Nutrition and Health - Free Essay Example

Sample details Pages: 5 Words: 1583 Downloads: 1 Date added: 2019/02/20 Category Health Essay Level High school Tags: Nutrition Essay Did you like this example? Part I: Identification of Nutrient In the case of an Asian female, she is 35 years old, 52 and 95 pounds. She is HIV/AIDs positive, single and does very light activities. She has poor dentition and has poor malnutrition. Don’t waste time! Our writers will create an original "Nutrition and Health" essay for you Create order She is currently under the National Institute of Health which provide her 1200 calorie diet. She takes the antiretroviral drug which includes the one-day tablet containing 150mg and 800mg, 1000mg calcium daily. The diet that the patient is taking has a deficiency of CHO, PRO and fat since the patients weight is meager that is 43kg. This value is small for an adult with 35yrs. This means that the diet is deficient of protein for bodybuilding and carbohydrate. The diet does not meet the Recommended Dietary Allowance (RDA) since the patient seems to have insufficient calcium in her body. This is indicated by the poor dentition conditions that she has. The 5 nutrients that are recommended for the patient with a deficiency in macronutrient are the calcium, vitamin A, potassium, vitamin C and Iron. Calcium is a very essential mineral in the body because it helps in the development of the teeth and also strong bones. The patient is associated with performing a light activity which indicate that the patients bones are weak due to deficiency of calcium. Vitamin A is another essential nutrient which is highly recommended by the people living with HIV/AIDs because the diet with vitamin A has a very vital role in improving the immune system of the patient. The people living with HIV/AIDs has very low immunity and it is essential for them to boost their diet with vitamin A (Hummelen et al, 2011). Poor dentition of the patient show that she lacks a di et with enough vitamin A because vitamin A contributes in the development of bones and teeth. Part II(Disease Nutrient) The patient with HIV/AIDS should have a much-planned diet because if the diet lack some important nutrient or vitamin may cause a lot of complication and cause the health of the person to deteriorate. The victims are associated with diarrhoea which is caused by malabsorption as a result of the gut not able to uptake in the appropriate manner which causes loss of protein in the patients body. The patient with diarrhoea symptoms needs to take diet which is rich in protein to build up all the muscle tissue that breakdown. The patient whose diet does not have some certain nutrients which do not boost the immune system may cause the patients disease symptom to increase because the patients are associated with high-stress levels which has an adverse effect to the immune system. The patient may be eating a lot of food but the disease symptoms progress meaning that the diet that the person is undertaking does not help to boost the immune system. The patient should avoid food with a lot of sugar and salt since they have high chances of getting the cardiovascular disease because the ARV drugs the patient is taking makes them prone to heart diseases. The patient should limit the consumption of sugar to evade diseases such as diabetes and blood pressure. The patient should avoid drinking alcohol because it will deteriorate their health since it causes loss of water from the body. Water is essential in the body because it helps in the transportation of the important nutrient to all parts of the body. The HIV patient needs to eat foods that have high energy such as the sweet potatoes, cereals, rice, and the bread which enables the body to keep their bodies stable. To boost their immune system, the patients need to take fruits and vegetables which strengthen the immune system. Vitamin C is very important and can be obtained from citrus fruits like lemon, oranges, grapefruit and other fruits like tomatoes and mangoes. Vitamin A is also important in their body which can be obtained from red fruits, green fruits and also from green vegetables like spinach, kales, broccoli leaves from pumpkin and others. The patients are supposed to eat the fresh fruits and vegetables and they need not be over-cooked because they lose the nutrient in them. The vegetables are supposed to be cooked with moderate heat. Dairy products, meat, pork, milk which are food that is rich in protein which is an important diet in building body tissue and to strengthen the immune system of the patient (Liu, 2011). Ev en though the HIV patient should limit the levels of sugar and salt, it is important to take moderate sugar. These sugars can be obtained from biscuits, desserts, and cakes. The other nutrients which the HIV patient need to eat are flavonoid and phytosterols which are the nutrient from the fruits which helps to strengthen the immune system. Flavonoids nutrient can be obtained from fruits such as the carrots, apples, strawberries, and peppers. The phytosterols nutrients are obtained from whole grains such as the nuts, sunflower seeds, seafood, and peas. When the food and the drugs are consumed, they interact differently, and it is essential to consider how the nutrient is absorbed and whether medicine has a side effect. People living with HIV need to utilize the nutritionist, in case there is a side effect of the medicine and food the nutritionist can advise the patient on the alternative way to supplement the food to get the same health benefit without causing any side effect. There is some food which affects the action of the drug-modifying conjugase and systems of MFO. For instance, some substances are found in some foods such as charcoal roasted meat, cabbage that influences the action of the MFO system through the induction of the enzyme (Willby, 2012). There is some herbal dietary supplement which has negative effects when they interact with therapeutic drugs like the ARV. These supplements have a potential threat to the drugs because of the stimulation of the enzyme and affect some categories of the medication (Wilby, 2012). There are some studies which show that the nutrient found in garlic has been reported to minimize the concentration of plasma of saquinavir to the human health. The nutrient restriction that has been made for the patient with HIV/AIDs taking ARV are, food rich in calcium should be separated from dosing by 2hours because affect the action of integrase. When using the capsules medication, the garlic consumption should be avoided by the patient (Bayan et al, 2014). Food which has vitamin E should be evaded to prevent the danger of bleeding which is caused by TPV. It is recommended that the patient should observe those restriction to avoid the nutrient-drug side effects which affect the health of the patient. Part III: Patient Education. Calculation of the patient, BMI, BMR, CHO, and PRO Parameters: age-35yrs, weight-95lb or 43kg, Height-52. BMI 95/61.5 X61.5 (4225) X0.703=15.8 The value of BMI of the Asian Woman is below the healthy weight standard which ranges from 18.5 to 24.9; this indicates that the lady is underweight. BMR BMR is the amount of calorific need that the patient needs in her diet BMR=[{(950X0.2 (activity)) + 950 }x0.1}+1140 =1254calories per day CHO The amount of carbohydrate she needs should be determined to restrict the amount she feeds because she does light activity. (1254X0.45 Calories=565)/4calories /gram =141grams/day ( 1254 X 0.65=815)/4 Calories/gram=204 Dairy range 565-825 calories per day from 141-204 grams per day PRO The intake of protein recommended is approximately 1.5 to 2.0 times and the recommended protein for adults is 0.8g/kg (Dudek, 2014) 95lb/2.2kg/lb =43.8kgX0.8=34.5 grams protein daily 34.5grams X 1.5 times =51.8grams per day x 4calories/gram= 207calories per day 34.5grams X 2 times as much required for an adult =69 grams per day X 4 calories per gram= 276carories/day Dairy range 207-276 calories per day or 34.5-51.8 grams per day. FAT The recommended fat for the patent is 35% to 40 % (Dudek, 2014) Part III. Smart Goals and Patient Care Plan In the SMART goals, the patient needs to eat at least three meals per day which are rich in protein so that she will be able to build all the worn out tissues in the body. She needs to eat a special diet because of the underweight levels she is of 15.8. The patient needs to work hard and increase the more foods which are rich in protein and also more calories which are in the form of fats and carbohydrates. The patient should add protein to her diets such as eating hard boiled eggs, eating more legumes such as nuts and beans, chopped meals and soups. To add the Calories she needs to take foods like rice, potatoes, and crackers. The patient should try to limit the number of sugary drinks and spicy foods. This is to prevent diarrhea. References Bayan, L., Koulivand, P. H., Gorji, A. (2014). Garlic: a review of potential therapeutic effects. Avicenna journal of phytomedicine, 4(1), 1. Dudek, S. G. (2014). Nutrition essentials for nursing practice (7th ed.). Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams Wilkins. Hummelen, R., Hemsworth, J., Changalucha, J., Butamanya, N. L., Hekmat, S., Habbema, J. D. F., Reid, G. (2011). Effect of micronutrient and probiotic fortified yogurt on immune-function of anti-retroviral therapy naive HIV patients. Nutrients, 3(10), 897-909. Liu, E., Spiegelman, D., Semu, H., Hawkins, C., Chalamilla, G., Aveika, A., Fawzi, W. (2011). Nutritional status and mortality among HIV-infected patients receiving antiretroviral therapy in Tanzania. Journal of Infectious Diseases, 204(2), 282-290. Wilby, K. J., Greanya, E. D., Ford, J. A. E., Yoshida, E. M., Partovi, N. (2012). A review of drug interactions with boceprevir and telaprevir: implications for HIV and transplant patients. Annals of Hepatology, 11(2), 179-185.

Should Abortion Be Legal - 1855 Words

Imagine being a teenager in today’s society who got pregnant. What would you do? Telling your parents is not an option because you are terrified of their reaction and you do not want to put that stress on them. Keeping the baby will not work because you are not financially stable (you are still in high school) and your parents definitely will not support that decision. You are not even sure if you are pregnant, that is just what the CVS brand pregnancy test said. What is your next step? Abortion? Maybe you do not support abortions. Adoptions? Ideal, but you are not sure where to go for adoption referrals. What options do you have? Well, what if you knew about an organization that could provide you with guidance and options? What if your school taught you about this so-called organization? You could talk to professionals about what your next move is and, even without insurance, they figure out ways to help no matter what. That â€Å"organization† would be Planned Parenthood. Being an 18 year old who has had health class in high school, I can say that I was not educated on Planned Parenthood. Even if teenagers do not support Planned Parenthood and are against the organization, they should still be educated on the subject. I suggest school systems find a way to fit teaching students about Planned Parenthood into the school curriculum because everyone should know what options they have. Planned Parenthood in our Society Planned Parenthood is a non-profitShow MoreRelatedAbortion Should Not Be Legal1647 Words   |  7 PagesOne of the most highly debated topics is abortion and whether or not it should be legal. People who oppose abortion, meaning they are pro-life claim that abortion should be completely illegal with no aspects of it whatsoever; it can be a murder for the people standing against it. The other side of the argument, meaning people who are pro-choice, defend it by believing it to be a right been given to the women. 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The controversy over whether or not abortion should be legal continues to divide Americans till this day. An important landmark case was the Roe v. Wade case, where the Court argued that the zone of privacy was broad enough to encompass a woman s decision whether or not to terminateRead MoreShould Abortion Be Legal?1320 Words   |  6 PagesAbortion, as you all may know, is a really popular topic. There have long been many debates between the two groups, pro-life and pro-choice. People who are pro-life believe that part of the government’s job is to protect all forms of human life. Those who are pro-choice believe that every individual should have control over their own reproductive systems. Pro-life supporters strongly believe that even an undeveloped fetus has lif e; it is still growing and it needs to be protected. And this soundsRead MoreShould Abortion Be Legal?1135 Words   |  5 PagesKelsi Hodgkin Composition 1 Professor Chipps 19 October 2015 Should Abortion Be Legal A common debate in the world today involves abortion, the deliberate end of human pregnancy, and whether or not it should be legalized. â€Å"Every year in the world there are an estimated 40-50 million abortions. This corresponds to approximately 125,000 abortions per day† (â€Å"Abortions Worldwide this Year†). On one side of the argument, people are not disturbed by this grotesque number, and on theRead MoreShould Abortion Be Legal?963 Words   |  4 PagesLegal or Illegal? Which would you prefer? Not many are willing to discuss such a gut wrenching topic, but this needs to be addressed. It is a very controversial topic with having to do with women rights and activists. Since there are two sides to every argument, there is one side such as to make abortion legal and the opposing side to keep abortions illegal. 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Using Literature as a Gateway to Critical Thinking Free Essays

Sometimes, the groans can be heard clear across a campus, and they resonate in memory for years. When a professor assigns a text for reading, anything from the poem â€Å"Just to say† by William Carlos Williams to Herman Melville’s â€Å"Moby Dick,† the students are rapid to react as if they have been handed a death sentence. In some cases, this is because they have so much their reading on their plates that they just feel overwhelmed, but many times, it is a matter of their previous failures to grasp anything meaningful from a literature assignment. We will write a custom essay sample on Using Literature as a Gateway to Critical Thinking or any similar topic only for you Order Now This later is the primary point of importance in continuing to distribute the literature. Many university students lack a fundamental grasp on the tools they require to read and write critically, which in turns leaves them without the ability to think and reason in logical and critical terms. The influence of critical thinking on the success of a student at the university level is undeniable.   It will influence how well they comprehend the texts in front of them. It will affect the way in which they can relate one text to another across classroom and semester borders. It will also have a great effect in the way in which they can communicate their ideas to both their peers and their instructors. The way in which a student learns to read and produce written work will be the fundamental core of their language and communication abilities without regard to area of specialization. This learning begins very early in childhood. Learning to read as a child one develops a sense that the author is the beginning and end of the page, and the words used are there for the sole purpose of the surface story. Once a student is capable of surpassing this stage and he or she begins to consider the works on a deeper philosophical level the real learning begins. The student will begin reading for more than simple content and an entire new world will open up full of possibilities. Many students will never learn to recognize the deeper or more subtle meaning in many of the texts unless they are first exposed to it in literature.   Poetry is exceptionally useful for this purpose. The allusions, worked in through metaphor, simile, and symbolism, give a deeper insight to the position of the author from the outset. The famous lines of â€Å"This is Just to Say† by William Carlos Williams provides an excellent example for this type of inquiry: I have eaten the plums that were in the icebox and which you were probably saving for breakfast Forgive me they were delicious so sweet and so cold If five students are asked what the narrator is really speaking about, the instructor will likely get five, or more, differing opinions. The poem may be about real plums.   The poem may be about the consumption of personal space or time.   The poem may be speaking on the conceit that obtaining forgiveness for acting may be earier to obtain than permission. These tools allow the student to understand there is a greater depth to the approach than the simple words on the page as a literal expression of a real object, place, or person. At the same time, these keys offer a new light on the author’s angle of approach. Knowing where the author is coming from helps to weed out fallacious arguments, personal vendettas, and even suppositions masquerading as facts. While others ideas can help a reader to formulate their own intellectually sound opinions, those ideas will only be as firmly grounded as the foundation of facts they are based on. The number of times that something is presented as a fact, only to turn out to be an opinion may really shock and surprise many of the students who are used to opening a text for a class and consuming what is before them for regurgitation. This technique is particularly well suited to high schools where the teacher to student ratio often precludes discussion. When the students then have to begin seeking out secondary sources and turn to the internet for information they will have to confront decisions on what is ‘good information’ versus ‘bad information.’ They will not even be able to be certain that newspaper articles and TV shows presented as news are giving them the honest facts. Looking at headlines on the internet, with a tool such as Google News, you can instantly see how word choices affect the entire tone of a story and change meaning dramatically even when reporting on the same incident. By giving students the tools they need to think critically, through the exploration of literature, the universities will begin to overcome the most common objections to much of the assigned reading. These students will begin, and continue, to question even those facts and ideas that appeal to them. This will give them the ability to construct strong and fair opinions of their own. It will lead them to be more cautious when writing papers for any number of disciplines. Not only will they have the moral stamina to stand up for their opinions, they will be certain that their opinions and statements are both fully realized and backed up with good documentation. The trouble with literature in the classrooms is not in the amount of time spent on literature itself, but on the lack of time spent on discussing the literature to bring about these changes to the culpabilities of the students as critical thinkers. Just reading it is not good enough.   In order to derive a benefit which will deepen the experience of education, and therefore contribute more effectively to the community, the time must be taken to teach explication as well as construct. Defining the importance of literature for the students and then perusing the matter if educating with it as a matter of common course is imperative to the end result of a well educated individual. These individuals will return more to society than what they take from it. In order the continue to chip away at the disparity between classes, races, and even genders, it is important to continue to train students who will think and reason in logical and critical terms through the ability to read and write critically. Literature is as imperative as resource as the air they breathe. How to cite Using Literature as a Gateway to Critical Thinking, Essay examples

Lifelong Learning-Knowledge Economy

Question: How the concepts of 'marketization of education', 'commodification of education', 'commodity fetishism' and 'primitive accumulation' are applied both to education in general and to your own professional context (link the concepts generally to education and use examples from your own professional context). Answer: Introduction: There are a number of way through which education might be delivered i.e. through the training, teaching, storytelling and discussion. The dissemination of education can be made in a formal and informal setting. Thus, any type of experience through education having a formative way of thinking, acting and feeling will be considered as education. When looking into the Marxist perspective of education, the traditional Marxist they see that the educational system to be working in the interest of the ruling class (Berlin, 2013). There are three types of functions that are performed by education for the elite class. It helps in reproducing the class inequality, legitimates class inequality and information technology works in favour of the capitalist employers. In this assignment, we link the concepts of Marx to that of education and the professional context Linking the concepts of Marx to Education: Marketization of education: Educational marketing is considered to be epidemic. The principles and the practices suffuse the administration and approach of the higher education so that the schools they are branded and gets more competitive. This is taking place recklessly with no significance of the challenges and the cost that is incurred by the educators, students and the society with the pursuing of the model with a lot of conflict (Prawer, 2014).The focus is primarily on the raising the level of the critical thinking of the students rather than degrees specification on the type of job. Commodification of Education: The corporate entities have taken up the initiative of education as the public funds are diminishing significantly while there is also a greater importance of knowledge in the education industry (Veblen, 2015).There has been a considerable amount of tension emerging in between companies and universities. There are however the means, method and incentive for lowering the levels of tension. An economy that is knowledge based can establish the qualification and the degrees as form of commoditizing the resource. The lack of the infrastructure with pre existence political and infrastructure by the university will be making the university as centres of delivery of information rather than educating the students. Commodity Fetishism: The commodity fetishism by Marx helps in interpreting commodity as commodity with magical qualities. As per Marx, commodity is a very simple but it gains importance with the increase in the use value. Education is treated as a commodity. The effectiveness of the commodity is realised when the learners, which help in the economic growth of the country, consume it (Kitching, 2015). In a capitalist form of society, they treat values are already inherited in the commodity. The person who manufactures or builds the commodity is no longer visible to the ultimate consumer. The concept of primitive accumulation of Marx helps in considering the transformations of the representation of higher education that goes along with that of education and is a consequence of disposition. This would be affecting the service of education and the ones who are the providers of the service. For example, University of Ghimwall is a prestigious institute is the United Kingdom. The payment o f the tuition fee is based on the CATS. There is a commercial relationship of student and the department. If there is a module undertaken in the other department, the fees is paid to the other department from the base fee of the previous department. The neo liberal discourse suggest that as the students they paying for education was termed as investment is human capital. They are actually paying for the diploma. The reputation of the university helps in getting a job and not the knowledge that is gathered. Fee is set as per the information in the market. Education is treated as investment (for students) and commodity for the (university). Primitive Accumulation: In case of the Marxist economics, the problem that is related to the primitive accumulation of capital is mainly concerned with the capital origin, and the class distinction between the non-possessors and possessors came to be. According to Marx, the primitive accumulation means privatizing of the means of production so that the owners who are exploiting they are able to make money from utilizing the labours who would be working for them. Karl Marx tends to explain primitive accumulations as taking a land, enclosing it and expelling resident to create as landless proletariat and then releasing the land for private capital accumulation (Parker, 2014). The classical primitive accumulation helps in reflecting more of the pessimistic vision that is related to the fall in the rate of profit that is enjoyed from the days of the World War II. The higher level of productivity was taking a toll on the productivity. For example, the colleges and the universities due to the lack financial support have to rely on the support from the corporation. Thus, there is a no other option left for the university but to serve the needs of the corporate. There are fortunes spent on the facilities of research, which helps the corporations to monetize. The integrity and loss of autonomy is suffered in the process. Due to the higher tuition fees, the colleges are seen to be reputable with lucrative market. Lack of the public transportation and financial resources will be laying groundwork for the privatization while the public schools they suffer. Linking the concepts of Marx to Profession: As a primary teacher of the educational system of Cyprus, the teachers are treated as the technicians and not as professionals. The commodity education hold some value stored in it which is getting increasingly popular and acts significantly towards economic growth. The consumers of education are the learners. Capitalism is the trend and the education system is increasingly privatised which is in a way good as it improves the quality of education in another aspect it makes the basic requirement i.e. education quite expensive. Expensive educational system will be depriving many of the people from the middle class not to get basic education (Kjeldsen Bonvin, 2015). Praxis will help in guiding and informing the educators. This would in the educational setting whether the setting of institute enables constraints or disables praxis. Praxis is a type of action that is morally committed, informed and oriented by tradition in a field. This action will help in transforming the social world. Praxis needs to be considered in the in the profession and occupation like farming, medicine and education. In a particular type of setting when the educator through the service takes into consideration not only his interest but also takes into consideration the individual student and interest of the society and the entire world (Rigney, 2015). This is a way through which a teacher engages into a praxis. Teaching is an age-old humanity and education has the characteristics that were made centuries ago. There is a constant change in the educational needs over time as teaching has been a pressure from the societal and social development. There was significant rise in the demand for education for the masses during the time of industrialization but there has been a drastic change in the global economic perspective on information. As a community inquirer, there been strategically examination of development of process in different educational field like the education of the schoolteachers , vocational training and education, leadership in education, policy making in education and community education (Kemmis Smith, 2008). Conclusion: Education is a very important aspect for facilitating learning or acquiring of the knowledge values, skills, beliefs and habits. The guidance by the educator will help to conduct education but the learners can also be educated along the process. The over whelming evidence is that schools they provide evidence of wealth that creates inequality in the class as the middle class they do better as they have more cultural capital. The negative aspect is that the working class they do not accept what they are taught. Education is increasing treated to be as a driver of growth. Education is increasingly being capitalised as there is lower level of funds in the hand of government so the common people are unable to available. References: Berlin, I. (2013).Karl Marx. Princeton University Press. Kemmis, S. Smith, T. (2008).Enabling praxis. Rotterdam, The Netherlands: Sense Publications. Kitching, G. (2015).Karl Marx and the Philosophy of Praxis (RLE Marxism)(Vol. 6). Routledge. Kjeldsen, C. C., Bonvin, J. M. (2015). The capability approach, education and the labour market. InFacing Trajectories from School to Work(pp. 19-34). Springer International Publishing. Parker, M. (2014). Structures of education and society.Philosophy and Education: An Introduction to Key Questions and Themes, 20. Prawer, S. S. (2014).Karl Marx and world literature. Verso Books. Rigney, J. (2015). Social Theory in Education. Philip Wexler. New York: Peter Lang Publishing. 2009. 125 pp. $18.95.Educational Studies,51(4), 337-340. Veblen, T. (2015).The socialist economics of Karl Marx and his followers. Read Books Ltd.