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Nutrition for Diabetes

Nutrition for Diabetes

Causes:

Diabetes occurs when the blood sugar of an individual is high. The reasons that may bring about this situation vary according to the different types of diabetes. Type 1 Diabetes, for example, is caused by the body forming a resistance to insulin. The body destroys cells in the pancreas. The trigger may come from a Viral or bacterial infection. It may also come from many other triggers for the trigger is not specific. A combination of factors usually causes type 2. The one that mainly contributes to it is family history. Other risk factors that may lead to the cause of Type 2 Diabetes are obesity, aging, and having a poor diet. Illness and pregnancy have a fair chance of contributing to this condition.

Risk Factors

For Type 1 Diabetes, the risk factors that are involved include family history, presence of autoantibodies, a medical history that may consist of viral exposure and location. Some countries have a higher prevalence of Type 1 Diabetes.

In Diabetes type 2, there is a broader range of risks. The risk factors include weight, inactivity, family history, and being black, Hispanic, American Indian, or Asian American. High blood pressure and age also contribute to the risk to a significant degree.

Prevention

A) Getting involved with more physical activity to lower blood sugar.

B) Eating food that is rich in fiber for it increases the blood sugar control.

C) Consume whole grains for they maintain the blood sugar.

D) Losing bodyweight may go a long way to prevent the development of diabetes.

E) Avoiding fad diets also contributes to the reduction of the chances of getting diabetes.

Characteristics/Symptoms

Symptoms come quicker to people who have type 1 diabetes. Some of the symptoms of diabetes type 1 and 2 are a relatively higher rate of urination, increased thirst, fatigue, irritability, a sharp weight loss, a higher frequency of infections, and heightened hunger.

Treatments

Type 1 diabetes should get treated with a combination of insulin, exercise, and a diet tailored for diabetes type 1. Type 2 is treated with a combination of a type 2 diet, exercise, and diabetes medication when things grow out of hand.

Complications

The possibility of developing long-term complications is also high. Complications are risky developments as one advances in the disease. Some of the difficulties that are involved include cardiovascular disease, nerve damage(Neurotherapy), kidney damage(nephropathy), foot damage, development of Alzheimer’s disease, and skin diseases.

Monitoring

Type 2 diabetes can get monitored using two methods. The first one is using a test called HbA1c (glycosylated hemoglobin test). It paints a clear picture of your average blood sugar level for the previous two months. Another easily accessible one is a home monitor device that can easily get accessed on the market. It is advisable to take a consultation with a doctor to explain how exactly one is to monitor their health.

Diet Modifications

One does not have to entirely limit the eating of the foods they love due to diabetes. A smaller consumption of such foods leads to a more stable approach. A meal plan is unique to different patients for meal plans are made to suit the specific condition of one person. Most people with diabetes need to eat at the same time each day. Others could have more flexible diets.

One should get involved in eating all food groups to stay healthy. The foods are:

Dairy that is low fat or contains no fat

Protein-nuts, fish, eggs, lean meat, and a variety of legumes.

Fruits

Grains-a minimum of half of all the grains that one should eat are whole grains.

Vegetables- non-starchy and those that are starchy.

Nutrition Hallmark Assignment

Nutrition Hallmark Assignment:

Part 1. Diet analysis (80 points)

Go to MyDietAnalysisCreate your profile.

Click on Diet Tracker at the top of the page.

Enter the foods on your diet recall. Be accurate with portion sizes.

Under Reports, select All Daily Reports, choose your three days, and create and save reports as a pdf file for a three day average of your menus.  You will turn these reports in as part of the assignment. (5 points)

Using data from the reports, fill in columns 1, 2, and 3 on the Nutrient Chart Worksheet 1 from your assignment posted on blackboard. You will NOT need to do any calculations for these three columns; your numbers are taken right off of the Reports.  Use the Bar Graph report for the value (your intake), goal and percent goal in the worksheet, except for carbohydrates and fat. Use the MacroNutrient Distribution Report (source of calories) for the data for your % calories (intake) of fat and carbohydrates. The data for fat and carbohydrates should be in % kcal since these nutrients are mainly used for energy. The data for protein should be in grams since proteins are mainly used to build and replace body tissues. Use the MyPlate Report for the food group data.

Compare your goal to your actual intake (value) and identify (with an “X”) your strengths and weaknesses in columns 4 and 5. The goal for vitamins and minerals is 100% or more, except for sodium. It is unlikely that you will have too much of the vitamins and minerals unless you eat a lot of highly fortified foods (An intake of iron over 45mg/day is too high. See the chart in back of your book on Upper Intake Levels). (10 points)

Based on your data, identify your dietary weaknesses and plan 4 strategies for improving your diet that are relevant to your individual nutritional needs.   (You will identify and discuss these strategies in your reflection paper.) 

Track your intake for 3 additional days. Be sure to implement all 4 strategies in your additional 3 days, following at least 2 strategies each day. If you are using the examples diet, enter in a new diet based on the strategies you came up with.Go back to MyDietAnalysis and enter in your revised menus. Create and save All Daily Reports for your revised menus as pdf files for a 3 day average. You will also turn in these as part of your assignment. (5 points)

Use the data from the reports of your original and revised menus to complete Nutrient Chart Worksheet 2. (10 points)

Write a 4 page essay responding to the following: (50 pts, details below)

A. Strengths and Weaknesses (20 points)

Discuss the strengths and weaknesses in your diet based on the Nutrient Chart Worksheet 1 and the data in the reports from your original menus. Review the Dietary Tools PowerPoint slides which summarize the nutrients found in each food group and the dietary goals chart.

How was your macronutrient distribution?  Were your intakes of carbs, proteins, and fats in an acceptable range?  Remember that the minimum goal for carbs is 130 g/day and the range is 45-65% kcal eaten. Your optimum intake goal for carbohydrates is higher than 130g. The minimum goal of carbohydrates will help spare protein, which would be used to make glucose if carbs are too low.

The goal for total fat is 20-35% kcal, the goal for saturated fat is <10% kcal and the goal for polyunsaturated fat (essential fatty acids) is 5-10% kcal. To reduce risk for cardiovascular disease, the ADA recommends that the goal for saturated fat is < 7% kcal and the goal for trans fat is <1% kcal. Most Americans have too much total fat and saturated fat and not enough polyunsaturated fat. 

Look at the distribution of your carbohydrates. Did you have too much added sugar? Did you have enough fiber in your diet? Are there any changes you may want to make here?

Did you meet your goals for the food groups? How did your intake affect your vitamins and minerals? Vitamins A and C and potassium are mainly found in fruits and vegetables, calcium and vitamin D are high in dairy and iron and folate are high in the grain group. 

Did you meet the goals for your vitamins and minerals? Use the spreadsheet report to determine foods from your diet which are high in sodium, total fat or saturated fat.

B. Risk factors (5 points) 

Identify your genetic, health and behavior risk factors for disease. Review the Dietary Tools PowerPoint slides summarizing the connection between diet and disease and the risks factors for heart disease and cancer. Do you have family health issues that you need to address? For example, do you have close relatives with diabetes, or obesity?  Using a family tree, discuss the disease risks in your family. Show breadth in your discussion by discussing effects of diet, exercise, smoking or other health behaviors you may have on your health risks. Will this affect your future food choices? 

C. Strategies (20 points) 

1. What were the 4 strategies you chose to implement to improve your diet? 

2. Describe how you implemented these strategies in each day of your revised menus. Do not forget to explain what you replaced and why.

(For example, for the goals to increase fruits and vegetables: For day 1- I added a banana for breakfast, and a salad (mixed greens, carrots, tomato, oil and vinegar dressing) for lunch. I replaced a doughnut and fries, which I usually eat. Try to keep your kcal the same, unless you have less than 50% of your kcal goal. Most of the time the kcal goal shown in the MyDietaryAnalysis software is too high for most people to maintain their weight. You are not trying to gain or lose weight with this project.

3. Explain how these changes affected the nutrient content of your diet? Review your Nutrient Chart Worksheet 2 and the bar graph and spreadsheet reports for your original and revised menus. The spreadsheet report will help identify the effect of each food on your nutrients. Did you have less fat, saturated fat or sodium or more fiber, vitamins or minerals?  Which foods helped to make these improvements?

(Example: Adding the banana and salad to replace the doughnut and fries decreased fat and sodium and added fiber, vitamin A, C, E folate, potassium and vitamin B6. The banana helped with potassium, B6 and fiber and the salad helped with vitamins A, C, E, folate and fiber.)

D. Implications (5 points)

What are the immediate and long-term implications for your health if you follow these strategies? How would you feel? Will you get sick less often? Will your risk for disease decrease? 

What else have you learned from this assignment? 

Responses should be detailed and thoughtful. 

Finished assignment should be typed and include:

*  Nutrient Chart Worksheets 1 and 2 from Blackboard Assignment

* Initial and Revised All Daily Reports from the MyDietAnalysis program

*  Essay

Turn all papers in on blackboard in submission area or in person.

Hallmark Assignment Part 2 Final Reflection (10 points) NOT DUE UNTIL 12/04/18

What assumptions did you have before completing the analysis of your diet, and how did they change in the process of completing your analysis? Were your assumptions valid or not?

What were your barriers to behavior change?

How have your cooking, shopping or eating habits changed? Discuss your successes.

What are your future goals to improve your health?

Rubric HSS-302- diet Analysis (HAT)

EXEMPLARY TARGET DEVELOPING INSUFFICIENT

Part 1: Nutrient data analysis using software

Information

Accuracy

HETE 1a

InTASC 4g, 4j All printouts included with no errors

(10 points) Most printouts included, with few errors

(6-9 points) Data absent or inaccurately submitted

(1-5 points) No printouts provided

(0 points)

Worksheet 1

Relevance

Depth

Breadth

HETE 1a

InTASC 4c, 4g, 4j Worksheet is completed and all data are accurately analyzed

(10 points) Most data are accurate

(6-9 points) Data inaccurate or missing

(1-5 points) Worksheet not completed

(0 points)

Essay

Inferences

Accuracy

Breadth

Depth

Relevance

HETE 1a

InTASC 4a, 4c, 4d, 4h, 4j Identifies the strengths and weaknesses in his/her diet based on MyPlate, the nutrients report, Food Groups and Calories report. Covers the breadth of these areas and the depth of how they are interrelated.

(20 points) Identifies the strengths and weaknesses in his/her diet based on MyPlate, nutrients report, food groups and calories report but lacks breadth and depth.

(10-19 points) Does not accurately identify strengths and weaknesses.

(1-9 points) Essay not included

Risk Factors

Accuracy

Relevance

Depth

Clarity

Consequences

HETE 1a

InTASC 4d, 4h, 4j Identifies relevant and interrelated risk factors based on genetics, health habits, and dietary habits and draws accurate conclusions about future actions that can decrease risk.

(5 points) Identifies relevant risk factors based on genetics, health habits, and dietary habits and draws some conclusions about future actions that can decrease risk.

(3-4 points) Does not cover all the risk factors or draw relevant and accurate conclusions about future actions that can decrease risk.

(1-2 points) Discussion is very limited; risk factors not identified, risk factors not addressed.

(0 points)

Strategies

Significance

Depth

HETE 1a

InTASC 4d, 4h, 4j Identifies four strategies chosen to improve your diet.

(20 points) Four strategies chosen though no diet improvement noted.

(10-19 points) Less than four strategies noted and no diet improvement.

(1-9 points) No strategies identified, therefore, no diet improvement.

(0 points)

Implications

Relevance

Implications

Purpose

Logic

HETE 1a

InTASC 4d, 4h, 4j Discusses relevant immediate and long term implications of his/her specific nutrient imbalances.

(5 points) Discusses relevant immediate and long term implications of his/her specific nutrient imbalances.

(3-4 points) Implications are not relevant or are incomplete.

(1-2 points) Implications are not identified.

(0 points)

Worksheet 2

(Revision of Diet)

Relevance

Depth

Breadth

HETE 1a

InTASC 4c, 4g, 4j Students revision of 3 day diet is relevant to his/her strengths and weaknesses, is reasonable for his/her lifestyle (i.e. implementation), and covers the breadth of nutrient (i.e. vitamins, minerals, fiber, fats, sodium and sugar) and explains each in depth.

(10 points) Students revision of the 3 day diet is somewhat relevant to his/her strengths and weaknesses and is somewhat reasonable for his/her lifestyle and includes most elements.

(6-9 points) Students revision of the 3 day diet is incomplete.

(1-5 points) Worksheet not included, revisions not made.

(0 points)

Part 2: Final Reflection

Breadth

Depth

Relevance

Logic

HETE 1a

InTASC 4d, 4e, 4h, 4k Assumptions of diet identified. Validity of assumptions verified. Barriers to behavior change identified. Discussion of dietary changes complete. Future goals to improve health established.

(10 points) Not all assumptions of diet identified. All barriers to change not identified. Discussion of dietary changes incomplete. Goals not established.

(6-9 points) Assumptions, barriers, dietary changes and goals not identified. Candidate is unable to gather and summarize data.

(1-5 points) Final reflection not completed.

(0 points)

SCI-Nutritional-Study

Nutritional StudySCI/241Nutritional StudyUniversity of Phoenix Material

Nutritional Study Worksheet

Resource: University of Phoenix Library and the Internet

Topic:

Coffee or Caffeine

Research your topic using 2 nutrition articles that discuss your topic, but provide opposing viewpoints. Use the Internet, the University Library, or the search links provided in the Week 2 Electronic Reserve Readings to locate the articles.

1. No association between coffee, tea, or caffeine consumption and breast cancer risk in a prospective cohort study.

2. Coffee and endothelial function: a battle between caffeine and antioxidants?

Write 50- to 200-word responses to each of the following questions based your findings. Use your own words and provide examples to support your answers.

What topic did you choose? Discuss the position of each of the two articles you selected.

The Topic I have chosen is coffee or caffeine. The position in the first article is that there is no association that coffee, tea or caffeine causes a breast cancer risk. The other article is a battle between caffeine and antioxidant and if caffeinated or decaffeinated coffee has antioxidant in it. The other existing controversy is the impact on the cardiovascular system.

What health claims are stated in the articles, such as drinking coffee every day will lower one’s risk for cancer?

In the breast cancer article the health claim is that the caffeine intake has be associated with high plasma levels of female hormones (Public Health Nutrition 2011). The other thing is that drinking caffeine will not cause anyone to get breast cancer. In the second article the health concern was the effects of the cardiovascular system. Both systolic and diastolic blood pressure increased from the effects of the caffeine.

Do any of the articles’ claims seem too good to be true? Does it seem that the authors are seeking personal gain in any way? Explain your answers.

In article one the author has no gain and it is based on a survey that was done to see if women who drank coffee would get breast cancer. In the next one the authors clear states at the end of the article that they have no conflict of interest. In both article I do not see a reason why these article are too good to be true one is a survey and the other is comparing if the coffee has antioxidant in it.

What are the respective sources of these articles (testimonials, peer-reviewed study)?

The two articles are Scholarly Journals and have been peer reviewed. The article on Coffee and endothelial: a battle between caffeine and antioxidant is a comparative study if the two coffees to see if they contain any antioxidants. The other article is just a survey that was done to see if coffee would cause breast cancer.

Is the information presented in each article new or has it been studied extensively over time, achieving the same results?

The survey on caffeine and breast cancer has been an ongoing survey from 1993 – 2005. Within this time frame nothing had change to say that drinking coffee would cause breast cancer. They even look at how much and the time frame that the coffee was drunk but still nothing changed. With the comparison article it does not state that the comparison was done more than once, so I would think that it was only done that one time.

Now that you have gone through the details of each article, do you have any reservations about the information in either one? If so, explain why. Has the process of analyzing the two articles changed your opinion on the topic? Explain your answer.

I do not think that I have any reservation about either article because I know people that drink coffee on regular bases and never have had cancer. If they do it was not related to drinking coffee there is some other reason they got cancer. The antioxidant in coffee is good for our health to fight different type of illness so I have no problem with drink coffee.

Reference

Buscemi, S; Batsis, JA; Arcoleo, G; & Verga, S (2010). Coffee and endothelial function: a battle between caffeine and antioxidants?

Doi: http://dx.doi.org.ezproxy.apollolibrary.com/10.1038/ejcn.2010.137

Fagherazzi, G; Touillaud, M; & Boutron-Ruault, M (2011). No assocation between coffee, tea, or caffeine consumption and breast cancer risk in a prospective cohort study.

Doi: http://dx.doi.org.ezproxy.apollolibrary.com/10.1017/S1368980011000371

NYT article “Drone warfare and civilian deaths”

NYT article “Drone warfare and civilian deaths”

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Date

There are always various aspects of writings. Each writer naturally leans towards their views or their sides of the story. Some articles thus end being opinionated or one-sided. The opinionated articles are based on the personal views of the person writing it like the article “Drone warfare and civilian deaths” by Manuela Mirkos. The author details how drones have been more harmful than killing the targeted terrorist groups.

The fallacy presented in this article is illogical conclusion. Illogical conclusion fallacy is a case whereby the writer attests a conclusion that does not follow from the suggestions provided. The author can be credited for writing from his own personal experience of encounter and experience of how the USA drone targeted to eradicate the terrorist have ended up killing civilians. The writer coming from Yemen has had personal contacts with the victims. However, the conclusion arrived by the writer that the entire drone program is ineffective is a fallacy. The writer, with the sympathy of the casualties caused by the drones, simply drafts his message to suit his condition. The writer does not detail the number of achievements and the terrorists that have been killed by the drones. Mirkos states “Years after the so-called targeted-killing program started in Yemen, neither Yemen nor the United States is safer”. This is a fallacy. It is not based on factors and the number of successful cases, the writer never minds to touch.

In conclusion, I can say that the article is a fallacy. There have been detailed statistics in the USA government about the successes of the drones. Additionally, some of the leaders of terrorist groups have been killed via drones. The lack of statistical data on the same also confirms the fallacies presented herein.

References.

Mirkos, M., (2016). Drone warfare and civilian deaths. Retrieved from

http://www.nytimes.com/2016/03/02/opinion/letters-to-the-editor.html?ref=opinion on

2th, March, 2016.

Derive. My companion and I set off in a random direction and walked down the commercial street.

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Tutor:

Date:

Derive

My companion and I set off in a random direction and walked down the commercial street. The street was busy and the air smelled stuffy. These activities reminded me of the times when I used to work in the mall. I felt quite uncomfortable especially when I saw a White lady shouting at a young Asian lady to stop staring at the passers by and concentrate on serving the clients. We entered the mall and the smells we encountered were of new clothes. These were being unpacked and put on the shelves. The respective smells reminded me of the days when I was young. My mother used to take me shopping and would buy me almost everything that I wanted. This feeling became better when we passed by a cosmetic shop and smelled my mother’s cologne. For a moment, I felt that I was in company of my mother and relaxed a bit.

We then proceeded to the central park where we met so many people resting on benches. Most of them looked tired because of the hot and humid weather. We spoke to a young African American lady who looked a little bit frustrated. She informed that her mother had just passed on she was feeling a little bit distressed. The park was well kept and had litter bins in almost all places. Landscaping was also well done and the place generally looked beautiful. This heightened our emotions a bit and we proceeded to the next commercial building. The building was filled with the smell of disinfectant. It was already five o’clock and since most of the occupants were leaving, it was being cleaned. This smell reminded me of a hospital environment. Only that in the later, the smell of disinfectant was mixed with that of medicine. The cleaner that we spoke to told us that he was not satisfied with this work because it always made him feel sick.

Reflection

At this point, it is certain that my previous personal experience greatly influenced my perception of space. Notably, when I entered the mal, I assumed that the place is crowded and very busy because previously, I worked in a mall under similar circumstances. This made me to feel very tired and considered the place to be unworthy of exploring further. Notably, the smell of disinfectant made me to remember the hospital because I had smelled the respective disinfectant in the hospital. This made me to make certain presumptions about the cleaner regarding his lack of satisfaction with his profession. This turned out to be true as the cleaner affirmed that his work made him to feel sick.

To a great extent, my racial and gender beliefs influenced the decisions that we made with regards to interviewing certain individuals. In the mall, I only saw an Asian lady being shouted at by her boss and not a White lady. In addition, I only say an African American woman in the park feeling distressed and decided to interview her. This does not imply that there were no White men in the park looking tired or frustrated. My racial and gender beliefs made me to consider the abovementioned individuals to be requiring more attention and to possibly be more troubled than the later. The relief that I felt after smelling my mother’s cologne can also be attributed to the relationship that I share with her. Whenever I think of her or come in contact with anything that reminds me of her, I feel comfortable and safe.

Descartes believed that reason is a gift every human being poses and that knowledge cannot be only be attained by books

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Course

Professor

Date

Philosophy

Question oneDescartes believed that reason is a gift every human being poses and that knowledge cannot be only be attained by books, but through the application of reasoning. His books presented complex scientific and philosophical ideas in a way that only the least sophisticated readers could understand. Due to his believe that every human being possessed the gift of reason, he believed that every human being would understand his arguments in his books. He at sometimes wrote his books in French and not in Latin so that people with formal education could easily understand him. In his evil demon conjecture, he stated that an evil demon is capable of tricking us to believe that the world we all perceive with all our senses is real. However, even in such instances, there is no one point when a human being is not thinking and due to these thinking, then human beings exist (Cogito ergo sum).Question twoSpinoza believed that there existed no dualism between God and the whole world. There is no need of people going beyond the present experience to seek for a being existing outside it. He said that God moves and often lived in nature. The entire universe is god. Nature or God can be interpreted as its own cause and is often self sufficient. Man in his egoistic ways has tried in all ways to imagine that God is like him and that GOD acts in the interest of man at all times. However, according to him, God does not love or hate. The nature of God is different from us and from our dreams and aspirations or interests. Therefore, human beings should stop equating themselves from God because He is infinite and self sufficient. There is no way man can equate themselves to God because God is above everything. He created everything in the universe himself.Question threeIn his theory to be is to be perceived, Berkeley concludes that all that individuals know about an object is only the perception of it. Individuals rarely think or know an object unless it is perceived by the mind. Since individuals are capable of perceiving other human beings in the way that they speak, he can only believe in their existence and in the whole world being identical to every individual. Thus, the assumption is that the world is analyzed with all the five senses and it often impossible to perceive the world without the five senses. We cannot make sense of an object or situation unless we perceive it. This theory was criticized by many due to the fact that he said we can only know an object by perceiving it. Question fourHe did not believe in innate ideas that an individual is born with. He said that our minds are often in a blank state. Experiences through senses and all our reflections filled this slate. He came up with distinction of simple and complex ideas. Simple ideas are those ideas originating from the senses which cannot be broken down. Complex ideas, on the other hand, are a combination of all simple ideas. From these two ideas, one could know the primary and all the secondary qualities of an object. All objects have specific attributes that may fall in either the primary or the secondary qualities. Primary qualities are found in the object and are objective because they are perceived by almost every individual. Secondary qualities are all attributes that the perceiver brings to the object. These are subjective because everyone brings different qualities to the objects. Thus, his theory of representative realism came from all these ideas. The world represents the entire external world but does not necessarily duplicate it. Instead of experiencing the world first hand, we first experience it indirectly via representations.Question fiveLeibniz explained that the world is made of infinity of many simple substances known as the monads which were characteristic of his rationalistic views. Aggregates are built from these simple things which according to him are elements of all true reality. Simple substances were incapable of being created or destroyed. Thus, Leibniz entails that monads are composites which are classified as a collection of simples. These simples cannot be broken down of their constituent parts due to their smaller magnitude thus they are true atoms of nature. This means that they are the main constituents of our universe due to them lacking parts. Due to this, they are the only true identities. These monads must possess certain qualities or they cease to exist. Due to their unique status, they must possess qualities different from other monads.Question sixHume asks us to consider what impression brings about our conception of the self. Human beings tend to perceive themselves as selves- independent and stable entities existing over time. However, no matter how hard we examine our own personal experiences, we do not observe anything that is beyond our feelings, sensations and also our impressions. It is impossible to observe ourselves in a unified way. There is no particular binding that brings our specific impressions together. We can never be aware of ourselves but only aware of our experiences at a certain time. Thus, the self is only a bundle of perceptions. This may be due to our attribution of our existence to a collection of associated parts. This belief is mainly natural with no known logical explanation.Question seven

Hume made an observation that many people acknowledge a conjunction between two events. However, there is no way to establish a connection. This makes him argue against the concept of cause and effect. People assume that one thing causes another, but there is also the possibility that one event does not cause another. He claims that causation is only a question of association which is unfounded and also a meaningless belief. When we experience two events following each other repeatedly, we tend to associate them with cause and effect and this is only logical. The instinctive belief of causality is rooted in our biological concepts such that it is very difficult to erase. By accepting out limitations, we can deal with this situation by functioning without abandoning all our beliefs about cause and effect.Question eightKant achieves the Copernican revolution by turning all his focus of philosophy from metaphysical speculation of the reality nature to critically examining the nature of the thinking and the perceiving mind. He acknowledges that reality is a joint that creates external reality and the human mind. We can only acquire knowledge by regarding the latter. To solve the problem presented by Hume, he rubbishes the idea that the mind is a blank state. The mind not only receives information but also shapes the acquired information. Knowledge is, therefore, not something that is created externally and then introduced into the mind. Rather, it is created by the mind by filtering various sensations using the faculties of our mind. Thus, individuals only grasp knowledge in its general form informing our experiences.Question nineIf Hume’s arguments are true, then science and knowledge have implications in general. This is because science tends to make us believe that events occur in conjunction. Science makes us tend to believe in causation and effect. This can be detrimental to human beings because even in the events where causation and effect relationship does not exist, people will only believe in their existence because science suggests so. On the other hand, knowledge may inhibit an individual from believing in their perception. An individual with a considerable level of knowledge will tend to believe that they are independent entities. This is not right according to Hume because our personal experiences originate from our senses.Question tenTo exist independently means that one is stable alone without the help of others. Individuals do not have necessarily to depend on any other person’s ideas or perceptions. What other people tend to perceive us or say about us does not bother us. Individuals tend to think of themselves in a certain way and that is how they live for the rest of their lives. What other scholars have written or what other individuals close to us say is not put into much consideration. Every individual can operate on their own with what they perceive as right according to their own ethical beliefs.

Descartes Philosophy on the Significance of the Body to the Mind

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Descartes’ Philosophy on the Significance of the Body to the Mind

Mind-body problem is the nature of association between the soul and the consciousness. It is mainly addressed by Rene Descartes who was a great French philosopher and mathematician in the 17th century. In philosophy, mind-body problem studies the relationship between matter and the mind. His views about mind and body results in Cartesian dualism, a believe that sensory organs are the ones which pass inputs to the epiphysis in the brain and then to the immaterial spirit. He also believed that the body is controlled by the mind through the pineal gland which is the principal organ where all thoughts are formed. Due to Cartesian dualism, different styles have emerged most being dualist and monist. Dualism ensures a rigid differentiation exist between the two organs (body-mind). Monism on the other hand measures the uniformity body and mind. Monism exists in three forms that is physicalism, idealism and neutral monism. Physicalism states that the mind is made up of matter arranged organized in a structured format while idealism holds that the existence of matter is an illusion that only exists in our thoughts. In neutral monism, matter and the soul are only unique essence that is identical to none of these two organs.

Descartes further asserts that the spirit and matter are distinct kinds of substance. He categorizes minds as unintended, thinking and feeling substances while bodies as extended substances incapable of feeling or thought. Substance dualism for example holds that mind/soul is made from uncommon type of substance which is not governed by either law of physics. On the other hand, property dualism entails that thou laws of physics are valid universally, therefore not fit in explaining the mind. However, it is difficult to identify how they could causally interact if they are radically different kinds of substance as argued in Princess Elizabeth’s letter.

Mind-body interaction plays a critical role in pretheoretic conception of agency since human soul can be able to determine the movement of animal spirits in the body in order to do voluntary acts being a conscious substance. Mental causation also aids in the formulations of the dualism relationship between matter and spirit/mind. Psychological explanation further defines the intelligibility of mental causation whereby if ones beliefs and desires are causally isolated from his or her bodily behavior, then what goes on his or her mind could not explain what he or she does. As a result, moral responsibility will be noticed if psychological explanation goes through hence leading to a satisfactory solution to the problem of mental causation.

On the other hand, Leibniz being a rationalist philosopher was also committed in his two theses about mind body perception.

Firstly, he argued that the spirit/soul has specific innate ideas. Secondly, he believed as well in the sufficient reason theory whereby everything has a reason for its cons and pro. Due to his principle having huge metaphysical consequences, it led him to state that the existence of the world is explained by the theological principles of God. Leibniz claims of reason therefore had some consequences about the metaphysics and nature that deals with fundamental questions on the existence of casual existence relationship between our thoughts and physical nature. He advanced the theory of pre-established harmony in order to respond to the body-mind nature of association. The theory stated no interaction between substances whereby the mind proceeded and unfolded respective to its own laws. Moreover, the body moved irrespective of the governing principles with such movement being in a perfect harmony state. He believed that there are simple substances called monads which are mind-like beings with forces that man all phenomena. As a result, space and time aid in cradle of the bodily phenomena since simple substances man matter and motion philosophy.

Szasz focuses on in the body-mind differential principles. He views the body and mind as separate concepts representing different types of phenomena. In his argument, both the soul and the mortal body cannot take the same direction, for instance sickness, as the mind is just but a metaphoric creature. Mind and body are therefore not only separated but two distinct object that function independently and responding differently to environmental variables. He further points out that from the ego’s point of view; the mind is part of the body. Mind and body are inseparable and distinguishable by double aspectism. There is a sort of separate mind and body since experimental and cognitive aspects can be differentiated from physical aspects. Physical brain constitutes the mind. The brain forms a critical body part which is a physical attribute of epiphenomenalism. The physical body affects the mind but the mind has no influence on matter/body. For instance, had the body been a TV, the mind would picture when the TV is switched on/off. Hence, this only affects the mind in picturing being a TV and the body. Therefore, any mental event has no influence on the activity of the brain.

Consequently, the body-mind relationship can be seen through physicalism, substance dualism and dual aspect theory. Materialism is the perception that the spirit and the soul have a link with matter and can be reduced to matter. Substance dualism explains mind and body as distinct substances which are unique whereby mind is un-extended and body extended. Using Nagel’s perception, mental properties cannot be reduced to physical properties pertaining dual aspect theory but they are two different ways of looking at the same thing. Dualism and mutualism of the mind has been in existence since the times of Plato and Aristotle. Dualism has been the driving force for the existence of the mind and body problem. Perception of the soul has influence over the body is beneficial since the body can heal whereas the mind expedites recovery. In our everyday activities, the mind frequently displays wonders of thought, memory, logic and creativity. It therefore has power to do great things.

Mind and body affect the human interaction as well. During interaction, both the body and mind have influence over each other because they are both involved in the interaction. According to Descartes, it is the space extension that makes us physical creatures and our ability to think is what constitutes our mental being. His words Cogito Ergo Sum implied to mean “I think, therefore I am” creates a problem since the mind exists a separately from the body with no physical association. Occasionalism explains the relation of mind and body. In many occasions, it seems that God keeps watching over us daily and makes things happen with the mind instructing the body. It solves the problem of how the mind and the body affect one another. Its weakness is the assumption that God watches over us daily.

Explanation of body-mind with reference to circular causation sounds more appropriate and relevant than linear causation. Different correlations have been studied in neuroscience between brain activity and conscious experiences. Consciousness which is a biological process of molecular signaling and interaction of the nerve cells therefore remains a challenge since relating it directly to brain activities is difficult and yet to be proven as a process. However, daily science increasingly gets interested in human perception, action and thinking. It dwells on how the human body interacts with its surroundings and the way in which those particular interactions shape the mind of a human body. This is evident in the Cartesian divide between the immaterial mind and the material existence of human beings (Damasio, 1994). A study of bodily actions provides a bridge across the mind-body relation. This is because they neither react to external stimuli nor indications of mental states which only contain relationships to the features of the action. On the other hand, parallelism shows the non-existence of a relationship between matter and the immortal mind. When one’s mind decides dictate the body rhyme, it becomes a coincidence that the body walks over there. They only appear to. This therefore brings in mind the body-mind correlation concept as described by God in the case of Leibniz in Pre-established Harmony.

Describe a significant social or technological event of the 20th century

Effects of Landing on the Moon

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Effects of Landing on the Moon

For centuries, man was fascinated with the idea of walking on the moon. In 1969, Neil Armstrong, an American Astronaut, changed this fantasy to reality by setting the first human footprint on the moon. This pioneering technological feat by the Apollo 11 crew inspired further cosmic explorations and placed America in the annals of history and at the leading position in terms of technological innovations (Moroz, Huntress, & Shevalev, 2003). Landing on the moon propelled the industry response that was hitherto uneven, perhaps justifiably due to the lessons learned from the disappointments of previous missions. Space enthusiasm continues to grow across the globe as nations develop new planetary exploration techniques for economic, national security, and research purposes. Landing on the moon triggered a spirit of confidence in the human capital, opened up new opportunities for future explorations, and enhanced competition in modern society.

Landing on the moon takes credit for inspiring confidence in the human capacity to withstand even the perceived insurmountable challenges. Not only does the missions to the moon and other planets inspire confidence in people but also brings a sense of pride and positive perspective on the capacity to succeed in any mission. Notably, the emotional significance of landing on the moon emerges from the fighting spirit in people and their desire to explore new opportunities in other planets regardless of the challenges involved. On a wider context, modern planetary expeditions seek to find solutions to social, medical, and economic problems, and explain religious myths about the moon and other night sky objects (Steyaerta & Katzb, 2004). The new research findings from space explorations serve as unifying forces and boost the belief in people’s individual and collective strength.

Today, space explorations benefit society by providing new research and financial opportunities. Space entrepreneurs and explorers make profits by facilitating space travel and providing new information for planetary research. Several major airline companies like Virgin Galactic and Rocket Ship Tours create sophisticated crafts that facilitate space travel (Steyaerta & Katzb, 2004). These companies continue to grow in profit and popularity owing to the increase in the number of space enthusiasts. People wish to learn more about the abundant space and mineral resources available in the solar system that offer solutions to Earth problems. The potential for Mars to support human life and its iron rich soil are example of benefits that can be channeled towards helping the population and mineral limitations on earth.

Many nations engage in military, political, medical, and technological competition that stem from the Space Race. This popular rivalry, which resembles the Cold War, pitted the Soviet Union against America in the quest to achieve dominance over space explorations (Moroz, Huntress, & Shevalev, 2003). President Kennedy made a passionate appeal Americans to counter the Soviet’s dominance of space explorations by giving an inspiring speech to the nation to support its astronauts both morally and financially. This historic speech was not in futility because Armstrong set the first human footprint on the moon a decade later. Other nations perceived this as a challenge and trigger to modernize their space activities to surpass the American achievement. Today, nations rival one another on political, economic, social, medical, research and other issues as a result of the previous competition for space explorations dominance.

Landing on the moon opened up new frontiers for future exploration, inspired a belief in the unlimited human capital, and fueled rivalry among societies. People recount the successful mission to the moon and get a feeling of pride and inspiration to prevail over any hurdles in their endeavors. Modern space explorations open up numerous opportunities for further research to find solutions to problems on Earth and facilitate entrepreneurship for private gain. The enduring modern social, political, economic, and technological rivalries among nations are akin to the Space Race and the Cold War that pitted the Soviet Union against America.

References

Moroz, V., Huntress, T., & Shevalev, L. (2003). Planetary Missions of the 20th Century. Cosmic Research. Volume 40, Issue 5, pages 419-445.

Steyaerta, C. & Katzb, J. (2004). Reclaiming the space of entrepreneurship in society: geographical, discursive and social dimensions. Entrepreneurship & Regional Development: An International Journal, Volume 16, Issue 3, 2004, pages 179-196.

Describe a variety of assessment tools including interest, abilityintellectual level, achievement level

Assessment Tools

Students Name:

Affiliated School;

Describe a variety of assessment tools including interest, ability/intellectual level, achievement level, and personality type assessments. At least 4 assessment tools must be chosen for each category in the previous sentence. Include a short description of each tool.

Personality type assessments- are tools used to determine the characteristics of a person, one of the tools is the aptitude test that measures how efficiently one can perform in their particular area (Hensen, 2004).

The Myers-Briggs Type Indicator (MMTIC) assessment can assist children to comprehend themselves better, and give parents and teachers better ways and methods to reach children with different learning styles.

Insight Inventory is another tool that can evaluate personality; it provides a common sense format of balanced view of behavior. Self-scored within minutes, Participants adopt important behavior skills, including how to adjust their style to manage conflict, and improve on team work (Hensen, 2004).

Human metrics Jung Typology Test- uses methods, questionnaires, scores and software appropriate to Human metrics. This is based on Carl Jung’s and Isabel Briggs Myers’ typological research on personality coupled with strengths of preferences and the description of one’s personality.

The Personality Questionnaire for Kids- helps to evaluate how a child views the world. This can be used to determine how they will respond to external stimuli and change in environment for instance change in school (Aiken, 2002).

Interest can be assessed by

The 16PF interest test- measures the interest of an individual based on self reporting, it is usually conducted without the knowledge of the person so as to be able to tell their exact interest without pretext

Smart interest test- this measures how far one is will to allow changes and how well they can adapt to these changes simply because they fall within their interest brackets.

CAT tests are administered to determine the maximum performance and interest of an individual and assess whether they are currently living them in their lives.

Vocational interest measures the development of interest, how long it takes for an individual to develop interest in something that is meant to be for their benefit.

Tools for assessing intellectual level are;

The Reynolds Intellectual Assessment Scales- is administered individually and is based on the measure of intelligence based on the memory. It is suitable for individuals between ages of 3-90 years and includes both verbal and non verbal interpretations of answers. Different have different questions (Aiken, 2002).

Formative assessments- It is also referred to as diagnostics testing. It is mostly used in the education system by teachers to evaluate the improvement on students. It is based on qualitative feedback and is often conducted periodically in an effort to make proper comparisons (Hensen, 2004).

The Stanford-Binet-5- it is used to measure intelligence. It focuses on the areas of verbal reasoning, quantitative reasoning, abstract/visual reasoning, and short term memory. It is used to determine how well and clear memory can be and is most appropriate for people aged between 6-70 years.

Wechsler tests- it is an adult and children intelligent scale that focuses on individual ability to adopt to changes in the environment and at the same time to look for solutions to problems.

Achievement can be assessed by

Broad- spectrum tests can be used to measure achievement and include Woodcock-Johnson Achievement Tests; – It measures fundamental skills, ease in a subject and capability to use skills. For instance reading, tests will measure ability to decode words, knowledge of phonics, ease in reading fast and accuracy in understanding.

Wide Range Achievement- it measure how well an individual is able to read statements, understand phrases and calculate mathematics with ease. It allows for testing within a short period of time and has no effects on the individual being tested. It is appropriate for individuals between the ages of 5-94 years.

Product -Gray reading tests- it is based on oral reading and shows the development and improvements that take place in children as they become more and more efficient in their reading. Achievement testing shows a child’s levels of academic performance compared to a standard peer group (Aiken, 2002). Children can be compared to age or grade peers or to children of lower or higher ages

Test of Reading Comprehension and Test of Written Language. It depends on the subject depth to be evaluated but mostly focuses on the ability to understand the written language and to translate it into the written words without assistance from any one. It is mostly conducted on children in order to determine the strides ad improvements that they are making (Hensen, 2004).

Criterion-referenced tests (CRT) – measures what the person is able to do and indicate what skills have been mastered. This is appropriate to work stations as it can be able to help to pick out the best individual suited for a promotion due to increase in competency.

Cognition Assessment

Cognitive assessment can be vital especially in detecting dementia in older adults and ADD in younger children

Mini Mental state Examination (MMSE), – this mostly evaluates the memory of a person and how well and clear it is. Especially in older adults when the memory is not good and they easily forget things it is usually a sign of clinical schizophrenia.

Attention analysis test – this analyzes how easy it is to capture and loose the attention of an individual. This is especially so in younger children whose attention is expected to be easily captured by new things and experiences. If these things do not capture the attention of a child they may be suffering from acute to severe case of retard.

The MGF planning test – this is a test that is used to determine if an individual can be able to plan something and execute the very way it was planned. In children it is determined by use of toys that are stacked up and crumbled and the child is asked to make it to appear the way it was before.

PEPP assessment – this deals with comprehension of language and how it is translated and put down on paper (Hensen, 2004). It measures the ability and capability of a person to understand his environment and come up with a structured way in which it operates and how it should operate.

References

Hensen Michel, (2004), Comprehensive Handbook of Psychological Assessment, Springer Publishers, Washington D.C

Aiken R. Lewis, (2002), personality Assessment: Methods and Practices, Prentice Hall Press, New Jersey.

Describe and Assess the Economic Arguments for Government Intervention in the Health Care Sector, with Particular Reference t

Name:

Institution:

Course:

Tutor:

Date:

Describe and Assess the Economic Arguments for Government Intervention in the Health Care Sector, with Particular Reference to Public Health

Introduction

In the recent past, there have been contentious debates with regard to public health and the implications of the government policies in safeguarding the same. The specific areas of concern in this regard revolve around smoking bans, food labeling, advertising of junk foods, alcohol taxation and prescription of ideal public behavior. While some segments of the populations contend that governments need to play a critical role in safeguarding the holistic wellbeing of the population, some point out that such measures are a mere intrusion in the privacy of the populations. Yet some maintain that the relative economic implications of such measures have beneficial effects on not only present but also future populations. It is in this consideration that this paper provides a critical review of the economic arguments for government interventions in public health.

From an economic point of view, Henderson (2007) asserts that public health can be considered to be a capital as well as consumption product. With respect to the former, persons in good health tend to be more valuable than their counterparts in poor health. This is because they are more economically productive than those in poor health. This is because they have the physical, mental and educational skills and capacities upon which economic productivity is anchored. As a consumption good, public health is an invaluable economic good because it contributes significantly to an individual’s physical and economic wellbeing and satisfaction.

In their review, McPake and Normand (2008) indicate that providing healthy living conditions is of paramount importance to the overall health of the populations. The government’s intervention is a sustainable measure and morally acceptable as primarily, it is responsible for safeguarding the health of its population. Comparative studies show that developing economies tend to lag behind because of the failure of the governments to provide healthy living conditions for their populations. Furthermore, the inherent differential growth between the countries that are rich and their poor counterparts is attributed to the incidences of ill health and short life expectancy in the latter (Gold, Siegel, Russell & Weinstein, 1996). Thus taking measures to increase the life expectancy of such population is posited to be the fundamental measure that could help counter the situation.

Drummond and McGuire (2001) cite that improving the environmental health in developed countries is likely to increase economic production by a significant 37% per year. This is because improving health would possibly culminate in higher productivity of the population that would then enhance the overall output. A similar effect would be contributed to by a perceived increase in the supply of labor. Most importantly, the relative increase in training would result in diversification and increase in the skills of the population and hence lead to an increase in savings. These in turn would be instrumental in enhancing production as they would be invested in intellectual as well as physical capital (Australian Government, 2009).

The costs of ill health that stem from poor public health have far reaching implications on the welfare of the populations. Briggs, Sculpher and Claxton (2007) categorize these in three main classes. The direct costs are associated with the costly procedures of treating the illnesses that the populations suffer from; indirect costs are those related to loss of the loss of productivity as a result of high morbidity rates, low life expectancy as well as premature deaths and finally intangible costs that constitute the psychological implications of the illnesses and diseases.

In this respect, Morris, Delvin and Parkin (2008) ascertain that unlike the first two, intangible cost can not be measured. The Australian Institute of Health and Welfare (2008) laments that the costs associated with illnesses that culminate from poor public health take up a significant 6.7 percent of the Gross Domestic Product of the country. In particular, a recent study that was undertaken by the Australian Government in 2009 found out that heart related complications that are associated with environmental pollution account for 1-3% of the country’s Gross Domestic product. This if transferred to other economic sectors can contribute to the growth of the country significantly. At this juncture, it can be argued that the government is justified in making timely interventions in order to reduce these costs that undermine the holistic economic growth of the country.

In addition, it is worth acknowledging that since the economic costs that are related to poor public health are born by the population, government interference in this regard is instrumental in curbing these. This contributes to the improvement of the quality of life of the population and further enhances their productivity. Conversely, Muennig (2007) argues that in a society that is experiencing significant living costs; premature deaths are beneficial as they significantly reduce the costs of the government in this respect. However, it should be acknowledged that the productivity of healthy populations can also reduce the costs of the government and boost production at the same time. The ultimate economic benefits are more than these that would be realized in premature deaths. Besides, human life has intrinsic goodness that should be safeguarded. Since the economic value of the activities that they are likely to engage in increase with time, Haddix et al (2002) maintains that it is better to prevent the costs through enhancement of public health than allow premature deaths.

Conclusion

Public health issues have raised various controversies in the recent past. Government interventions are mainly geared towards eliminating the economic costs that undermine the welfare of the populations. As it has come out from the study, healthy populations are more productive than their unhealthy counterparts. Premature deaths and costs that are related to illnesses have far reaching implications on the holistic wellbeing of the population as they are entirely borne by the same. The resultant direct, indirect and intangible costs inhibit economic growth of a country as they take up a significant percent of its gross domestic product.

In this consideration therefore, it can be contended that the government interventions to enhance public is a cost effective measure because it reduces the costs that the population would incur to cover for the consequences of the negative implications of public health. Further, it is note worthy that addressing such costs in a timely manner contributes directly to economic development of the country in the long run. Generally, enhancing the health of the population through preventive measures yields more benefits than allowing premature deaths. This deprives the country of human labor that is critical in enhancing economic productivity of the same.

List of References

Australian Government, 2009, Healthier Future for all Australians, National Health and Hospital reform Commission, Australia.

Australian Institute of Health and Welfare, 2008, Australia’s Health, AIHW, Australia.

Briggs A, Sculpher M, & Claxton K 2007, Decision Making in Health Economics. Oxford University Press, USA.

Drummond M & McGuire A (eds.) 2001, Economic Evaluation in Health Care, Oxford University Press, USA.

Gold R, Siegel E, Russell B & Weinstein C, (eds.), 1996, Cost-effectiveness in Health, Oxford University Press USA.

Haddix C, Teutsch M & Corso S (eds.), 2002, Prevention Effectiveness: A Guide to Economic Evaluation, Oxford University Press, USA.

Henderson, W 2009, Health Economics, South-Western Cengage Learning, UK.

McPake B & Normand, C 2008, Health economics: An international Perspective, Rutledge, USA.

Morris S, Devlin N & Parkin D, 2007, Economic Analysis in Health Care, John Wiley & Sons, UK.

Muennig P 2007, Cost-Effectiveness Analysis in Health, Jossey-Bass, USA..