Surgeon General Report Summary Essay Example for Free

Surgeon General Report Summary Essay 1) Donna E. Shalala Secretary of Health and Human Services c) Summary of the surgeon general report in relation to: I. Benefits of physical activity Higher levels of regular physical activity are associated with lower mortality rates for both older and younger adults. Even those who are moderately active on a regular basis have lower mortality rates than those who are least active. Regular physical activity or cardio respiratory fitness decreases the risk of cardiovascular disease mortality especially of coronary heart disease Regular physical activity prevents or delays the development of high blood pressure, and exercise reduces blood pressure in people with hypertension . Regular physical activity is associated with a decreased risk of colon cancer Regular physical activity lowers the risk of developing non–insulin-dependent diabetes mellitus. Regular physical activity is necessary for maintaining normal muscle strength, joint structure, and joint function. It’s also suitable for people suffering from osteoarthritis Weight-bearing physical activity is essential for normal skeletal development during childhood and adolescence and for achieving and maintaining peak bone mass in young adults. This prevents development of osteoporosis during old age Strength training and other forms of exercise in older adults preserve the ability to maintain independent living status and reduce the risk of falling. Physical activity affects body fat distribution. Low levels of activity, results in fewer kilocalories used than consumed hence lead to obesity. Physical activity appears to relieve symptoms of depression and anxiety and improve mood. This reduces the risk of developing depression Physical activity improves health-related quality of life by enhancing psychological well-being and by improving physical functioning in persons compromised by poor health. II. Age based physical activity recommendations III. Gender based physical recommendations IV. School based physical activity recommendations V. Recommendations related to FITTO principle

Jane Eyre :: essays papers

Jane Eyre Charlotte Bronte’s Jane Eyre, is the story of Jane, an orphan girl with a harsh upbringing. During a time when women were condemned for learning more than custom pronounced necessary, Jane becomes educated intellectually, socially, and spiritually. In the course of growing up she travels to many places as she battles to learn more about herself and about the world. In the following paragraphs you’ll see how Bronte establishes that money and power do not make a person. Mrs. Reed, Mr. Rochester, and Mr. Brocklehurst all reflect this, they are not nice or perfectly content people. She demonstrates that general education is more important than wealth. The story begins at the Reed’s residence at Gateshead Hall. Jane is excluded from the Reed’s activities so she tries to educate herself by reading books. Soon enough though, John Reed finds her, takes away the book and strikes her with it. â€Å"You are like a slave-driver† (Bronte: 43), cries Jane. In this passage Jane compares John with a slave-driver because like one, John deprives her of her endeavor to educate herself and keeps her suppressed. In the boarding school for orphaned girls called Lowood, Jane sees that movement towards progress and knowledge is retained. Mr. Brocklehurst, the director of Lowood, wants the girls to â€Å"clothe themselves with shamefacedness and sobriety, not with braided hair and costly apparel† (Bronte: 96). So he doesn’t allow for girls to be dressed neatly or with curls in their hair because to him that’s a sin of showing off. His goal it seems is not to truly educate this girls for their own improveme nt, but merely to educate them to serve the wealthy. In spite of many hardships, Jane manages to graduate and becomes a governess under Mr. Rochester’s employment. Mr. Brocklehurst’s influence on Jane to be plain, to be an underclass to serve becomes more apparent when Jane thinks, â€Å"is it likely he (Mr. Rochester) would waste a serious thought on this indigent and insignificant plebeian?† (Bronte: 191). Having no money or a house of her own, she considers herself inferior and unlikely that Mr. Rochester, being a man of power and class, would ever lay eyes on her. When Jane leaves Thornfield after she finds out that Mr. Rochester is married, she decides that it’s better to be a schoolmistress, honest and free, than to stay and become a slave full of remorse and shame.

Thane Fort to the Thane Central Jail

THANE FORT TO THE THANE CENTRAL JAIL: A TRANSITION AND PRESENT SITUATION – VAIBHAV D. ADHYARU K. V. PENDHARKAR COLLEGE OF ARTS, SCIENCE AND COMMERCE, DOMBIVLI, MAHARASHTRA, India. THANE FORT TO THE THANE CENTRAL JAIL: A TRANSITION AND PRESENT SITUATION The existence of Thane city appears in the  global history since the 9thcentury A. D. Thane city has a rich cultural heritage, mythological background, followed by a large number of events of historical importance, archeological collectives that have contributed to the enrichment of the history of Thane city.The city was then known as ‘Shreesthanak’. The Thane Central Jail, originally a historical fort was constructed by Portuguese in 1730 A. D. The prison, which was earlier a fort named Thane Killa, is associated with the Indian Freedom Struggle and is also one of the heritage structures of the city. The 279 year old monument was constructed by the Portuguese for the protection of Sashti Island on 13. 5 acres of land. The Portuguese ruled Thane for over 200 years, from 1530 to 1739 A. D. During this period Thane was known as ‘Kalabe De Tana†.In January 1737, Chimaji Appa, the Peshwa’s brother, took command of the Marathas troops and inspite of obstinate resistance, captured most of the northern forts, Katalvada, Dahanu, Kelve, Shirgaon and Tarapur, whose walls were scaled by the Marathas. On May 4th, the Portuguese hoisted the white flag and of their officers met Chimaji Appa for arranging terms of surrender. On 28th December, 1744 the British conquered Thane city and its fort. Marathas lost the Third Anglo-Maratha War in November 1817 between the British East India Company and the Maratha Empire in India.The war left the company in control of most of India. British Victories were swift, resulting in the breakup of the Maratha Empire and the loss of Maratha independence. The Peshwa was defeated in the Battles of Khadki and Koregaon and he was forced to flee. It was conver ted into jail in 1816 by the British. When Britishers got controlled all over the entire India, they started to use the Thane fort as central jail so that they can arrest and jail the nearby freedom fighters, criminals for going against their system. Many well known freedom fighters were imprisoned in this jail during the time.On 19th April, 1910 noted freedom fighters like Veer Anant Laxman Kanhere, Gopal Krishnaji Karve and Vinayak Narayan Deshpande were hanged to death in the central jail for killing the then Nasik District Collector Jackson. Noted freedom fighter Veer Savarkar was also imprisoned in central jail but later he was shifted to Andaman Cellular Jail due to the security reasons. Other freedom fighters like Chaphekar Brother and Mahadev Ranade were hanged for killing W. C. Rand for his atrocities in Poona. Prominent freedom fighters like Vasudev Balwant Phadke, Senapati Bapat, Saneguruji were also lodged in this jail.Later Indian Government continued that fort to be us ed Thane Central Jail as a district jail to jail the criminals of Thane District. Thane Central Jail is a huge campus and having different departments for the upliftment of the criminals. Personalities like Harshad Mehta and Sanjay Dutt were also imprisoned at Thane Central Jail. Various departments have been working efficiently for the smooth functioning of the Jail:- The Superintendent, Thane District Prison, is vested with the executive management of the prison in all matters relating to internal discipline, economy, labour and punishment.The Superintendent is assisted by the executive, medical, ministerial and technical staff. CLASSIFICATION:- There is one district prison and eleven taluka sub-jails in Thane District. The prison at Thane has been classified as a district prison [Class I], This prison is only meant for the confinement of the under trial prisoners and prisoners sentenced upto 5 years. CLASSFICATION OF PRISONERS:- Prisoners are classified as class I or class II by the court after taking into consideration their status in society and also the nature of offence. They are further classified as casual, habitual, under-trial and security or detenue.There is no separate class of political prisoners but certain rules which do not allow the grant of facilities and privileges on the score of length of sentence are relaxed in their favour under the specific orders of government. On admission, a prisoner is examined by the medical officer and is classified as fit for light, medium and hard labour. Prisoners are employed in prison industries, prison farms and prison maintenance services. Vocational classes are also organized in the prison. EDUCATION:- Literacy classes are conducted for prisoners and necessary facilities are provided to prisoners at government cost.RECREATIONAL AND CULTURAL ACTIVITIES:- Recreational programmes like physical training parades, documentary and full length films, folk dances, kalapathak and games are organized for the enterta inment of prisoners generally in a month. Besides, newspapers are also supplied to the prisoners. Emphasis is always laid on the maintenance of good discipline in the prison. JAIL INDUSTRY:- The long term prisoners in Thane Central Prison are provided with creative work including handicrafts and industries. The chief of these industries include textile, carpentary and tailoring. Most of the products are supplied to various government departments.The tailoring unit in the jail supplies readymade garments to the post and telegraph department and to the police. COTTON CLOTH AND CARPETS:- Weaving is the chief industry in the jail. There are around 14 looms for manufacturing carpets, blankets etc. CARPET AND PUNJA CARPETS:- Carpets are woven on pit-looms and are called loom carpets. The workers or prisoners move on horizontally as the weaving process goes on, completing the carpet. It is in great demand both from government and in the public. CARPENTARY:- This section is worked on job ba sis. A group of two or three prisoners do the planning and assembling job. CONCLUSION:-In this way Thane Central Jail administers work of the inmates/prisoners, So that the prisoners develop their skills through the routine work. Historically important memo i. e. martyrs memorials are not open for the citizens. There memo may be the inspiration for the citizens so it may create awareness about the national movement. Hence, it is necessary to make them accessible for the citizens. The present day physical condition of the jail is not in proper condition, so it should be repaired properly as soon as possible to maintain the condition of the jail. However, today the fort is a very busy place on account of being a jail.

Definition and Examples of Clustering in Composition

In composition, a discovery strategy in which the writer groups ideas in a nonlinear fashion, using lines and circles to indicate relationships. Clustering Clustering (sometimes also known as branching or mapping) is a structured technique based on the same associative principles as brainstorming and listing. Clustering is distinct, however, because it involves a slightly more developed heuristic (Buzan Buzan, 1993; Glenn et al., 2003; Sharples, 1999; Soven, 1999). Clustering procedures vary considerably, although the fundamental objective is to equip students with tools for arranging words, phrases, concepts, memories, and propositions triggered by a single stimulus (i.e., a piece of information, a topic, a provocative question, a metaphor, a visual image). As with other [invention] techniques..., clustering should first be modeled and practiced in class so students can eventually incorporate the tool into their own repertoire of invention and planning strategies.(Dana Ferris and John Hedgcock, Teaching ESL Composition: Purpose, Process, and Practice, 2nd ed. Lawrence Erlbaum, 2005) Guidelines for Teaching the Clustering Process What instructions should you give to begin this prewriting process? I have found the following both appropriate and effective:(Gabriele Lusser Rico, Clustering: A Prewriting Process, in Practical Ideas for Teaching Writing As a Process, ed. by Carol B. Olson. Diane, 1996)Tell students that they are going to use a tool that will enable them to write more easily and more powerfully, a tool similar to brainstorming.Encircle a word on the board--for example, energy--and ask students, What do you think of when you see that word? Encourage all responses. Cluster these responses, radiating outward. When they have finished giving their responses, say, See how many ideas there are floating around in your heads? Now, if you cluster all by yourself, you will have a set of connections as unique to your own mind as a thumbprint is to your thumb.Now ask students to cluster a second word for themselves. Before they begin, tell them that the clustering process should take no more than one or two min utes and that the paragraph they will write should take about eight minutes. Ask them to keep clustering until the Aha! shift, signaling that their mind is holding something they can shape into a whole. In writing, the only constraint is that they come full circle: i.e., that they do not leave the writing unfinished. Some excellent words are afraid or try or help.After they finish writing, ask students to give a title to what they have written that is suggestive of the whole. Mind-Mapping Mind-mapping is a colorful and creative method of generating, organizing, and remembering ideas. To mind-map, write your topic in the center of a blank page within a visual representation of your topic, such as a giant musical note, a sailboat, or scuba gear. If no central image comes to mind, use a box, heart, circle, or other shape. Then use various colors of ink to color-code related ideas. From the central figure draw radiating lines like the rays of the sun or branches and roots of a tree. Then, as you think of parts of the subject you wish to discuss, jot down pictures, key words, or phrases on or near these lines. Also add examples and subparts using branching lines and more images and words. If you do not already have a central focus for your essay, watch for a key phrase or image as you complete your exploration.(Diana Hacker and Betty Renshaw, Writing With a Voice, 2nd ed. Scott, Foresman, 1989) Also Known As: branching, mapping