Athletes society Essay Example | Topics and Well Written Essays - 250 words

Athletes society - Essay Example He is an athlete, for crying out loud-he’s the only hunger striker whose blood pressure is not plummeting!’ (pp. 319). He wonders, ‘What should he do? Turn and lock his coaches’ door, the way Edwards did 51 years ago when his moment of truth came when he demanded the fair treating of black athletes? (pp. 319) He is at a loss and he does not know how to react to the situation. This is just an example of the dilemma that athletes are in. They are not sure what is expected of them by the society. But what is obvious is that they should take the bull by the horns and be in the fore front in the fighting for the issues that affect the society. They should ensure that the society is enlightened about various issues and also start campaigns that should be aimed at improving the lives of the people. Young Kim says, it is an inevitable entitlement,. When an athlete signs a contract to play on a professional team, there are certain expectations that are not written on the fine print. More than just producing numbers and out of the world statistics that can turn a mediocre team into a championship caliber force: an athlete is expected to live out their lives as a role model to the public (April 12, 2002, Web page). They have the power to influence the younger generation to do the right things in the right way. They also have the power to advocate against the things they feel are wrong. Karl Malone, an NBA legend once put the challenge on the athletes by telling them ‘we don’t choose to be role models, we are chosen. Our only choice is to choose whether to be a good role model or a bad one.’ (Young, 2012) In conclusion it is right to say that the athletes have a bigger responsibility as role models to set the way right for the people. They have to actively engage themselves in the lives of the people and make sure that they create an

The Arrival of the Europeans Essay Example | Topics and Well Written Essays - 750 words - 1

The Arrival of the Europeans - Essay Example They were a part of the Virginia Company of London (Morgan, 18). Much of the history of this time does not talk of the atrocities that were committed upon the people who were Native Americans. This points to the historical inaccuracies that are created by colonialism as an economic and political phenomenon. Jamestown experienced severe difficulties in setting up a local economy and for a very long time was dependent upon the economy of the mother country, that is, England. This was the case with many new colonies around this time. They were unable to find a firm footing in the new lands. This was attributed in many cases to the lack of labor in these new lands. The situation was different where the colonization was not accompanied by a genocide and labor could be had from the local populations. This was however, not the case with Jamestown. Edmund S. Morgan talks of the reasons as to why the English were unable to begin the production of food in the new colony. The composition of the population is touted as the major reason for this failure. The composition of the colonial population consisted of, to a large extent, the nobility of England. This meant that there was not enough labor available in the new colony, to work in the fields. This hampered the production of food to a great extent. Morgan attributes the failure of the production of food to the â€Å"poor organization† of the colonial enterprise and Jamestown in particular. This then resulted in alliances with the natives of America. In a short while, thus, the colonizers were dependent on the natives for a large part of their lives (19-21). One of the main reasons for the survival of the English settlement in Jamestown was the success of John Smith. John Smith was an experienced man and knew how to deal with the Indians and was also well versed in warfare. The cruel manner in which he dealt with the Indians was

Research Proposal Essay Example | Topics and Well Written Essays - 4000 words

Research Proposal - Essay Example Information on the prevalence of obesity within the military is limited and usually relies on reported data on height and weight or on unrepresented smaller samples. According to Rona et al (2010), BMI is the usual indicator to assess overweight and obesity among army personnel but its validity is questionable because some people may have huge bodies but not obese. As such, in this proposal the author will make reasoned judgements and draw conclusions from these findings along with evaluating the significance of the assessment criteria used in monitoring obesity. Furthermore, the proposal also seeks to highlight the reason why the prevalence rate of obesity at the time of recruitment is low and subsequently increases over the years. The problem of obesity affects the military personnel in many ways. According to the World Health Organisation (2000) ‘Obesity is diagnosed as having a body mass index of 25 and over’. Thus the Ministry of Defence has adopted the WHO BMI char t and all personnel have their measurements taken and calculated as above and classified according to this chart. This will be further reviewed within this proposal. CONCLUSION Prevalence rates of obesity from this study should be viewed with caution as the sample studied is not representative of the UK Armed Forces. The true percentage of obesity could be higher since the sample is drawn from a small number of people. This research proposal aims to use a quantitative research method to evaluate the use of BMI and waist circumference to monitor obesity levels within the RAF. In turn this research proposal will highlight how BMI and waist circumference monitoring negatively reflects the obesity statistics in RAF personnel. Consequently the results of this research proposal will be used to: Highlight the importance of accurate measurements to assess obesity. In turn it will provide evidence to HQ Air to rethink current policy and perhaps adopt a tri service approach to tackling this p roblem in the future. INTRODUCTION Preventing obesity is essential within the military, not only to decrease the risk of cardiovascular disease and other chronic conditions (Ogden, et al 2007) but also to increase fitness and operational preparedness. This is essential since it improves their performance and physical fitness. The prevalence of obesity in the United Kingdom Armed Forces has not previously been monitored. Military personnel undergo annual health examination dependent on trade/branch (Joint Service Publication, 346 Chapter 2, 2008 will be hereafter referred to as JSP). Despite these examinations, there appears to be a requirement for a more robust information system to estimate obesity within the military (Rona et al, 2011). According to the JSP 346 the assessment process appears to rely heavily on how healthcare staff interprets height and weight measurements in order to calculate Body Mass Index (BMI). BMI provides the most useful population-level measure of obesity as it is the same for both sexes and for all ages of adults (WHO, 2012). The notion that BMI should be used when assessing obesity is backed by US research (Rona, 2012). However, the drawback of this method is that an increase in BMI may not necessarily mean that a person is obese since military personnel have greater muscle mass than ordinary citizens. In 2006, the National Institute for Health and Clinical

Allyn & Bacon Essay Example for Free

Allyn Bacon Essay Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢University policies: You must be logged into the student website to view this document. †¢Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Charles, C. M. (2005), Building classroom discipline (8th ed. ). Needham Heights, MA: Allyn and Bacon. All electronic materials are available on the student website. Class Participation WKS 1-330 Discussion QuestionsWKS 1-330 Discipline Model PaperWK 340 Total 100 ASSIGNMENTS ________________________________________ Week 1 Assignments Week 1 Learning Objectives: Discipline Models for Educators †¢Analyze several discipline models. †¢Compare and contrast the differences among various discipline models †¢Examine situations in which each discipline model would work best †¢Compare and contrast discipline systems for the primary, intermediate, and secondary grade levels with those currently used in the classrooms Room Arrangement †¢Identify effective classroom arrangements to minimize discipline problems Preventive Discipline †¢Analyze the causes of discipline problems 1. Read chapters 2-6 in Building classroom discipline (8th ed) Post biography in Chat Room (Day 1). 2. Respond to the Discussion Questions posted in the main classroom. Due: Day 3 Participate in the class discussion on at least 4 days during the online week according to the Participation guidelines. Brief Summary of Week One Deliverables AssignmentIndividual or Learning TeamLocationDue ParticipationIndividualMainOngoing— 4 days per week BioIndividualChat RoomTuesday Individual DQsIndividualMainThursday ________________________________________ Week 2 Assignments Week 2 Learning Objectives: Developing Classroom Rules and Procedures. †¢Analyze a systematic approach to classroom management †¢Identify guidelines for developing classroom rules and procedures Communication Skills †¢Identify communication skills that promote successful classroom management Classroom Management Strategies and Effective Teacher Behaviors †¢Examine strategies to enhance students’ self-concepts †¢Describe the characteristics of a well-managed classroom †¢Identify the strengths and weaknesses of various teaching strategies in relation to effective classroom management Assignments 1. Read chapters 6-11 in Building classroom discipline (8th ed).

Breast Cancer Gene Mutations Biology Essay

Breast Cancer Gene Mutations Biology Essay Breast Cancer affects nearly 1 in 4 women in the United States each year. Cancer is the uncontrolled growth of abnormal cells in the body. Breast cancer is a form of cancer that originates in the tissues of the breast. Using the latest technology researchers have determined that there is a specific line of genes linked to breast cancer, breast cancer (BRCA) 1 and BRCA 2 genes. The ability to test a patient for these breast cancer genes will help lead to better diagnosis and treatment for those with the gene. Often breast cancer will start from a single abnormal cell that grows into a benign tumor (Mader123). The tumor originates in the milk duct, where an extra lining of cells is formed that fills the ducts, this is known as ductal carcinoma. Another form, lobular carcinoma is when the cancer begins in the lobules, which are the glands that make the milk. Breast cancer is most common in females; however, males can still have breast cancer. In women it is recommended to be screened for breast cancer via self examination or mammograms, depending on age. Women who are over the age of forty are recommended to have a mammogram done every one to two years. Age is another risk because as a person gets older their risk increases. Race and ethnicity is another risk factor; white women are more at risk for breast cancer than African American women. Only about 5% to 10% of breast cancer cases are thought to be hereditary, resulting directly from gene defects inherited from a parent (cancer.org). Breast cancer can be classified by either BRCA 1 or BRCA 2 gene, which defines the mutation of the breast cancer gene. This form of breast cancer is considered genetic, which is when one dominate gene is passed onto subsequent generations and can result in the BRCA 1 or BRCA 2 gene. There are genes that can help with DNA repair, but in this case it is not a damaged gene it is mutated and cannot be repaired. Females who are heterozygous for the BRCA 1 mutation have a higher risk of getting breast cancer. The gene loci for BRCA 1 gene can be found on the 27th chromosome, it is known as a tumor suppressor gene that provides the blueprint for protein that breaks cellular growth**. Families who have history of breast and ovarian cancer have a strong occurrence of the BRCA1 gene and as a result there is a high risk for breast and ovarian cancer. Individuals that do have a family history of breast and ovarian cancers tend to acquire these cancers at a young age or acquire the more aggressive forms. The gene loci for the BRCA 2 gene is found on the 13th chromosome; although breast cancer is rare in men, this gene tends to affect males at a higher rate. The gene for BRCA 2 is not expressed as often as BRCA 1, and families who carry this gene tend to be at a lower risk for developing cancer. Men who carry the BRCA 2 mutations are at a higher risk of developing breast cancer by age 70. Breast cancer is more commonly found in families with high male and female breast cancer occurrences. Breast cancer can also be related to ethnic background and specifically families who are of Jewish decent tend to be more likely to develop breast cancer due to a high mutation rate. Prevalence of BRCA1 and BRCA2 mutations in different ethnic groups in the  U.S. BRCA1 Asian American 0.5% African American African American 1.3-1.4% Caucasian Caucasian (non-Ashkenazi Jewish) 2.2-2.9% Hispanic 3.5% Ashkenazi Jewish 8.3-10.2% Adapted from National Cancer Institute materials  [5]. Figure : Prevalence of BRCA1 and BRCA2 mutations in different ethnic groups in the U.S. (komen.org) This table shows the percentages of the different ethnic groups and their chance of developing the BRCA1 or BRCA2 gene. Men or women who are considered to be at high risk for breast cancer have the option to be tested. A person is considered to be at high risk if there are two or more family members that have had breast or ovarian cancer. The test for the breast cancer gene is a blood test that checks the DNA to see if there is a mutation in the BRCA 1 or BRCA 2 gene. A positive result of this test means that the patient has inherited the mutated gene. It is not definitive that the patient will get breast cancer as it requires unidentified environmental factors in order for the cancer to develop. However, a positive result means that the patient can pass the mutated gene to their children. If a person receives a negative result of having the breast cancer gene, it does not necessarily mean that they are not at risk for breast cancer, it means that they do not have the gene. In fact, 90 to 95 percent of breast cancer is not a result of BRCA 1 or BRCA 2, and 5 to 10 percent of women have the heredity fa ctor of breast cancer (Schnipper221). Also, The child of a parent who has a positive gene has a 50 percent risk of inheriting the mutation (Schnipper223). Testing for a genetic inheritance of the gene can be very helpful for families to know if they are carrying the mutated gene, and it can also be upsetting to the families who are affected. If a test comes back positive for the gene it will put other members of the family at risk for carrying the gene. Breast cancer heredity is very rare and it does not occur in every family. Age and ethnic background play a huge role in determining if you have a higher risk of carrying the gene. If a Jewish woman younger than 40 has breast cancer, there is about a 33% chance that they will be a carrier of the gene. While those who are not Jewish and have breast cancer before 30 have a 12% chance of having a mutation (Love108). This illustrates that the genetic test is not a good determinant of risk for cancer. Positive results from the breast cancer test have a few options to lower their risk of getting breast cancer. Patients can choose to be monitored closer by their doctors for breast cancer signs by having frequent breast exams, mammograms, MRIs, ultrasounds, blood tests, and also by self examination. A more aggressive step could be having prophylactic surgery, such as a double mastectomy. The surgery is a quite radical surgery and is not a common choice. Research has indicated that those who carry either the BRCA1 or BRCA2 mutation can lower their risk of getting the cancer by keeping up with a physical, healthy lifestyle and by breastfeeding. Although that may not work on everyone, it has shown to help with some patients who carry the mutation. There is not much that can be done to prevent the chances of getting breast cancer besides radical surgery. There are other factors such as carrying the mutated breast cancer gene that can elevate the risk of getting breast cancer, a second primary cancer, which is a second breast tumor that is not related to the first tumor, can also show an increased risk of occurring with patients who carry the mutation. For BRCA1/2 carriers, the chance of a contralateral breast cancer 10 years after diagnosis of the first cancer is about 18 to 30 percent compared to about 10 percent for breast cancer survivors without a BRCA1/2 mutation (komen.org). Surgery, radiation therapy, tamoxifen, and chemotherapy are the most commonly used treatments for breast cancer. The treatment that is used depends on the type and severity of the cancer. A patient will go over the options that work best for them with their doctor to help get the best treatment. Two other surgeries that are performed depending on the patients cancer are Lumpectomy, and Mastectomy. Lumpectomy is a surgery that removes only the cancerous lump from the breast. Mastectomy is removal of the entire breasts to remove the cancer and the tissue that surrounds it. Men and women who have breast cancer as a result of a genetic mutation will go through the same treatments. A patient who has a genetic mutation of breast cancer does not have their own treatment plan. Although they can take precautions to help prevent their chance of developing breast cancer, there is no different treatment if they do have breast cancer. Only five to ten percent of breast cancer patients in the United States are linked to a high risk genetic mutation (komen.org). Men and women who inherited the BRCA 1 or BRCA 2 gene, do not make up the population of those who suffer from breast cancer. Having a genetic mutation is not the only way for a patient to receive breast cancer, there are many other aspects. There are chances that getting breast cancer may be genetically linked, but there is still research being conducted to investigate the occurrence of breast cancer.

Compare Romeo And Juliet and Much Ado About Nothing :: comparison compare contrast essays

Compare Romeo And Juliet and Much Ado About Nothing There are many similarities between Shakespeare's Much Ado About Nothing and Romeo and Juliet. Was this Intentional or Accidental? Even though Much Ado About Nothing is a comedy, and Romeo and Juliet, is one of his saddest tragedies, the two plots share many common incidents. Did Shakespeare mean to have these coincidences or did they happen by accident? In both of his dramatic works, the Masque is a key element furthering the infatuation of the lovers. Also the balcony scenes in both plays are crucial because without them the plot could never have reached its denouement. It seems that God came into both of the plays in the spirit of the friars, because they had good plans to keep love together. In both plays, the masque functions as a dramatic device which initiates the love plot. It occurs in a social gathering, but not without the help of costumes. If it were not for costumes the result of love might have been drastically different. How was the masque used to get lovers together? In the case of Romeo and Juliet, Romeo hears about the masque and decides to go, thinking that he might be able to get away with this scheme. Upon entering he sees Juliet and right away, he knows it is love. If he had not worn the costume, the hosts might have ejected him from the party and he might not have met Juliet. Much Ado About Nothing has a similar but also different approach towards love at the masque. In Much Ado, Count Claudio is not able to gather the courage to court Hero. Instead Don Pedro, who is one of Claudio's very close friends, offers to go and woo Hero for his friend. This point is illustrated by Don Pedro for his great plan to get Claudio and Hero together "Thou wilt be like a lover presently/ And tire the hearer with a book of words. . .. That thou began'st to twist so fine a story? "1 Don Pedro's costume allows him to woo Hero, posing as Claudio. Balcony love scenes are familiar from both plays. The love was disparate in each of Shakespeare's plays. Compare Romeo And Juliet and Much Ado About Nothing :: comparison compare contrast essays Compare Romeo And Juliet and Much Ado About Nothing There are many similarities between Shakespeare's Much Ado About Nothing and Romeo and Juliet. Was this Intentional or Accidental? Even though Much Ado About Nothing is a comedy, and Romeo and Juliet, is one of his saddest tragedies, the two plots share many common incidents. Did Shakespeare mean to have these coincidences or did they happen by accident? In both of his dramatic works, the Masque is a key element furthering the infatuation of the lovers. Also the balcony scenes in both plays are crucial because without them the plot could never have reached its denouement. It seems that God came into both of the plays in the spirit of the friars, because they had good plans to keep love together. In both plays, the masque functions as a dramatic device which initiates the love plot. It occurs in a social gathering, but not without the help of costumes. If it were not for costumes the result of love might have been drastically different. How was the masque used to get lovers together? In the case of Romeo and Juliet, Romeo hears about the masque and decides to go, thinking that he might be able to get away with this scheme. Upon entering he sees Juliet and right away, he knows it is love. If he had not worn the costume, the hosts might have ejected him from the party and he might not have met Juliet. Much Ado About Nothing has a similar but also different approach towards love at the masque. In Much Ado, Count Claudio is not able to gather the courage to court Hero. Instead Don Pedro, who is one of Claudio's very close friends, offers to go and woo Hero for his friend. This point is illustrated by Don Pedro for his great plan to get Claudio and Hero together "Thou wilt be like a lover presently/ And tire the hearer with a book of words. . .. That thou began'st to twist so fine a story? "1 Don Pedro's costume allows him to woo Hero, posing as Claudio. Balcony love scenes are familiar from both plays. The love was disparate in each of Shakespeare's plays.

Reading, Writing and Children’s Literacy Essay -- Education, Language,

In order to assist children in their education, educators must have a vast knowledge of various text types and how children will learn most effectively the components of each text type as well as when and where to use them within society. As educators, we need to constantly be aware of how we can support students to use language in order to learn effectively. The purpose, structure and language features of all the various text types are essential components of an educators understanding of the subject in order for them to educate students. Halliday’s functional approach to language as well as a much broader understanding of the socio-cultural approach to language is crucial to take into consideration when planning programs to educate students about language and text types. The purpose of writing to socialise is to help writers maintain or improve relationships. It is frequently used to explain, advise, request and describe events, experiences and information important to the writer. Different text forms used to socialise include thank you notes, greeting cards, invitations, social sites, emails and letters. These forms of writing can be formal or informal in tone, depending on the relationship between the writer and the audience. This particular text type is used help to share information important to the writer, there may be an assumed knowledge of some of the content included and information is generally written as the writer would speak. The structure and language features of this particular text type vary greatly according to the purpose and audience, but generally each will contain first and second person pronouns, specific participants, questions or statements. Concise language is used as well as simple past tense re... ...ate fully in the society in which they live. Educators must ensure students have a deep understanding of writing as a social construct and provide students with opportunities to practice using language as a social tool so as they can express themselves with confidence. Works Cited Emmitt, M., Zbaracki, M., Komesaroff, L., Pollock, J. (2010). Language & learning: An introduction to teaching (5th ed.). South Melbourne VIC: Oxford university press. Steps professional development. (2005). First steps: Writing resource book (2nd ed.). Belmont WA: Author. Win Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne VIC: Oxford university press. Winch, G., & Ross Johnston, R., & March, P., & Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literacy (4th ed.). South Melbourne VIC: Oxford university press.