the past controls the future (George Orwell). A hunch backed bison. Proud and majestic. Now bowing. Arched over him, United States of America hangs above. Flip, reflect. A profile. A man with pride, feathers in his hair. Branded. 1936. The word liberty hangs in front of him. Taunting. He does not see it. His eyes are downcast. To notice it would be shortsighted. For what do he and his descendants know of liberty? Their relation with it is maintained with reservations. Primitive concentration camps. Ironic. Little remains today of the bison and the Indian. Confined to obverse and reverse. Looking past each other in opposite directions. To the air, the empty air. Dreaming of days, long gone, many moons ago. Works Cited Angelis, Gina De. Francisco Pizarro and the Conquest of Inca. Philadelphia: Chelsea House Publishers, 2001. Bandelier, F. Hernando Cortà ©s. Catholic Encyclopedia. September 20, 2003. . Bowden, Thomas. The Enemies of Christopher Columbus: Answers to Critical Questions About the Spread of Western Civilization . : The Paper Tiger, 2003. Cortà ©s, Hernà ¡n, Marquà ©s Del Valle De Oaxaca. Britannica 2002 Deluxe Edition CD-ROM. September 20, 2003 Crivelli, Camillus. Francisco Pizarro. Catholic Encyclopedia. September 23, 2003 . Fisher, Mark/Richardson, Kristi. Francisco Pizarro. Carpenoctem. 20 Sept. 2003 Fisher, Mark/Richardson, Kristi. Hernando Cortes. Carpenoctem. 20 Sept. 2003 Francisco, Michael. Cortes Speech. Escondido Tutorial Service. 20 Sept. 2003 . Gibson, Charles. Cortes, Hernando. The World Book Encyclopedia. Chicago: World Book Inc., 1997 Jennings, Francis. The Invasion of America: Indians, Colonialism, and the Cant of Conquest. Ney York: Norton library, 1975. King James Version. Bible. Marx, Karl. The Communist Manifesto. London: , 1848. Orwell, George. Quote DB. . 20 Nov. 2009 . Pizarro, Francisco. Britannica 2002 Deluxe Edition CD-ROM. September 20, 2003 Powhatan Indian Tribe History . Access Genealogy. 20 Nov. 2009 .

Cell Division & Cell Cycle Study Guide :: essays research papers

CELL DIVISION Cell division involves 2 phases: 1- MITOSIS The process by which nuclear material is divided 2 identical daughter cells result 2- CYTOKINESIS the process by which the cytoplasm and its contents (organelles) separate into equal parts. cytokinesis begins before mitosis is complete cytokinesis differs in plant and animal cells ANIMAL CELLS the cell membrane pinches near the middle of the cell, dividing the cytoplasm into equal parts(2 new cells) PLANT CELLS a cell plate develops across the centre of the cell, creating a new cell wall between the 2 new cells Cells alternate between stages (phases) of dividing and not dividing. This sequence is called the cell cycle. The 2 major phases of the CELL CYCLE are: 1- DIVISION PHASE During this phase the cell undergoes mitosis (nuclear division) There are 4 phases of mitosis: Prophase Metaphase Anaphase Telophase 2- INTERPHASE During this phase, the cell takes in nutrients and builds proteins that are used by the cell for energy Chromosomes duplicate (DNA replication) This is the period of growth and repair for the cell (in preparation for the division phase) THE CELL CYCLE CELL CYCLE: the continuous process of mitosis, cell division, and interphase. HOW CELL GETS READY FOR MITOSIS Nucleus makes a copy of its chromatin(replication) Chromatin coils into double stranded chromosomes joined in the middle by a centromere 2 sets of DNA are bundled together nucleus is ready for mitosis to begin. Animal cell division: cell membrane pinches near the middle of the cell, dividing the cytoplasm into 2 new cells Plant cell division: a cell plate develops across the centre of the cell, forming a new cell wall between the 2 cells Original cellïÆ'  , parent cell New cellsïÆ'  , daughter cells # of chromosomes in the nucleus of each cell is identical to eachother and to the number in the original cell Why must nuclear membrane break down in mitosis? So that the contents of the cell can divide. The NUCLEUS controls the process of mitosis. REGENERATION: repair of injured cells or the making of lost body parts Normal Cell Replacement: cells die when they receive instruction to do so when they are no longer needed

A Short Night Means Long Consequences Essay -- Health, Sleep Deprivati

Bzzt Bzzt Bzzt. The clock reads six o’clock in the morning, and blaring buzzes of the alarm clock awakens sleeping teenagers from their slumber. As they drag their still lethargic bodies through the door on their way to the car or the bus, they tell themselves every single day that they need more sleep. This is more true than they can fathom, as the effects of sleep deprivation in teenagers prove to be quite damaging in both the short and long term. Teenagers stay up late to get to all sports practices, music practices, and possibly even their job, and then they come home to multiple hours of homework which they stay up until midnight, and many days even later than that, to finish it all. Then the cycle begins again with the groggy adolescent going to school, and complaining about such a short night’s rest. If high schools started later, teens would have extra time to sleep in before shoving off again, and would be extremely beneficial to their physical and menta l health in the long run. There are many causes for sleep deprivation in today’s teenagers. A big reason is the hectic schedules that dictate their lives and the lives of those around them. Many teenagers have multiple after school activities including athletic practices, music practices, and sometimes even jobs after school. So, to make time for all their activities, they take from their sleep time. The main reason kids cut out sleep for other activities is because they do not think sleep is that important to their schedules. Even administrators think this, with some thinking that older kids needed less sleep than the younger kids (Bettelheim 557). Science and countless hours of research have proved this myth false, but even still little is being done to c... ...n the busy teen thinks that â€Å"Sleep is the pocket change with which we buy extra time† (Clemmit 125), but this notion is false. Such a vital part of a person’s life should be made as enjoyable as possible, and the quality of physical and mental health will be substantially improved. As for teenagers, in order to correspond with their natural rhythms, maximize their learning and achievement potential, and greatly increase their overall health, the start times of high schools should be moved back. Break the cycle of the groggy adolescent, driving fatigued to school only to fall asleep in class and miss out on the opportunities school can offer. The teens of today take care of this country soon enough, the least that can be done is give them a chance at a sufficient night’s rest so they have time to dream of all the big things they will do with their lives tomorrow.

Confidentiality and Informed Consent

In the article by Martindale, Chambers, and Thompson, we learn that Informed consent and confidentiality. A person should be informed of their right to confidentiality and the treatment they are consenting to in the therapeutic relationship. This study Is significantly Important because we are shown that there has been not very much previous research done on how well we manage consent, how Informed the patient Is, how honest they are, and what they actually know about the policies of the provider. Professionals in many settings create and utilize very ifferent techniques of informed consent and confidentiality.In professions where professionals constantly see people who are troubled. who see the everlasting devastation of grief, pain, and the disparities of people in situations that they cant change, it can be very taxing and wearing on even the most seasoned professional person, but do we actually communicate well to the patient that they have rights? In the article, we see that so many patients are so desperate to receive care that they Instantly Just â€Å"sign papers† so that the can see the psychologist.If a patient Is that esperate, how do we know that mental health professionals are performing to their maximum standards of Informing the patient about their care standards and things like who has the appropriate access to their medical information? We, as counseling psychology graduate students and professionals alike, have a strong moral and ethical responsibility to ourselves, our colleagues. and our clients to make sure that we provide appropriate documentation, informing the patients clearly of their rights and responsibilities, so that we do not potentially negatively affect the lives of other eople.In the article by Martindale, Chambers, and Thompson, In the four themes that emerge, â€Å"being referred; the participant's feelings, mental health difficulties, and their Impact; relationships with workers and carers; and autonomy (Martindale et al, p. 355)†, we see that many clients have concerns about continuing care. I think the most difficult and problematic Issue to handle there Is the patient's mental health and stability. In chapter 5 of the textbook, the ACA Code of Ethics, Section 8. 5. on informed consent states: â€Å"Responsibility to Clients.When counseling minor clients or adult clients who lack the capacity to give voluntary, Informed consent, counselors protect he confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies, and applicable ethical standards. (Welfel, 2012, p. 142)†. It is the professional responsibility of the provider to be aware that the client has good mental standing to be able to know their rights. However, how dowe know upon first seeing the client that they are In a good mental standing to be completely informed? This puts providers in a tough situation.What happens to the clients they counsel who never k now of their consent rights and their confidentiality? How can we test for that if it we have no idea if the client is being honest with us? How do we know the frequency of occurrence? How do we know It Is not happening all the time? That Is why It is absolutely imperative to have open and t Of2 nonest communlcatlons wlt n tne cllent as oTten as posslDle. As graduate students, It is important for us to foster a supportive working relationship with our advisor, so hat we are absolutely sure the client is informed about what comes next in their therapy process.What if clients are too scared to ask how many sessions they have left? What if they are a â€Å"yes† person and can't say no to more or less treatment options? What if they have concerns but are too scared to ask about what is upcoming? I have personally seen a therapist who, after every session, had me fill out a questionnaire about my ability to see things clearly in the session; if I understood what my objectives were , if I understood her clearly, and if there was anything I was ersonally hesitant to share or anything that bothered me about our last session.This was extremely problematic for me because I always answered â€Å"no problems with last session† for fear that I would disappoint my provider or that she would then bring up the issue that I had experienced a problem with. I always felt uncomfortable, but continued to answer the questionnaires and continue care anyway because I needed it. In Martindale, Chambers, and Thompson's article, there are some limitations to the study. Primarily collected data were from mainly white omen.There seemed to be no measure of marginalized communities, under represented populations, or any data from the people who seem to struggle the most: people needing critical care. How would ethnic minorities respond to a provider who may not understand their cultural differences? How do we make sure those people are being informed appropriately? What about m arginalized communities who are in crisis and need care? How do we handle special situations appropriately? What about people who can't consent to appropriate care guidelines?

College: Ready Or Not, Here It Comes! Essay

Schools from all over the country are preparing for the upcoming graduations in their respective institutions whether it is elementary, secondary or college academies especially those in high school. As often said, high school is a training ground for the upcoming college adventure of teenagers – a sanctuary for students to assert themselves and prepare themselves for the stress they are bound to face once they stepped on their college universities. But sadly, students graduating from secondary schools aren’t that assured as others believed to be. Unfortunately, according to the statistics, of the ten students that will finish elementary level, only seven would move up to the secondary level and only three would finish college up to the very end. These, as researches said, are commonly caused by poverty, lack of motivation and – yes – unpreparedness. The question is how we can deem a student ready for his /her college life. What are the things a student must have to be called prepared? What are the pointers that a senior student must consider in getting ready for college? First things first, we must know what we want. Choosing a course just simply because it’s ‘in’ would get you nowhere. Instead, select the one that would fit your character as well as your interests. Most college freshmen end up flunking their courses due to this misconception. Secondly, choose a college that would fit your standards. Somewhere near your place and offers quality education at your own price. After these two, you won’t have much difficulty in getting to college. But then, we always have the third cue. It would always end with the question ‘Can I do this?’ The answer? Of course you can! You would just need to shape up yourself. You must set your mind first to your goal. Your goal: to survive college and move on with life. Then, start having the confidence in you. Remember, this is college we are talking about. You will start off with only yourself to lean on before you get to meet other people. It would also help if you try to keep the pressure from getting to you. Take a load off and relax while you’re at it. Keep in mind that your education would not prosper if you would think of it as a duty – a burden – instead of an enjoyable activity. It doesn’t matter if you get awards or not, what matters is that you are learning steadily – awards are just bonuses. If you’ll observe our current society, you can perceive that the most successful personalities were not honor students during their times. Take them as your inspiration and surely, you can get through college with lesser difficulties. It wouldn’t hurt to put some effort on to something that we want to achieve. High school, as early as it seems, is not a mere phase of your life to learn something from the books. It is a phase where we should learn both the reality of life and to build an identity of our own – to discover ourselves. We can never stop time so use it wisely. Hopefully, students wouldn’t say the words ‘College: here it comes’ but rather, the declaration ‘College: ready or not, here I come’!