Mexican-Americans in United States and Politics Essay

Mexican-Americans in United States and Politics We need a Mexican but it’s more important that he be American This quote, taken from the play Los Vendidos by Luis Valdez, well illustrates the ambivalence and hypocrisy Anglos have projected towards Mexicans for the last two centuries. Specifically, this quote refers to the United States government needing a brown face in the crowd at one of their meetings to showcase their supposed support and inclusion of Mexican-Americans in the U.S. However, it is more important that the brown face act American, or embody Anglo characteristics deemed to be more reputable and civilized. Valdez’s play showcases an important theme in Mexican-American history and still today which, as the title†¦show more content†¦Ms. Geeminez (who denounced her true Mexican last name in favor of appearing more American) commented that Indians are much too dark. Here we see an example of the black-white continuum, as expressed by Peter Wade, but more importantly the idea that to be darker is to be equated with a low position in the social hierarchy (Oboler, 35 ). Beginning in the nineteenth century, despite significantly high proportions of native Americans, African Americans, Asians, Caribbean, and Latin Americans in the United States, the term American became envisioned as Anglo-Saxon and white. Therefore, based solely on skin color, non-whites were not considered Americans and thus did not enjoy equal rights and privileges. This superiority complex was, to some extent, the result of John O’Sullivan’s idea of manifest destiny in 1845 which called for expansion into Mexico, but more implicitly, the justification of expansion and the subsequent exclusion of foreign Mexicans from the way the national community was imagined. (Oboler, 43). In the twentieth century, even with citizenship status, Mexicans and Mexican-Americans were considered and consequentially treated as outsiders or intruders (Oboler, 32). It is not surprising that at the end of Valdez’s play, the whitest model is most desirable to the Anglo government. Each character, despite his/her place in history, possessed characteristics in line with theShow MoreRelated Hispanic American Diversity Essay1207 Words   |  5 PagesHispanic American Diversity Hispanic groups of all origins have a profound interest when relocating to the United States. Hispanic groups such as Mexican Americans, Puerto Ricans, Cuban Americans and Central and South Americans share the same common interest of prosperity and a future for their families. Language of these groups is commonly Spanish speaking and they relish with religion of the Roman Catholics and Protestant faith. The United States Census Bureau shows different percentagesRead MoreHispanic Groups in USA Essay1502 Words   |  7 Pagesidentifying the linguistic, political, social, economic, religious, and familial conventions and/or statuses of four Hispanic groups living in the United States; the following four groups have been chosen, Mexican Americans, Puerto Ricans, Cubans, and El Salvadorians. Each group has a rich cultural identity but has been placed in the same category, Hispanic Americans, on the basis of language. All these groups share the Spanish language, though each has a diff erent dialect and some words spelled and pronouncedRead More The Chicano Movement: Struggles, Goals, and Accomplishments Essay examples1537 Words   |  7 PagesIn American history, civil rights movements have played a major role for many ethnics in the United States and have shape American society to what it is today. The impact of civil rights movements is tremendous and to an extent, they accomplish the objectives that the groups of people set out to achieve. The Mexican-American Civil Rights Movement, more commonly known as the Chicano Movement or El Movimiento, was one of the many movements in the United States that set out to obtain equality for Mexican-AmericansRead MoreAmerican History : The Mexican American War Essay1413 Words   |  6 PagesSince the formation of the United States, war has been a constant factor within the political sphere. From these wars the U.S obtained power, land, and status unseen and unparalleled by any civilization in humankind. One of the earlie st wars that allowed the United States to grow into the global power it is today was the Mexican-American war. This war not only shaped American politics for decades, but also fueled the sectional crisis that culminated into the infamous Civil War. Being the new country’sRead MoreMexican American War : The Structure Of North America1095 Words   |  5 PagesMary Juarez Professor: Andrew Hollinger History 1301 Class: 9:05 am – 10:00 am Mexican-American War, Discussing the Battle that Defined the Structure of North America. Mexican-American War was caused mainly by the priority from both parts to gain territory as well as the desire of Texas to become an independent republic. This topic does not spark many conversations in the U.S. However, states like California, Arizona, Texas, and New Mexico which were precisely involved in this conflictRead MoreThe Issue of Immigration: The Hispanic-American Diversity1456 Words   |  6 PagesThe issue of immigration is a major point of acrimony among Americans today with a great deal of the focus being directed toward individuals identified with Hispanic cultures (Guittierrez, 2006). There is a misconception among many Americans that all Hispanic cultures are identical in religion, linguistic, political, social, and family conventions and this misconception too often leads to biases and prejudices that create barriers. In reality, there are a many similarities between Hispanic groupsRead MoreCultural Pluralism And Its Effects On American Culture1490 Words   |  6 Pages THE MODERN ERA In 2014, 35 million Americans identified as Hispanic, of whom 64 percent said they had Mexican heritage - almost 11 percent of the total population. As birthrates for Hispanics exceed those of Anglos, demographers estimate that by 2042 non-Hispanic whites will be a numerical minority in the United States. At the beginning of this century, there were twenty-one states where Hispanics were the largest ethnic minority. As a consequence, the nature of assimilation – historically a conflictingRead MoreEssay about The Mexican War by Otis A. Singletary590 Words   |  3 Pagesaspects of the Mexican war. It is a compelling description and concise history of the first successful offensive war in United States military history. The work examines two countries that were unprepared for war. The political intrigues and quarrels in appointing the military commanders, as well as the military operations of the war, are presented and analyzed in detail. The author also analyzes the role that the Mexican War played in bringing on the U.S. Civil War. The Mexican-American War of the 1840sRead MoreHispanic Culture1429 Words   |  6 Pages1970, United States of America has seen a considerable amount of immigration because of economic chaos and civil wars in Latin American countries. The fight between the government of El Salvador and leftist guerrillas in 1980 brought about 500,000 immigrants to United States. They settled primarily in California, Florida, Massachusetts, and Washington, D.C. The civil war in Nicaragua in the year 1980 drove an estimated 800,000 Nicaraguan immigrants to the United States Mexican Americans are theRead MoreLatino Americans : History, Culture, And Hardships Essay1462 Words   |  6 PagesLatino Americans: Their History, Culture, and Hardships The United States is home to more than 50 million Latino Americans, which accounts for one-sixths of the population. Spanish is not only the second most widely spoken language in the United States, but is also the first European language spoken in what was to become the United States. The history of Latinos in the Americas dates back to the 16th century, when many Spanish conquistadors and priests crossed the Rio Grande in search for gold

Analysis Of Booker T. Washington - 1399 Words

1a. Booker T. Washington had a very different social philosophy than most African Americans pursuing their freedom had during this era. This philosophy brought upon much tension and many tended not to agree with Washington’s ways of thinking. One of the people who disagreed with Washington was W.E.B. Du Bois. Both Washington and Dubois were essentially striving towards the same outcome, but they both had different approaches. Booker T. Washington argued that African Americans must educate themselves and eventually this would show white Americans that they were valuable to society. However, W.E.B. Du Bois was completely against this ideology. He did not want to sit back and prove anything to white Americans who put them through treacherous conditions while they were slaves. He wanted to stand up and fight for his rights and the rights of his fellow African Americans. Du Bois’ goal was to gain every privilege that white Americans had. He wanted the right to vote, the right to education, and high economic standards for all African Americans. Washington on the other hand accepted racial segregation, which is clear in the statement he made that said, In all things social we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress. However, he also pushed for African Americans to be included in the economic growth of the South. This ideology of accepting racial segregation infuriated Du Bois because he felt that with this mindShow MoreRelatedAnalysis Of Booker T. Washington1306 Words   |  6 Pagespopulation. In the later 1800’s, black empowerment was on the rise. As slavery cease to exist and the newly freed slaves were introduced to American Society, many were uncomfortable about how to strive in a world were they were constantly oppressed. Booker T. Washington, an educator at the time, believed the black Americans had to earn their way into society through education and accept minor segrega tion if it meant in the future, they are fully integrated. W.E.B. DuBois, a scholar, however, believe theirRead MoreAnalysis Of Booker T. Washington872 Words   |  4 PagesBooker T. Washington and W. E. B. Du Bois were two of many very influential Black leaders in African American history. These men, though born over a decade a part, shared a common aspiration of obtaining equal rights and sought education for change on the behalf of Blacks. However, the philosophy in which these goals would be achieved differed greatly among the two. Booker T. Washington was born April 5, 1856 in Franklin County, Virginia. His mother was a slave which meant that he too wouldRead MoreAnalysis Of Booker T. Washington1476 Words   |  6 PagesBooker T. Washington, in his autobiographical book Up From Slavery, recounts his formative experiences as a child and his work as an adult. Only 9 years old when the Civil War ended, Washington grew up during the Reconstruction Era. With African Americans able to attend school following Emancipation, Washington worked hard to get an education. Race relations of the era and the challenges African Americans faced would come to inspire Washington to pursue teaching and advocacy. He would come to establishRead MoreAnalysis Of Booker T. Washington926 Words   |  4 Pagesto the readings, Booker T. Washington believed in the Industrial Education also called a Technical/Vocational Education for the Negros, and W.E.B DuBois believed in the Liberal Arts Education. Booker wrote and delivered the spee ch The Atlanta Compromise in 1895. He was known for founding the Tuskegee Normal and Industrial Institute, now known as Tuskegee University in Alabama. The Institute grew immensely and focused on training African Americans in agricultural pursuits. Bookers’ statement the AtlantaRead MoreAnalysis Of Booker T. Washington999 Words   |  4 Pageswhich had videos about Booker T. Washington and W.E.B. DuBois. There were two African American men wanting to uplift the Black community, but sought two different ways of doing so. They both saw things from two different points of views. Booker T. Washington spoke as a southerner who grew up as a slave that experienced racism throughout his life. He advocated industrial/vocational education to give blacks a useful skill to make money and take of their families. Washington had attended Hampton UniversityRead MoreAnalysis Of Booker T. Washington Essay1618 Words   |  7 PagesBooker T. Washington and W. E. B. Du Bois 1) Who were these men? Provide a brief biography of both. Booker T. Washington was born, into slavery, on April 5th, 1856 in Hale’s Ford, Virginia. He was nine years old when his family was emancipated, and they moved to West Virginia. It wasn’t until after he moved that he began to receive an education. He eventually graduated from the Hampton Institute; he worked through the time he was in school in order to pay for his education. He went on to laterRead MoreAnalysis Of Booker T. Washington1630 Words   |  7 PagesBooker T. Washington and W.E.B. Du Bois were very important African American leaders in the United States during the late nineteenth and early twentieth centuries. They both felt that African Americans should not be treated unequally in education and civil rights. They had beliefs that education is crucial for the African American community where they stressed that educating African Americans would lead them into obtaining government positions, possibly resulting in social change. Washington andRead MoreAnalysis Of `` Booker T. Washington1047 Words   |  5 Pagesâ€Å"Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome.†Ã¢â‚¬ ¨Booker T. Washington Success, through society’s critical eye, is typically defined by one’s occupation and annual income. This story of success takes the road less traveled; Jeannette Walls begins her story describing her motivation for writing it. Prompted by her mother’s urgings to no long live in shame of her past, Jeannette initiates her memoir by narrating what gaveRead MoreAnalysis Of Booker T. Washington1747 Words   |  7 Pagesand how they helped better the lives of black Americans while also disclosing some of their more problematic notions. The impacts and contracts of Booker T. Washington, W. E. B. Du Bois, Alexander Crummell, and Marcus Garvey on post-emancipation America are evident through the social and political progress of the United States. Booker T. Washington was a nationalist who supported gradualism and separatism. He was very conservative compared to others of his time, especially other black leadersRead MoreAnalysis Of Booker T. Washington Essay1387 Words   |  6 Pagesstood out to me and impacted me the most is Booker T. Washington. Booker T. Washington is arguably the most famous African American Education Activist for his multiple contributions to giving African Americans the equal education rights in the United States as white people. He founded the Tuskegee Normal and Industrial Institute, or better known as Tuskegee University. Despite the racial inequality and segregation during his time, Booker T. Washington wanted to ensure that his fellow African American

Diabetes Mellitus Free Essays

string(75) " 1 DM include antibodies to the islet cell \(IA2\) and to insulin \(IAA\)\." Diabetes Mellitus (DM) is a common and potentially serious, chronic metabolic condition which is characterized predominantly by hyperglycemia and other manifestations. Diabetes can be a devastating condition with long lasting hazardous consequences since due to its chronicity it affects almost all the major organs of the body including the eyes, the kidneys, the nerves, heart and blood vessels (Jennifer, 1998). There are two main types of Diabetes Mellitus viz. We will write a custom essay sample on Diabetes Mellitus or any similar topic only for you Order Now Type 1 Diabetes Mellitus (also termed as Insulin Dependent Diabetes Mellitus or IDDM and juvenile Diabetes Mellitus) and Type 2 Diabetes Mellitus (also known as Non-Insulin Dependent Diabetes Mellitus or NIDDM and adult-onset Diabetes Mellitus) (Jennifer, 1998). Type 1 DM is more common as compared to type 2 DM in younger age groups and accounts for almost two-thirds of the cases of diabetes diagnosed amongst individuals less than 19 years of age (Levitsky Misra, 2008). Epidemiology of DM – The magnitude of the problem In the United States, Diabetes Mellitus is the fourth leading cause of death and accounts to 178,000 deaths per year (Do I Have Diabetes?, 1998). Individuals with DM have been shown to have a 5-10 years shorter lifespan as compared to their normal counterparts (Lipsky Sharp, 2004). Moreover, DM also contributes to significant morbidity and remains amongst the leading cause of blindness in adults in the 20-74 years age group. Similarly, it also remains as one of the most common causes of non-traumatic lower-limb amputation and end-stage renal disease (ESRD) (Votey Peters, Diabetes Mellitus, Type 1 – A Review, 2007). It was estimated that about 7% of the U.S population (20.8 million individuals) were inflicted with this condition in the year 2005. Amongst these, 14.6 million were diagnosed as having DM while the rest were undiagnosed. Moreover, an additional 54 million people were shown to have pre-diabetes’ (defined below) (Votey Peters, Diabetes Mellitus, Type 1 – A Review, 2007). It is alarming to note that over the past decades, the incidence of DM has been increasing and it was observed that the percentage of adults in the U.S diagnosed with DM increased by 49% (from 4.9 to 7.3%) during the period 1990-2000 (Lipsky Sharp, 2004). Diabetes Mellitus is also important from an economic and public health perspective as well since it leads to both direct and indirect costs of health care. The magnitude of the problem can be judged by the fact that in the year 2002, the per-capita healthcare cost for diabetic individuals was $13,243 as opposed to $2560 for non-diabetics (Votey Peters, Diabetes Mellitus, Type 2 – A Review, 2009). Type 1 and Type 2 DM – A comparison As discussed above, there are two main types of Diabetes mellitus – type 1 DM and type 2 DM – which differ in etiologies and pathogenesis. DM was classified into two major subtypes viz. IDDM and NIDDM in 1979 by the National Diabetes Data Group and this classification was later endorsed by WHO (Jennifer, 1998). However, this classification had certain limitations and therefore the recent guidelines classify DM into four main groups viz. type 1 DM, type 2 DM, â€Å"other specific types† and gestational diabetes (Jennifer, 1998). According to the recent guidelines, the diagnosis of DM requires two fasting plasma glucose levels of 126 mg per dL (7.0 mmol per L) or greater. Moreover, if after a glucose load of 75 g a patient has two two-hour postprandial plasma glucose (2hrPPG) readings of 200 mg per dL (11.1 mmol per L) or higher or two random blood sugar levels of 200 mg per dL (11.1 mmol per L) or higher, he/she can be diagnosed as being diabetic. It is preferable to use the fasting plasma glucose level, due to its better reproducibility and easier administration, however, in clinical practice, a combination of any two abnormal test results can be employed (Jennifer, 1998). In addition to full blown DM, the American Diabetes Association has defined another category, pre-diabetes. This is a state in which ‘the blood glucose levels are higher than normal but not high enough to be diagnosed as diabetes’ (Votey Peters, Diabetes Mellitus, Type 1 – A Review, 2007). Type 1 DM is a metabolic disorder resulting from the autoimmune destruction of the pancreatic beta cells located in the Islets of Langerhans which results in a progressive disability to secrete insulin (Votey Peters, Diabetes Mellitus, Type 1 – A Review, 2007). Type 1 DM can present at any age the most common presentation being in childhood but one-fourth of cases are diagnosed in adults. (Levitsky Misra, 2008). This late presentation of type 1 diabetes mellitus has been termed as latent autoimmune diabetes of the adult (LADA). Studies have suggested that type 1 DM occurs in individuals who are genetically predisposed to developing this disease and its onset may be triggered by certain environment agents such as viruses and toxins (Votey Peters, Diabetes Mellitus, Type 1 – A Review, 2007). Once the onset is triggered, there is progressive destruction of the beta cells and a subsequent decrease in insulin production. However, during this period the individual is asymptomatic and euglycemic (Eisenbarth McCulloch, 2009). Overt hyperglycemia is manifested when more than 80-90% of the beta cells have been destroyed (Votey Peters, Diabetes Mellitus, Type 1 – A Review, 2007). Recently, a newer subtype of type 1 DM has been identified which is characterized by a non-immune mediated destruction of pancreatic islet cells and has been termed as Type 1B DM (Eisenbarth McCulloch, 2009). It is a well established fact that type 1 DM is genetically determined. Several genes have been implicated to play a role in the pathophysiology of type 1 DM including polymorphisms in HLA-DQalpha, HLA-DQbeta, HLA-DR, preproinsulin, the PTPN22 gene, CTLA-4, interferon-induced helicase, IL2 receptor (CD25), a lectin-like gene (KIA0035), ERBB3e, and an undefined gene at 12q (Eisenbarth McCulloch, 2009). In individuals with type 1 DM, genetic markers are present since birth. However, it has been elucidated that immune markers develop after the onset of the autoimmune process of beta cell destruction and metabolic derangements can be identified once a significant proportion of beta cells have been destroyed but before the occurrence of symptoms (Eisenbarth McCulloch, 2009). The immune markers which have been identified for type 1 DM include antibodies to the islet cell (IA2) and to insulin (IAA). You read "Diabetes Mellitus" in category "Papers" Moreover, autoantibodies to islet–glutamate decarboxylase (GAD) including anti-GAD65 have been found in patients with type 1 DM and are of particular importance in adults with this disease since these antibodies are clinically detectable and can be used to aid in the detection and diagnosis of type 1 DM in adults (Votey Peters, Diabetes Mellitus, Type 1 – A Review, 2007). Type 2 DM is relatively far more common than Type 1 DM, especially amongst adults accounts for almost 80-90% of all the cases of DM in various regions of the world (Gerich, 1998). Over the past few decades, epidemiologic studies have identified an alarming increase has been observed in the cases of Type 2 DM to an extent that type 2 DM is now being regarded as an epidemic. In a study conducted in a Japanese population comprising of children of school going age, type 2 DM was found to be seven times more common as compared to type 1 DM and a 30-fold increase in its incidence was noticed over the last two decades (Rosenbloom, 1999). Type 2 DM typically affects individuals aged greater than 40 years but more recently it has been observed to be occurring more frequently in younger age groups and has been found in individuals who are as young as two years of age and have a positive family history of this disorder. There are various factors which have led to an increase in the incidence of type 2 DM in younger age groups. These include increasing incidence of obesity and a sedentary lifestyle amongst children and an increase in the life expectancy, with more individuals surviving past the age of 65 years (Votey Peters, Diabetes Mellitus, Type 2 – A Review, 2007). The etiology of Type 2 DM is a multifactorial and it arises from a complex interplay of both genetic and environmental influences. The inheritance of this disorder does not follow the simple Mandelian patterns. Infact, this disorder has a polygenic inheritance requiring multiple gene polymorphisms (Gerich, 1998). Lipsky describes the genetic-environmental interaction which is implicated in the development of type 2 DM as â€Å"A good analogy is that although genetics loads the gun, environment pulls the trigger (Lipsky, 2004).† Several genes have been implicated in the causation of type 2 DM. Amongst these the three most consistently identified genes include TCF7L2, KCNJ11, and PPARG (Lyssenko, 2008). However, more recently, a number of novel genes which increase an individual’s susceptibility to type 2 DM have been identified including CDKAL1, IGF2BP2, the locus on chromosome 9 close to CDKN2A/CDKN2B, FTO, HHEX, SLC30A8, WFS1, JAZF1, CDC123/CAMK1D, TSPAN8/LGR5, THADA, ADAMTS9, and NOTCH2 (Lyssenko, 2008). The pathogenesis of Type 2 DM is different from type 1 DM in that it results from both an impairment in insulin sensitivity and insulin secretion as opposed to Type 1 DM which results solely from impaired insulin secretion (Gerich, 2009). Individuals with type 2 DM have end-organ or peripheral resistance to insulin and additionally a defect in the production of insulin and recent data suggests that both must co-exist for causing manifestations of type 2 DM. Several risk factors have been identified which increase a person’s susceptibility to developing type 2 AM. These include a positive family history of DM, and increase in the Body Mass Index (BMI), impaired or elevated Liver Function Tests (LFTs), comorbid conditions such as current smoking status and hypertension, decreased measures of insulin secretion and action, Hispanic, Native American, African American, Asian American, or Pacific Islander descent , a history of GDM or of delivering a baby with a birth weight of 9 lb and Polycystic ovarian syndrome (Lyssenko, 2008 and Votey Peters, Diabetes Mellitus, Type 2 – A Review, 2007). Amongst other risk factors, obesity is one of the most consistently identified and the strongest risk factor for the development of type 2 DM. Moreover, studies have shown that intraabdominal obesity is of particular significance in causing insulin resistance (Gerich, 2009). Most of these risk factors are modifiable and current public health strategies focus on targeting these modifiable risk factors in addition to pharmacologic intervention for the control of type 2 DM. The complications of DM are numerous and diverse and include increased susceptibility to infections, microvascular complications including nephropathy, neuropathy and retinopathy which can lead to subsequent end-organ failure and macrovascular complications, which include stroke and coronary artery disease (Diabetes Mellitus, Type 2 – A Review, 2007). In conclusion, DM is a common disorder and affects a large proportion of the population globally. There are two main types of DM viz. type1 and type 2 and both differ in etiology and pathogenesis. DM can lead to several manifestations and complications and hence is a major public health concern. Although extensive research has been conducted in order to identify the underlying etiology of both types of DM, there is a pressing need to explore the arena of prevention measures for this disorder and devise strategies to control the increasing incidence of Type 2 DM in the younger age groups. References Do I Have Diabetes? (1998, October 15). Retrieved April 20, 2009, from American Family Physician: http://www.aafp.org/afp/AFPprinter/981015ap/981015b.html Eisenbarth, G. S., McCulloch, D. K. (2009, February 11). Pathogenesis of type 1 diabetes mellitus. Retrieved April 20, 2009, from Uptodate online: http://www.uptodate.com/patients/content/topic.do?topicKey=~JYHFR94z4VP3LYselectedTitle=4~150source=search_result Gerich, John E. (1998) The Genetic Basis of Type 2 Diabetes Mellitus: Impaired Insulin Secretion versus Impaired Insulin Sensitivity. Endocrine Reviews 19(4): 491–503 Jennifer, M. (1998). Diagnosis and Classification of Diabetes Mellitus: New Criteria. American Famil Physician . Levitsky, L. L., Misra, M. (2008, November 18). Epidemiology, presentation, and diagnosis of type 1 diabetes mellitus in children and adolescents. Retrieved April 20, 2009, from Uptodate Online: http://www.uptodate.com/patients/content/topic.do?topicKey=~0babJ4CniXpnXAfselectedTitle=12~150source=search_result Lipsky, M. S., Sharp, L. K. (2004). Preventive Therapy for Diabetes: Lifestyle Changes and the Primary Care Physician. American Family Physician . Lyssenko Valeria et al. (2008) Clinical Risk Factors, DNA Variants, and the Development of Type 2 Diabetes. The New England Journal of Medicine 359; 21 Rosenbloom, Arlan L. and Joe Jenny R. (1999). Emerging epidemic of Type 2 Diabetes Mellitus in Youth. Diabetes Care 22:345–354 Votey, S. R., Peters, A. L. (2007, October 2). Diabetes Mellitus, Type 1 – A Review. Retrieved April 2, 2009, from emedicine: http://emedicine.medscape.com/article/766036-overview Votey, S. R., Peters, A. L. (2009, February 2). Diabetes Mellitus, Type 2 – A Review. Retrieved April 20, 2009, from emedicine: http://emedicine.medscape.com/article/766143-overview How to cite Diabetes Mellitus, Papers Diabetes mellitus Free Essays Diabetes mellitus is a group of metabolic diseases characterized by elevated levels of glucose in the blood or hyperglycemia resulting from defects in insulin secretion, insulin action, or both. Normally a certain amount of glucose circulates in the blood. The major sources of this glucose are absorption of ingested food in the gastrointestinal tract and formation of glucose by the liver from food substances (Kozier et. We will write a custom essay sample on Diabetes mellitus or any similar topic only for you Order Now l, 2002). Client’s name is Mr. Harvey, 48 years old and has three children and he is newly diagnosed having Type 1 Diabetes. He is a college undergraduate and has experienced working in a restaurant as chief cook until now where in he works for 6 hours. He is also a small businessman and is greatly affected by the economic condition as of the present. He only earns enough for his kids since he is a single parent; he earns about 350 dollars a day including his earnings in his small business. These factors aforementioned greatly influence to his ability to access the necessary healthcare that he should have. Yes, he has a job but his earnings is not enough for him to be thoroughly be checked by healthcare professionals, and also because he has three kids which are all studying as well. As a single parent, it is his job also to look after his children and this means all his extra time will be devoted to them and he will not be able to attend to his own needs and other self- care practices needed for his condition. Although he can do some modification in his diet still he cannot manage to consistent all throughout because he still has a lot of things to attend to, but nevertheless as a college undergraduate he has some basic knowledge about the condition he has which is Type 1 Diabetes. Although he has a job and a business of his own it still does not erase the fact that he is a single parent of three kids, maybe he can buy some medicine for his condition but it will not be continuous because he will tend to prioritize other things. Prognosis of his condition would be poor because he cannot focus on the treatments that he should be getting to alleviate his condition; Diabetes is such a silent killer especially when complications arise. Lastly, diabetes can be fatal. How to cite Diabetes mellitus, Papers

Oppositional Defiant Disorder Essay Example For Students

Oppositional Defiant Disorder Essay Childrens choices are heavily shaped by the context in which they live. All children are oppositional from time to time. The challenge is to distinguish between what is considered normal childhood behaviors and those that fall under the category of Oppositional Defiant Disorder. Oppositional Defiant Disorder is categorized as a disruptive behavior disorder by the American Psychiatric Association as documented in the Diagnostic and Statistical Manual, Fourth Edition (DSM IV). The more ways we have of looking at a complex problem such as Oppositional Defiant Disorder, the better able we are to understand how to engage it. The Comorbid conditions include, but are not limited to, attention deficit hyperactivity disorder and conduct disorder. The clinical course of Oppositional Defiant Disorder varies considerably across age and gender categories. Due to the nature of Oppositional Defiant Disorder it is important to reduce the frequency and severity of the conflict and stress as well as t o prevent progression to Conduct Disorder. Left untreated, Oppositional Defiant Disorder can progress into other more serious and challenging disorders such as Conduct Disorder. Specific treatments focus on areas of social skill development as well as coping mechanisms and stress relief. The antisocial and aggressive behaviors of Oppositional Defiant Disorder children become more serious with age, and unless treated these children grow into angry and aggressive adults. What is Oppositional Defiant Disorder? The Gale Encyclopedia of Medicine defines defiance as the act or example of defying or bold resistance to an oppositional force or authority; this includes intentionally contemptuous behavior or attitude. The behavior disturbances cause clinically significant problems in social, school, or work functioning. Children with this disorder show their behaviors through defiance, stubbornness, and resisting directions. (p.2619)DSM-IV diagnostic criteria for Oppositional Defiant Disorder A.A pattern of negativistic, hostile, and defiant behavior lasting at least six months, during which four(or more) of the following are present:1)Often loses temper2)Often argues with adults3)Often actively defies or refuses to comply with adults requests or rules4)Often deliberately annoys people5)Often blames others for his or her mistakes or misbehavior6)Is often touchy or easily annoyed by others7)Is often angry or resentful8)Is often spiteful or vindictiveNOTE: Consider a criterion met only if the behavior occurs more frequently than is typically observed in individuals of comparable age and developmental level. B.The disturbance in behavior causes clinically significant Impairment in social, academic, or occupational functioning. C.The behaviors do not occur exclusively during the course of apsychotic or mood disorder D.Criteria are not met for conduct disorder, and, if the individual is age 18 or older, criteria are not met for Antisocial PersonalityDisorder. *adapted from the Diagnostic and Statistical Manual of Mental Disorders, Fourth EditionAssociated features of Oppositional Defiant Disorder include low self-esteem, mood liability, low frustration tolerance, swearing, and possible early onset alcohol and substance experimentation. Being unhappy, easily frustrated, hostile, and overwhelming senses of inferiority are also associated with this disorder.The direct relationship between Oppositional Defiant Disorder and aggression is generally weak. Conflicts tend to be verbal and do not escalate to physical aggression. Oppositional Defiant Disorder is typically more prevalent in boys than girls and the onset usually begins by age eight. Specific causes as to the onset of this behavior are unknown, however adults who are overly concerned with power and control may cause an eruption to occur. Several symptoms are prevalent through the literature on this topic. Included are the childs temperament and the caregiver responses to that temperame nt, an inherited predisposition to the disorder, or a neurological cause. Oppositional Defiant Disorder is seen more common in families where at least one parent has a history of a mood type disorder. (Doermann, p. 2601) Children with this disorder are generally unwilling to compromise, or negotiate anything with adults. They may persistently test limits, ignore orders, and fail to accept blame for deeds. Additional problems that may present themselves include learning problems, a depressed mood, hyperactivity, and dramatic or erratic behavior. Oppositional Defiant Disorder is also seen to stem from inconsistent, overly lax or overly harsh discipline. Power struggles and lying is frequent. The key point to remember when looking toward a diagnosis of Oppositional Defiant Disorder is that