Schistosome parasite Essay Example | Topics and Well Written Essays - 500 words

Schistosome parasite - Essay Example water sources that are infected with the bilharzia diseases, being under the age of 14, residing in the prone regions such as Africa, and working in occupations centered around freshwater areas. The transmission of the diseases occurs when an individual suffering from the disease contaminates fresh water sources with infected eggs that hatch in the water (WHO n.p). Upon infection, the worm develops into adult schistosomes that live in the blood vessel and lay eggs. The progenies are emitted, with the faeces and urine, to ensure the continuity of the life cycle. However, some eggs are trapped in the body tissues where the cause immune reaction and progress to damage the body organs. There are various snail species responsible for the transmission of the disease and vary on the region. The most common vector species are Bulinus, Biomphalaria, Oncomelania, and Physopsis that are prevalent, in Africa, Asia, and Europe (WHO n.p). The disease has two broad classifications based on its area of infection. Specifically, this intestinal and urogenital Schistosomiasis is prevalent in Africa and Asia. The ailment is common among the rural poor communities including women doing domestic chores such as washings and children living under unhygienic condition with higher exposure to infected water. The manifestation of the disease symptoms is due to the body’s reaction to the worms eggs. The most common signs of the intestinal Schistosomiasis include abdominal pain, blood in the stool, and diarrhoea. However, the enlargement of the spleen and the liver is common in the advanced stages. Specifically, these enlargements are due to the accumulation of fluid in the peritoneal cavity and increased blood pressure in the abdominal vessels (WHO n.p). In the urogenital Schistosomiasis, the classic symptom is blood in urine (haematuria). In its advanced stage, bladder cancer, fibrosis of the ureter is common. Additionally, painful intercourse, lesions, and vaginal bleeding are typical

Arranging a marriage in india Essay Example | Topics and Well Written Essays - 250 words

Arranging a marriage in india - Essay Example In the event, that either of the partners has not identified their partners then the matchmaker plays a central role in the identification. In this case, the matchmaker must be an elderly who is conversant with many families, as well as the surrounding society (Fenton 193). The caste system in India plays a great role. Marriage happens between couples of the same caste. Moreover, the persons intending to get married must be of the same religion. The other factors that determine marriage between couples are horoscope, status, and in some instances physical appearance. The use of horoscope is vital as it is perceived to determine the likely success of the marriage. Those whose statuses are high in terms of finance, social or profession (especially the boys) are highly valued in the marriage process. Unlike many communities (around the world), In India, the dowry payment is usually remitted by the bride to the prospective groom. Before the wedding, an engagement celebration is initiated where the two families perform traditional rituals to make the engagement official. The wedding is usually held at the bride’s home hence it is the bride family that receives the groom (Fenton

PromptDescribe your intellectual interests, their evolution, and what Essay

PromptDescribe your intellectual interests, their evolution, and what makes them exciting to you. Tell us how you will utilize the academic programs in the Col - Essay Example The phones, watches and stereos were all under my mercy. I could not get over my mesmerizing into the intricate connection of this device to that and the overall effect. Needless to say the string that followed such activity was endless circling around what is this, how and why. This was my favorite hobby. I suppose this kind of behavior is normal for kids and especially those that are destined to make great discoveries in future. It all starts with a question like why is the sky blue Of course our reaction to the response varies thereby demarcating each child's individuality and uniqueness. In my case the answer to this question was a start to what have become a resilient pursuit of greater knowledge and more answers to natural phenomenon. High school was an eye opener for me after the exposure to the topics on atoms and molecules. It is fascinating to know that here are millions of invisible elements in the atmosphere that cause such real effects in the daily life. (Schmelcher & Schweizer, 15) Physics and astronomy intrigued me and I kept myself enlightened with books such as black holes and time wraps by Kip S. Thome. My relentless questions soon became equally sophisticated to why dark matter exists. There was no turn around for me at this point.

Health Promotion Essay Example | Topics and Well Written Essays - 1500 words

Health Promotion - Essay Example Obesity contributes to 2.6 million fatalities globally every year. During 1999 to 2002, 65.1 percent of adults, at least 20 years of age, were considered overweight and 30.4 percent were considered obese. Among children between 6-19 years old, 31.0 percent were regarded as overweight and 16.0 percent were deemed obese (Hedley, Ogden, Johnson, Carroll, Curtin & Flegal, 2004). Obesity significantly decreases life expectancy thus increasing the risk for morbidity and mortality. Also, it considerably increased health care costs in the last two decades (Wang & Dietz, 2002). As stated by Ward-Smith (2010), the U.S economy’s expenditure reached an estimated $117 billion and $61 billion were directed at medical costs. This increased occurrence of obesity is said to be due to urbanization which caused societal changes like frequent consumption of fast-food meals, feasting on oversized portions at home and in restaurants, ingestion of high-calorie foods, like high-fat, low-fiber foods, and increase intake of sweetened beverages (Raj & Kumar, 2010) . Also, developing countries have exponentially grown a habit of television viewing and other sedentary activities (Robinson, 1999). Automobile-oriented and automated environment also promoted a low level of physical activity (Epstein & Saelens, 2000). Aims and Objectives The immediate aim is to lower the rate of weight gain which will be done by maintaining a specified weight appropriate for the age and height of the individual, therefore improving the person’s BMI. The objective is to develop a better quality of life for the people involved. Another objective is to reduce the morbidity and mortality rate involving associated with obesity. Global scope of this project is another objective; if possible, legislative change should be done to fully achieve this goal. Outline of Project and Ethical Considerations The target group of this report is the obese people in the university. The booklet (Appendix A) and leafle ts (Appendix B) used are from the U.S. Department of Health and Human Services and Obesity Action Coalition. The author believes that for change to fully be achieved in a global setting, change has to start first in the immediate surrounding. However, if possible, this may be applied to any obese person to completely achieve the globalization of this initiative. The initial action should be to educate the people about obesity, its causes, the risk of being obese and most importantly how to handle it. What is obesity? Obesity is a disease that it described by having excess body fat. An indicator for this is the Body Mass Index (BMI). This is measured by dividing the person’s weight in kilograms with the height in meters squared. This can also be seen in the BMI Chart (Appendix C). A person with a BMI of 25 to 29.9 is classified as overweight. A BMI of 30 above is considered obese. What causes this? 1. Behavior 2. Environment 3. Genetics What is the health risks related to obes ity? 1. Diabetes 2. Gallbladder disease 3. Cardiovascular diseases like Stroke, Coronary Heart Disease, Hypertension, etc. 4. Cancers like colon, breast and endometrial cancer 5. Osteoarthritis 6. Respiratory problems like sleep apnea, breathlessness, etc. How to handle obesity? 1. Behavior modification 2. Physical activity 3. Pharmacologic 4. Surgery for the morbidly

PromptDescribe your intellectual interests, their evolution, and what Essay

PromptDescribe your intellectual interests, their evolution, and what makes them exciting to you. Tell us how you will utilize the academic programs in the Col - Essay Example The phones, watches and stereos were all under my mercy. I could not get over my mesmerizing into the intricate connection of this device to that and the overall effect. Needless to say the string that followed such activity was endless circling around what is this, how and why. This was my favorite hobby. I suppose this kind of behavior is normal for kids and especially those that are destined to make great discoveries in future. It all starts with a question like why is the sky blue Of course our reaction to the response varies thereby demarcating each child's individuality and uniqueness. In my case the answer to this question was a start to what have become a resilient pursuit of greater knowledge and more answers to natural phenomenon. High school was an eye opener for me after the exposure to the topics on atoms and molecules. It is fascinating to know that here are millions of invisible elements in the atmosphere that cause such real effects in the daily life. (Schmelcher & Schweizer, 15) Physics and astronomy intrigued me and I kept myself enlightened with books such as black holes and time wraps by Kip S. Thome. My relentless questions soon became equally sophisticated to why dark matter exists. There was no turn around for me at this point.

Physiological Education Essay Example for Free

Physiological Education Essay Harvard President Lawrence Summers caused quite a stir in January 2005 when he proposed that women are lagging behind in science and mathematics because of innate differences between the sexes (Angier and Chang, 2005). Angier and Chang at the New York Times agree. They write that research has found that there are a lot of discrepanciesthe architecture of their brains, in quantitative test scores, attitudes toward math and sciencebetween men and women (Angier and Chang, 2005). The New York Times report found that boys have outscored girls in the math part of the SATs by as much as 35 points, while verbal scores are very similar. On the other hand, the report notes that there are more boys with attention-deficit disorder, learning disabilities, and autism (Angier and Chang, 2005). Boys, on the other hand, fare rather poorly with reading and writing. NAEP writing tests results in 2003 showed that boys scored 24 points lower than girls. The trend can be seen as early as the fourth grade all the way through college (Connell and Gunzelmann, 2004). Kate Melville explains that girls mainly use a system that is involves more memorization and association of words, while boys rely on a system the deals with the rules of language. Melville, citing a study by Michael Ullman, adds that both boys and girls are using different neurocognitive brain processes in learning language, and information processing (Melville, 2006). Jasna Jovanovic and Candice Dreves sums it up in saying that over the years, the notion is that boys have superior spatial abilities, which helps them in math. While girls are better at language and writing (1995). Do girls learn differently from boys? This paper will provide proof that they indeed do, and will try to delve into why and how they learn differently. Lastly it looks into recommendations for addressing such learning disparities between the genders. Preferences in Learning Styles Erica Wehrwein and her fellow researchers identify the learning style preferences of students to include visual, auditory, read-write, and kinesthetic. They also found that a little more than half of the females preferred a single mode of presenting information, as opposed to only 12. 5% of males (Wehrwein, et. al. , 2007). More than a third of the females favored the kinesthetic mode, followed by the read-write mode at16. 7% (Wehrwein, et. al. , 2007). On the other hand, boys preferred auditory, read-write and kinesthetic evenly (Wehrwein, et. al. , 2007). The researchers conclude that there is a significance difference in learning style preferences between boys and girls. Brain-based Differences Nikhil Swaminathan at the Scientific American says that a growing body of studies over since the 1960s have documented that girls have superior language skills. Swaminathan cites a journal report from the Neuropsychologia that says that girls completing a linguistic-related task showed greater activity in the areas of the brain that are responsible for language encoding, and abstract deciphering of information. The boys showed more activities in the visual and auditory areas, depending on how the words were presented (Swaminathan, 2008). Swaminathan concludes that in a classroom, it implies that boys have to be taught visually and orally (through texts and lecture) to gain a full understanding of the lesson, while girls can pick up the concepts by using one of either (Swaminathan, 2008). The study monitored the brain activities of 62 kids (31 of each) from 9 to 15 years old (Swaminathan, 2008). CBS News correspondent Elizabeth Kaledin cites a study conducted by University of California at Irvine psychologist Richard Haire, which shows that at the very least, mens and womens brains work differently (Kaledin, 2005). Kaledin also cites Dr. Jay Geidds studies showing that boys and girls have different brain development, with girls brains maturing faster than boys, except in the area involved in mechanical skills (Kaledin, 2005). Dr. Leonard Sax offers a much more empirical example, saying that at 12, the geometry area in a girls brain is equal to that of an 8 year old boy, while the language area of a boys brain is three or four years behind that of a girls brain. Dr. Sax concludes that boys and girls see, hear and respond differently (Kaledin, 2005). The Environments Role In an interview Parent News, Jasna Jovanovic stresses that there are no genetically-based differences between girls and boys. Jovanovic, however, says that girls will benefit more from teaching methods that include performance-based assessments, hands-on, active approaches, and cooperative learning. Jovanovic also reiterated that the difference might lie in the childs environment. Jovanovic laments that societal expectations and stereotypes tell girls that they are not good in math or science, so they shouldnt be very interested in it (Understanding Gender , undated). Jovanovic participated in a single-sex education in grades K-12 roundtable discussion sponsored by the American Association of University Women Educational Foundation. Jovanovics view is shared by Barnard President Judith Shapiro who adding that while nature may form part of the loss of interest among girls in science, there is also the nurture part (Kaledin, 2005). Donna Milgram, expounding on the gender differences in math, science, engineering and technology, says that the reason why many girls are floundering in these areas is that they have less experience in the hands-on application of learning principles than boys. Milgram says that the studies show that gender differences, most likely, stems out of nurture, not nature (Milgram, undated). Milgram adds that another important area of concern is that of perception and confidence. Females are most likely to succeed in science, engineering, technology and math if they feel confident that they could master it (Milgram, undated). Recommendations Jovanovic and Dreves recommends that child care providers and teachers give every child the chance to learn math and science. Staff should be trained on the equal treatment of boys and girls in the classroom, as well as be given the necessary resources and materials to give the children hands-on experiences in both subjects (Jovanovic and Dreves, 1995). Jovanovic, in the Parents News interview, also suggests a smaller class size, a core curriculum approach, more personal relationships between teahcers, students and administrators, more higher-order thinking-related activities (Understanding Gender , undated). Teachers, as well as students, need to be aware of learning style preferences. That way, they can tailor-fit their instruction, activities and tasks to optimize learning. Dr. Leonard Sax says that its very important to understand and pay more attention to the learning differences between girls and boys, and even in the differences in the way they develop. Dr. Sax points out that if we continue to ignore these differences, chances are at age 13, wed have girls who think they cant do math and boys who think that poetry is a waste of time (Kaledin, 2005). * * * The body of evidence, the growing of research, the viewpoints held by various authorities may differ, at the very least, and contrasting and confusing at the most. Whats clear, however, is the fact that girls and boys differ in they ways that they learn something. It may be attributed to physiological factors, or it may stem from the childs environment. The debate, however, is important not because we need to determine whether boys are more intelligent than girls. That is way beside the point. Our role as educators is to make sure that our students learn, in a manner thats easy for them. While suggestions have been brought to extremes like a single-sex classroom setting, the bulk of the responsibility rests on our shoulders. We need to understand these differences, be it physiological, or environmental. We need to understand our students. We need to understand their learning patterns. Having understood their strengths, and the innate differences, we can tap it to make it easier for them to learn. We need to find out the proper and optimal mix of instruction, of lectures, of the use of materials and resources. We need to be creative, innovative in the classrooms and outside it, in order to capture our students and interests in they way they were wired to appreciate it. Lastly, and perhaps, most importantly, we need to create a supportive classroom environment where boys and girls can be themselves, and make both understand that each of them are there to learn in his or her own style and pace. Its the only way we can safeguard their self-confidence and esteem. References Angier, Natalie and Chang, Kenneth. (2005). Gray Matter and Sexes: A Gray Area Scientifically. New York Times. Retrieved on 15 April 2008. http://www. nytimes. com/2005/01/24/science/24women. html? oref=loginpagewanted=allposition= Connell, Diane and Gunzelmann, Betsy. (2004). The New Gender Gap. The Instructor, March 2004. Retrieved on 15 April 2008. http://teacher. scholastic. com/products/Instructor/Mar04_gendergap. htm Kaledin, Elizabeth. (2005). Intellectual Gender Gap? CBS News. Retrieved on 15 April 2008. http://www. cbsnews. com/stories/2005/03/14/sunday/main679829. shtml Jovanovic, J. and Dreves C. (1995). Math, science, and girls: Can we close the gender gap? University of Illinois at Urbana-Champaign. Retrieved on 15 April 2008. http://www. nncc. org/Curriculum/sac52_math. science. girls. html Melville, Kate. (2006). Big Gender Differences In Language Learning. Georgetown University Medical Center. Retrieved on 15 April 2008. http://www. scienceagogo.com/news/20061029224800data_trunc_sys. shtml Milgram, Donna. Gender Differences in Learning Style Specific to Science, Technology, Engineering and Math. Retrieved on 15 April 2008. http://www. selfgrowth. com/articles/Gender_Differences_in_Learning_Style_Specific_to_Science_Technology_Engineering_and_Math_STEM. html Swaminathan, Nikhil. (2008). Girl Talk: Are Women Really Better at Language? Scientific American. Retrieved on 15 April 2008. http://www. sciam. com/article. cfm? id=are-women-really-better-with-languageprint=true Understanding Gender Differences that May Occur in Classroom Settings. Adoption. Com. Retrieved on 15 April 2008. http://library. adoption. com/Child-Development/Understanding-Gender-Differences-that-May-Occur-in-Classroom-Settings/article/3379/1. html Wehrwein, Erica, Lujan Heidi and DiCarlo, Stephen. (2007). Gender differences in learning style preferences among undergraduate physiology students. Advances in Physiological Education. Retrieved on 15 April 2008. http://advan. physiology. org/cgi/content/full/31/2/153

Book Review The Communist Manifesto Sociology Essay

Book Review The Communist Manifesto Sociology Essay The Communist Manifesto was written by Karl Marx and Friedrich Engels in 1848. Whether or not the publication was planned to coincide with the first revolutions in France we can only surmise. However what we do know is that both Marx and Engels were commissioned to compile the Communist Party Manifesto at the Second Congress of the Communist League which met between November and December 1847. The Manifesto is split into four sections but the overall aim of the book is an attempt to explain the ideologies and goals of the Communist party. Marx and Engels argue that it is the history of class struggles  [1]  that are the driving force of history. Marx claims that relationships between classes are dependant upon that periods channel of production. He also argues that once these relationships are no longer well-suited a revolution happens and a new ruling class take power. This is Marxs explanation for the move from feudalism to capitalism at the hands of the bourgeoisie (middle classes). This is also how Marx views the progression from capitalism to socialism and from socialism to communism. Marx and Engels believe that Communism is inevitable, that eventually the proletariat (working class) will seize power straight from the hands of the bourgeoisie. The first section of the manifesto is based on the Communists theories of history and of the relationship between the bourgeois and the proletariat in a capitalist society. Marx informs the reader of class struggles that have dominated history, how classes are either oppressor or oppressed. Marx states that as a result of the move from the complicated feudal system to the capitalist system hostilities between classes have simplified to the point where there are no only two classes in direct opposition; the bourgeoisie and the proletariat. The manifesto pinpoints the fact that because of the demands of society and the rise of modern industry the modern bourgeois have became the ruling class by doing away with the old feudal system and allowing people to become more self-interested. Despite this new self-interest Marx argues that the modern bourgeois has done away with the traditional family values and instead turned each family member into a commodity, someone to go out and earn a wag e. He states that this new bourgeois society has resolved personal worth into exchange value. This new capitalist society, Marx states, leaves one man dependant on another in a way they had never been previously; it has created a class of labourers, who live only so long as they find work, and who find work only so long as their labour increases capital. Thus we have a society based on production and demand. However this society will not always see the relevant demand for the products they produce so those who rely on industry to supply wages in order for them to have a roof over their heads and food in their bellies, are expendable, they will be used, and be able to afford to live, only so long as the bourgeoisie need their skills. Section two then goes on to discuss the relationship between the Communists and the proletarians. Marx is keen to point out that the Communists do not see other working class parties as opposition rather they wish to help these other parties in à ¢Ã¢â€š ¬Ã‚ ¦clearly understanding the line of march, the conditions and the ultimate general results of the proletarian movement. Marx addresses the question on the abolition of property directly and clearly states that it is not the aim of the communists to abolish all property but to abolish private property, that property owned by the bourgeois. He points out that property only belongs to one tenth of society as the other nine tenths cannot afford such luxury as owning their own properties. Upon addressing this he also claims that as a result of this, and many other defining features, Capital, is therefore not a personal, it is a social power. Upon defining the role of the proletariat in society Marx states that the Communist party wish to do away with the miserable characterà ¢Ã¢â€š ¬Ã‚ ¦.under which the labourer lives merely to increase capital, and is allowed to live only in so far as the interest of the ruling class requires it. The third section of the Manifesto outlines and evaluates the three divisions of Communist writings. These are; reactionary socialism, conservative socialism and critical-utopian socialism and communism. Marx argues that each of these divisions fail because each of the fail to realise critical communist values. The reactionaries and the conservatives fail to take note of the fact that the bourgeoisie will eventually fall at the hands of the proletariat whereas the utopians fail to realize that social change is essential; there is no perfect world where communism is king without this change. The fourth and final section of the manifesto confronts the Communist partys feelings towards the opposing parties that exist in society. The communists final and foremost aim is the proletarian revolution and they strive for this constantly and consistently even if it means working with other opposition parties in order to achieve this. Marx and other communists believe that history goes through stages of social change and that by arming the proletariat in one particular stage (capitalism) it will ensure the overthrow of the bourgeoisie at the hands of the proletariat thus reigning in a new era of socialism and eventually communism. All in all The Communist Manifesto is extremely clear