Results for "fasting"

BIOC 503 - Glycogen

Hormone regulation in carbohydrate metabolism, fasting/fed state

Final Exam Notes Motivation — the process that initiates, guides, and maintains goal-oriented behaviors Need — a requirement for survival (e.g. food, water); unmet needs motivate behavior Need hierarchy — Maslow’s model ranking human needs (physiological, safety, love/belonging, esteem, self-actualization) Drive — an internal state created by unmet needs (biological drive) Homeostasis — tendency of body systems to maintain internal stability Drive reduction — theory that motivation arises from the desire to reduce drives (i.e. satisfy needs) Arousal — state of being physiologically alert, awake, and attentive Optimal arousal — level of arousal leading to best performance (too low or too high impairs performance) Pleasure principle — Freud’s idea that behavior is driven to seek pleasure and avoid pain Incentive — external stimulus that “pulls” behavior (rewards, goals) Intrinsic motivation — performing behavior for internal satisfaction or interest Extrinsic motivation — performing behavior to earn external reward or avoid punishment Biological factors (eating) — e.g. hunger signals from hypothalamus, genetics, metabolism Learning factors (eating) — e.g. food preferences, cultural influences, classical conditioning Achievement — desire to accomplish goals, attain standards Self-efficacy — belief in one’s ability to succeed at a task Delay of gratification — ability to resist short-term temptations for long-term goals Emotion — complex reaction involving subjective experience, physiological arousal, and expressive behaviors Primary emotions — basic emotions (e.g. joy, anger, fear, disgust, surprise) Secondary emotions — more complex emotions (e.g. guilt, shame, pride) James-Lange theory — emotion results from interpreting bodily reactions (e.g. see bear → heart races → feel fear) Cannon-Bard theory — emotions and physiological reactions occur simultaneously Two-factor (Schachter-Singer) theory — emotion = physiological arousal + cognitive label Amygdala — brain region involved in processing emotions, especially fear and threat detection Emotion regulation — methods to control or influence one’s emotions Thought suppression — trying to push thoughts/feelings out of mind Rumination — repetitively focusing on negative feelings Positive reappraisal — reinterpret event in a more positive light Humor — using jokes or laughter to cope with negative emotions Distraction — shifting attention away from emotional triggers Chapter 11: Health & Well-Being Health psychology — field studying psychological influences on health, illness, and wellness Well-being — sense of physical, mental, and social flourishing Biopsychosocial model — model that health is determined by biological, psychological, and social factors Body mass index (BMI) — weight (kg) / (height (m))²; used to classify obesity / overweight Overeating factors — biological (metabolism, hormones), social (availability, norms), genetic predisposition Anorexia nervosa — eating disorder where individuals restrict food intake, fear weight gain, distorted body image Bulimia nervosa — cycle of binge eating followed by compensatory behaviors (e.g. purging, fasting, exercising) Binge-eating disorder — recurrent episodes of eating large amounts without compensatory behaviors Stress — a process by which we perceive and respond to events appraised as overwhelming Stressor — event or condition that triggers stress response Stress response — physical, emotional, and behavioral reaction to a stressor Major life stressors — big events causing substantial change (e.g. death, job loss) Daily hassles — everyday annoyances that accumulate stress (e.g. traffic, chores) General adaptation syndrome (GAS) — three-stage model of stress response GAS phases: alarm reaction → resistance → exhaustion Fight-or-flight response — physiological response to threat (sympathetic activation) Tend-and-befriend response — stress response especially in women: nurturing and social affiliation Type A behavior pattern — competitive, time-urgent, hostile personality (linked to heart disease) Type B behavior pattern — relaxed, easygoing, less competitive Coping — efforts to manage stress Primary appraisal — evaluating whether a stressor is harmful, threatening, or challenging Secondary appraisal — evaluating one’s resources to cope Emotion-focused coping — regulating emotional response to stressor Problem-focused coping — tackling the stressor directly to reduce or eliminate it Positive psychology — field focusing on strengths, well-being, and human flourishing Five ways to stay healthy — e.g. good diet, exercise, sleep, social support, stress management Chapter 12: Social Psychology Personal attributions — attributing behavior to internal traits or dispositions Situational attributions — attributing behavior to external circumstances Fundamental attribution error — tendency to overestimate personal factors and underestimate situational factors when explaining others’ behavior Actor/observer bias — tendency to attribute one’s own actions to the situation, but others’ actions to internal traits Self-fulfilling prophecy — expectation that leads you to act in ways that make it come true Stereotypes — fixed, overgeneralized beliefs about a group Prejudice — negative attitude toward a group Discrimination — negative behavior directed at a group Ingroup bias — favoring one’s own group Outgroup bias — negative attitudes toward those outside one’s group Attitudes — evaluations of people, objects, or ideas (positive/negative) Mere exposure effect — repeated exposure to something increases liking Cognitive dissonance — discomfort when beliefs, attitudes, or behavior conflict Postdecision dissonance — tension after making a choice, leading to justifying one’s decision Persuasion — process of changing attitudes Central route — persuasion via thoughtful consideration of arguments Peripheral route — persuasion via superficial cues (e.g. attractiveness, emotion) Social facilitation — improved performance in presence of others on simple tasks Social loafing — exerting less effort when working in a group Deindividuation — loss of self-awareness/inhibition in group situations Conformity — adjusting behavior or thinking to match a group standard Compliance — changing behavior in response to a direct request Obedience — following orders from an authority figure Milgram’s study — obedience experiments where participants (under instruction) delivered shocks to a “learner” Bystander intervention effect — tendency for individuals less likely to help when others are present Chapter 14: Psychological Disorders Psychopathology — study of psychological disorders; abnormal patterns of behavior, thoughts, or feelings Diathesis-stress model — view that psychological disorders develop due to genetic vulnerability + stress Biopsychosocial approach (to disorders) — disorders result from biological, psychological, and social factors DSM-5 — Diagnostic and Statistical Manual of Mental Disorders, 5th edition (standard classification of mental disorders) Specific phobia — irrational fear of specific object or situation Social anxiety disorder — intense fear of social situations or being judged Generalized anxiety disorder — chronic, uncontrollable worry about multiple domains Panic disorder — recurrent, unexpected panic attacks Obsessive-compulsive disorder (OCD) — obsessions (intrusive thoughts) and compulsions (ritualistic behaviors) Posttraumatic stress disorder (PTSD) — disorder following exposure to traumatic event, with flashbacks, avoidance, hypervigilance Major depressive disorder — persistent sadness, loss of interest, and other symptoms interfering with daily life Bipolar I disorder — periods of mania (and usually depression) Bipolar II disorder — hypomania (less severe mania) + major depressive episodes Schizophrenia — disorder characterized by delusions, hallucinations, disorganized speech, negative symptoms Positive symptoms (in schizophrenia) — delusions, hallucinations, disorganized speech Negative symptoms — flat affect, social withdrawal, lack of motivation Hallucinations — perceptual experiences without external stimuli Delusions — false beliefs held despite evidence to the contrary Disorganized speech — incoherent or illogical thought reflected in speech Disorganized behavior — inappropriate or bizarre behavior Biological risk factors (schizophrenia) — genetics, neurotransmitter abnormalities, brain structure Environmental risk factors — prenatal exposure, stress, family environment Borderline personality disorder — instability in mood, self-image, relationships, impulsivity Antisocial personality disorder (APD) — disregard for others’ rights, lack of remorse Dissociative amnesia — inability to recall important personal information (usually after trauma) Dissociative identity disorder (DID) — presence of two or more distinct identity states Autism spectrum disorder — deficits in social communication, restricted/repetitive behaviors ADHD (attention-deficit/hyperactivity disorder) — inattention, hyperactivity, impulsivity Chapter 15: Psychological Treatment Psychotherapy — therapy involving psychological techniques to treat mental disorders Psychodynamic therapy — therapy based on psychoanalytic concepts (e.g. unconscious conflicts) Humanistic therapy — focuses on growth, self-actualization, and client potential (e.g. Rogerian) Behavior therapy — uses learning principles (classical/operant conditioning) to change behavior Cognitive therapy — focuses on changing maladaptive thoughts or beliefs Cognitive-behavioral therapy (CBT) — integrates cognitive and behavioral methods Group therapy — therapy conducted with multiple participants simultaneously Family therapy — therapeutic approach focusing on family relationships Biological therapy — treatment using biological methods (e.g. medication, brain stimulation) Psychotropic medications — drugs that affect mental processes (e.g. antidepressants, antipsychotics) Electroconvulsive therapy (ECT) — inducing seizures via electrical current to treat severe depression Transcranial magnetic stimulation (TMS) — using magnetic fields to stimulate brain regions Deep brain stimulation (DBS) — surgical implantation of electrodes to stimulate brain structures Exposure (in CBT) — confronting feared stimuli directly in safe context Systematic desensitization — gradual exposure combined with relaxation Cognitive restructuring — changing negative thought patterns Exposure-response prevention — exposure without performing compulsive behavior (used for OCD) SSRIs (selective serotonin reuptake inhibitors) — class of antidepressants (e.g. Prozac, Zoloft) Treatment for depression — CBT + SSRIs often most effective Bipolar treatment — mood stabilizers (e.g"

Change, Fasting, and Faith: The Heart of a Noble Vessel

Class 12-Feasting and Fasting

Lecture 7- intermittent fasting

Fasting Glucose - Exam 1

Unit D CH.2 Ramadan The Month of Fasting

Fasting State

Fasting by Species

Intermittent Fasting Lecture Notes

Fasting & Human Rights

chemistry tests (fasting vs nonfasting)

Fed state and Fasting State #exam

Fiqh Of Fasting Abu Shuja

integrated metabolism postabsorptive+ fasting+ starvation state

Chapter 6: Adolescence Growth in Adolescence Puberty is a period of rapid growth and sexual maturation. These changes begin sometime l between eight and fourteen. Girls begin puberty at around ten years of age and boys begin approximately two years later. Pubertal changes take around three to four years to complete. Adolescents experience an overall physical growth spurt. The growth proceeds from the extremities toward the torso. This is referred to as distalproximal development. First the hands grow, then the arms, hand finally the torso. The overall physical growth spurt results in 10-11 inches of added height and 50 to 75 pounds of increased weight. The head begins to grow sometime after the feet have gone through their period of growth. Growth of the head is preceded by growth of the ears, nose, and lips. The difference in these patterns of growth result in adolescents appearing awkward and out-of-proportion. As the torso grows, so do the internal organs. The heart and lungs experience dramatic growth during this period. During childhood, boys and girls are quite similar in height and weight. However, gender differences become apparent during adolescence. From approximately age ten to fourteen, the average girl is taller, but not heavier, than the average boy. After that, the average boy becomes 223 both taller and heavier, although individual differences are certainly noted. As adolescents physically mature, weight differences are more noteworthy than height differences. At eighteen years of age, those that are heaviest weigh almost twice as much as the lightest, but the tallest teens are only about 10% taller than the shortest (Seifert, 2012). Both height and weight can certainly be sensitive issues for some teenagers. Most modern societies, and the teenagers in them, tend to favor relatively short women and tall men, as well as a somewhat thin body build, especially for girls and women. Yet, neither socially preferred height nor thinness is the destiny for many individuals. Being overweight, in particular, has become a common, serious problem in modern society due to the prevalence of diets high in fat and lifestyles low in activity (Tartamella et al., 2004). The educational system has, unfortunately, contributed to the problem as well by gradually restricting the number of physical education courses and classes in the past two decades. Average height and weight are also related somewhat to racial and ethnic background. In general, children of Asian background tend to be slightly shorter than children of European and North American background. The latter in turn tend to be shorter than children from African societies (Eveleth & Tanner, 1990). Body shape differs slightly as well, though the differences are not always visible until after puberty. Asian background youth tend to have arms and legs that are a bit short relative to their torsos, and African background youth tend to have relatively long arms and legs. The differences are only averages, as there are large individual differences as well. Sexual Development Typically, the growth spurt is followed by the development of sexual maturity. Sexual changes are divided into two categories: Primary sexual characteristics and secondary sexual characteristics. Primary sexual characteristics are changes in the reproductive organs. For males, this includes growth of the testes, penis, scrotum, and spermarche or first ejaculation of semen. This occurs between 11 and 15 years of age. For females, primary characteristics include growth of the uterus and menarche or the first menstrual period. The female gametes, which are stored in the ovaries, are present at birth, but are immature. Each ovary contains about 400,000 gametes, but only 500 will become mature eggs (Crooks & Baur, 2007). Beginning at puberty, one ovum ripens and is released about every 28 days during the menstrual cycle. Stress and higher percentage of body fat can bring menstruation at younger ages. Male Anatomy: Males have both internal and external genitalia that are responsible for procreation and sexual intercourse. Males produce their sperm on a cycle, and unlike the female's ovulation cycle, the male sperm production cycle is constantly producing millions of sperm daily. The main male sex organs are the penis and the testicles, the latter of which produce semen and sperm. The semen and sperm, as a result of sexual intercourse, can fertilize an ovum in the female's body; the fertilized ovum (zygote) develops into a fetus which is later born as a child. Female Anatomy: Female external genitalia is collectively known as the vulva, which includes the mons veneris, labia majora, labia minora, clitoris, vaginal opening, and urethral opening. Female internal reproductive organs consist of the vagina, uterus, fallopian tubes, and ovaries. The uterus hosts the developing fetus, produces vaginal and uterine secretions, and passes the male's sperm through to the fallopian tubes while the ovaries release the eggs. A female is born with all her eggs already produced. The vagina is attached to the uterus through the cervix, while the uterus is attached to the ovaries via the fallopian tubes. Females have a monthly reproductive cycle; at certain intervals the ovaries release an egg, which passes through the fallopian tube into the uterus. If, in this transit, it meets with sperm, the sperm might penetrate and merge with the egg, fertilizing it. If not fertilized, the egg is flushed out of the system through menstruation. Secondary sexual characteristics are visible physical changes not directly linked to reproduction but signal sexual maturity. For males this includes broader shoulders and a lower voice as the larynx grows. Hair becomes coarser and darker, and hair growth occurs in the pubic area, under the arms and on the face. For females, breast development occurs around age 10, although full development takes several years. Hips broaden, and pubic and underarm hair develops and also becomes darker and coarser. Acne: An unpleasant consequence of the hormonal changes in puberty is acne, defined as pimples on the skin due to overactive sebaceous (oil-producing) glands (Dolgin, 2011). These glands develop at a greater speed than the skin ducts that discharges the oil. Consequently, the ducts can become blocked with dead skin and acne will develop. According to the University of California at Los Angeles Medical Center (2000), approximately 85% of adolescents develop acne, and boys develop acne more than girls because of greater levels of testosterone in their systems (Dolgin, 2011). Experiencing acne can lead the adolescent to withdraw socially, especially if they are self-conscious about their skin or teased (Goodman, 2006). Effects of Pubertal Age: The age of puberty is getting younger for children throughout the world. According to Euling et al. (2008) data are sufficient to suggest a trend toward an earlier breast development onset and menarche in girls. A century ago the average age of a girl’s first period in the United States and Europe was 16, while today it is around 13. Because there is no clear marker of puberty for boys, it is harder to determine if boys are maturing earlier too. In addition to better nutrition, less positive reasons associated with early puberty for girls include increased stress, obesity, and endocrine disrupting chemicals. Cultural differences are noted with Asian-American girls, on average, developing last, while African American girls enter puberty the earliest. Hispanic girls start puberty the second earliest, while European-American girls rank third in their age of starting puberty. Although African American girls are typically the first to develop, they are less likely to experience negative consequences of early puberty when compared to European-American girls (Weir, 2016). Research has demonstrated mental health problems linked to children who begin puberty earlier than their peers. For girls, early puberty is associated with depression, substance use, eating disorders, disruptive behavior disorders, and early sexual behavior (Graber, 2013). Early maturing girls demonstrate more anxiety and less confidence in their relationships with family and friends, and they compare themselves more negatively to their peers (Weir, 2016). Problems with early puberty seem to be due to the mismatch between the child’s appearance and the way she acts and thinks. Adults especially may assume the child is more capable than she actually is, and parents might grant more freedom than the child’s age would indicate. For girls, the emphasis on physical attractiveness and sexuality is emphasized at puberty and they may lack effective coping strategies to deal with the attention they may receive. 226 Figure 6.4 Source Additionally, mental health problems are more likely to occur when the child is among the first in his or her peer group to develop. Because the preadolescent time is one of not wanting to appear different, early developing children stand out among their peer group and gravitate toward those who are older. For girls, this results in them interacting with older peers who engage in risky behaviors such as substance use and early sexual behavior (Weir, 2016). Boys also see changes in their emotional functioning at puberty. According to Mendle, Harden, Brooks-Gunn, and Graber (2010), while most boys experienced a decrease in depressive symptoms during puberty, boys who began puberty earlier and exhibited a rapid tempo, or a fast rate of change, actually increased in depressive symptoms. The effects of pubertal tempo were stronger than those of pubertal timing, suggesting that rapid pubertal change in boys may be a more important risk factor than the timing of development. In a further study to better analyze the reasons for this change, Mendle et al. (2012) found that both early maturing boys and rapidly maturing boys displayed decrements in the quality of their peer relationships as they moved into early adolescence, whereas boys with more typical timing and tempo development actually experienced improvements in peer relationships. The researchers concluded that the transition in peer relationships may be especially challenging for boys whose pubertal maturation differs significantly from those of others their age. Consequences for boys attaining early puberty were increased odds of cigarette, alcohol, or another drug use (Dudovitz, et al., 2015). Gender Role Intensification: At about the same time that puberty accentuates gender, role differences also accentuate for at least some teenagers. Some girls who excelled at math or science in elementary school, may curb their enthusiasm and displays of success at these subjects for fear of limiting their popularity or attractiveness as girls (Taylor et al/, 1995; Sadker, 2004). Some boys who were not especially interested in sports previously may begin dedicating themselves to athletics to affirm their masculinity in the eyes of others. Some boys and girls who once worked together successfully on class projects may no longer feel comfortable doing so, or alternatively may now seek to be working partners, but for social rather than academic reasons. Such changes do not affect all youngsters equally, nor affect any one youngster equally on all occasions. An individual may act like a young adult on one day, but more like a child the next. Adolescent Brain The brain undergoes dramatic changes during adolescence. Although it does not get larger, it matures by becoming more interconnected and specialized (Giedd, 2015). The myelination and 227 development of connections between neurons continues. This results in an increase in the white matter of the brain and allows the adolescent to make significant improvements in their thinking and processing skills. Different brain areas become myelinated at different times. For example, the brain’s language areas undergo myelination during the first 13 years. Completed insulation of the axons consolidates these language skills but makes it more difficult to learn a second language. With greater myelination, however, comes diminished plasticity as a myelin coating inhibits the growth of new connections (Dobbs, 2012). Even as the connections between neurons are strengthened, synaptic pruning occurs more than during childhood as the brain adapts to changes in the environment. This synaptic pruning causes the gray matter of the brain, or the cortex, to become thinner but more efficient (Dobbs, 2012). The corpus callosum, which connects the two hemispheres, continues to thicken allowing for stronger connections between brain areas. Additionally, the hippocampus becomes more strongly connected to the frontal lobes, allowing for greater integration of memory and experiences into our decision making. The limbic system, which regulates emotion and reward, is linked to the hormonal changes that occur at puberty. The limbic system is also related to novelty seeking and a shift toward interacting with peers. In contrast, the prefrontal cortex which is involved in the control of impulses, organization, planning, and making good decisions, does not fully develop until the mid-20s. According to Giedd (2015) the significant aspect of the later developing prefrontal cortex and early development of the limbic system is the “mismatch” in timing between the two. The approximately ten years that separates the development of these two brain areas can result in risky behavior, poor decision making, and weak emotional control for the adolescent. When puberty begins earlier, this mismatch extends even further. Teens often take more risks than adults and according to research it is because they weigh risks and rewards differently than adults do (Dobbs, 2012). For adolescents the brain’s sensitivity to the neurotransmitter dopamine peaks, and dopamine is involved in reward circuits, so the possible rewards outweighs the risks. Adolescents respond especially strongly to social rewards during activities, and they prefer the company of others their same age. Chein et al. (2011) found that peers sensitize brain regions associated with potential rewards. For example, adolescent drivers make risky driving decisions when with friends to impress them, and teens are much more likely to commit crimes together in comparison to adults (30 and older) who commit them alone (Steinberg et al., 2017). In addition to dopamine, the adolescent brain is affected by oxytocin which facilitates bonding and makes social connections more rewarding. With both dopamine and oxytocin engaged, it is no wonder that adolescents seek peers and excitement in their lives that could end up actually harming them. 228 Because of all the changes that occur in the adolescent brain, the chances for abnormal development can occur, including mental illness. In fact, 50% of the mental illness occurs by the age 14 and 75% occurs by age 24 (Giedd, 2015). Additionally, during this period of development the adolescent brain is especially vulnerable to damage from drug exposure. For example, repeated exposure to marijuana can affect cellular activity in the endocannabinoid system. Consequently, adolescents are more sensitive to the effects of repeated marijuana exposure (Weir, 2015). However, researchers have also focused on the highly adaptive qualities of the adolescent brain which allow the adolescent to move away from the family towards the outside world (Dobbs, 2012; Giedd, 2015). Novelty seeking and risk taking can generate positive outcomes including meeting new people and seeking out new situations. Separating from the family and moving into new relationships and different experiences are actually quite adaptive for society. Adolescent Sleep According to the National Sleep Foundation (NSF) (2016), adolescents need about 8 to 10 hours of sleep each night to function best. The most recent Sleep in America poll in 2006 indicated that adolescents between sixth and twelfth grade were not getting the recommended amount of sleep. On average adolescents only received 7 ½ hours of sleep per night on school nights with younger adolescents getting more than older ones (8.4 hours for sixth graders and only 6.9 hours for those in twelfth grade). For the older adolescents, only about one in ten (9%) get an optimal amount of sleep, and they are more likely to experience negative consequences the following day. These include feeling too tired or sleepy, being cranky or irritable, falling asleep in school, having a depressed mood, and drinking caffeinated beverages (NSF, 2016). Additionally, they are at risk for substance abuse, car crashes, poor academic performance, obesity, and a weakened immune system (Weintraub, 2016). Troxel et al. (2019) found that insufficient sleep in adolescents is a predictor of risky sexual behaviors. Reasons given for this include that those adolescents who stay out late, typically without parental supervision, are more likely to engage in a variety of risky behaviors, including risky sex, such as not using birth control or using substances before/during sex. An alternative explanation for risky sexual behavior is that the lack of sleep negatively affects impulsivity and decision-making processes. Figure 6.7 Source Why do adolescents not get adequate sleep? In addition to known environmental and social factors, including work, homework, media, technology, and socializing, the adolescent brain is also a factor. As adolescent go through puberty, their circadian rhythms change and push back their sleep time until later in the evening (Weintraub, 2016). This biological change not only keeps adolescents awake at night, it makes it difficult for them to wake up. When they are awake too early, their brains do not function optimally. Impairments are noted in attention, academic achievement, and behavior while increases in tardiness and absenteeism are also seen. 229 To support adolescents’ later sleeping schedule, the Centers for Disease Control and Prevention recommended that school not begin any earlier than 8:30 a.m. Unfortunately, over 80% of American schools begin their day earlier than 8:30 a.m. with an average start time of 8:03 a.m. (Weintraub, 2016). Psychologists and other professionals have been advocating for later school times, and they have produced research demonstrating better student outcomes for later start times. More middle and high schools have changed their start times to better reflect the sleep research. However, the logistics of changing start times and bus schedules are proving too difficult for some schools leaving many adolescent vulnerable to the negative consequences of sleep deprivation. Troxel et al. (2019) cautions that adolescents should find a middle ground between sleeping too little during the school week and too much during the weekends. Keeping consistent sleep schedules of too little sleep will result in sleep deprivation but oversleeping on weekends can affect the natural biological sleep cycle making it harder to sleep on weekdays. Adolescent Sexual Activity By about age ten or eleven, most children experience increased sexual attraction to others that affects social life, both in school and out (McClintock & Herdt, 1996). By the end of high school, more than half of boys and girls report having experienced sexual intercourse at least once, though it is hard to be certain of the proportion because of the sensitivity and privacy of the information. (Center for Disease Control, 2004; Rosenbaum, 2006). Adolescent Pregnancy: As can be seen in Figure 6.8, in 2018 females aged 15–19 years experienced a birth rate (live births) of 17.4 per 1,000 women. The birth rate for teenagers has declined by 58% since 2007 and 72% since 1991, the most recent peak (Hamilton, Joyce, Martin, & Osterman, 2019). It appears that adolescents seem to be less sexually active than in previous years, and those who are sexually active seem to be using birth control (CDC, 2016). Figure 6.8 Source Risk Factors for Adolescent Pregnancy: Miller et al. (2001) found that parent/child closeness, parental supervision, and parents' values against teen intercourse (or unprotected intercourse) decreased the risk of adolescent pregnancy. In contrast, residing in disorganized/dangerous neighborhoods, living in a lower SES family, living with a single parent, having older sexually 230 active siblings or pregnant/parenting teenage sisters, early puberty, and being a victim of sexual abuse place adolescents at an increased risk of adolescent pregnancy. Consequences of Adolescent Pregnancy: After the child is born life can be difficult for a teenage mother. Only 40% of teenagers who have children before age 18 graduate from high school. Without a high school degree her job prospects are limited, and economic independence is difficult. Teen mothers are more likely to live in poverty, and more than 75% of all unmarried teen mother receive public assistance within 5 years of the birth of their first child. Approximately, 64% of children born to an unmarried teenage high-school dropout live in poverty. Further, a child born to a teenage mother is 50% more likely to repeat a grade in school and is more likely to perform poorly on standardized tests and drop out before finishing high school (March of Dimes, 2012). Research analyzing the age that men father their first child and how far they complete their education have been summarized by the Pew Research Center (2015) and reflect the research for females. Among dads ages 22 to 44, 70% of those with less than a high school diploma say they fathered their first child before the age of 25. In comparison, less than half (45%) of fathers with some college experience became dads by that age. Additionally, becoming a young father occurs much less for those with a bachelor’s degree or higher as just 14% had their first child prior to age 25. Like men, women with more education are likely to be older when they become mothers. Eating Disorders Figure 6.9 According to the DSM-5-TR (American Psychiatric Association, 2022), eating disorders are characterized by a persistent disturbance of eating or eating-related behavior that results in the altered consumption or absorption of food and that significantly impairs physical health or psychosocial functioning. Although eating disorders can occur in children and adults, they frequently appear during the teen years or young adulthood (National Institute of Mental Health (NIMH), 2016). Eating disorders affect both genders, although rates among women are 2½ times greater than among men. Similar to women who have eating disorders, men also have a distorted sense of body image, including muscle dysmorphia, which is an extreme desire to increase one’s muscularity (Bosson et al., 2019). The prevalence of eating disorders in the United States is similar among Non-Hispanic Whites, Hispanics, African-Americans, and Asians, with the exception that anorexia nervosa is more common among Non-Hispanic Whites (Hudson et al., 2007; Wade et al., 2011). Source Risk Factors for Eating Disorders: Because of the high mortality rate, researchers are looking into the etiology of the disorder and associated risk factors. Researchers are finding that eating disorders are caused by a complex interaction of genetic, biological, behavioral, psychological, and social factors (NIMH, 2016). Eating disorders appear to run in families, and researchers are working to identify DNA variations that are linked to the increased risk of developing eating 231 disorders. Researchers from King’s College London (2019) found that the genetic basis of anorexia overlaps with both metabolic and body measurement traits. The genetic factors also influence physical activity, which may explain the high activity level of those with anorexia. Further, the genetic basis of anorexia overlaps with other psychiatric disorders. Researchers have also found differences in patterns of brain activity in women with eating disorders in comparison with healthy women. The main criteria for the most common eating disorders: Anorexia nervosa, bulimia nervosa, and binge-eating disorder are described in the DSM-5-TR (American Psychiatric Association, 2022) and listed in Table 6.1. Table 6.1 DSM-5-TR Eating Disorders Anorexia Nervosa  Restriction of energy intake leading to a significantly low body weight  Intense fear of gaining weight  Disturbance in one’s self-evaluation regarding body weight Bulimia Nervosa Binge-Eating Disorder  Recurrent episodes of binge eating  Recurrent inappropriate compensatory behaviors to prevent weight gain, including purging, laxatives, fasting or excessive exercise  Self-evaluation is unduly affected by body shape and weight  Recurrent episodes of binge eating  Marked distress regarding binge eating  The binge eating is not associated with the recurrent use of inappropriate compensatory behavior Health Consequences of Eating Disorders: For those suffering from anorexia, health consequences include an abnormally slow heart rate and low blood pressure, which increases the risk for heart failure. Additionally, there is a reduction in bone density (osteoporosis), muscle loss and weakness, severe dehydration, fainting, fatigue, and overall weakness. Anorexia nervosa has the highest mortality rate of any psychiatric disorder (Arcelus et al., 2011). Individuals with this disorder may die from complications associated with starvation, while others die of suicide. In women, suicide is much more common in those with anorexia than with most other mental disorders. The binge and purging cycle of bulimia can affect the digestives system and lead to electrolyte and chemical imbalances that can affect the heart and other major organs. Frequent vomiting can cause inflammation and possible rupture of the esophagus, as well as tooth decay and staining from stomach acids. Lastly, binge eating disorder results in similar health risks to obesity, including high blood pressure, high cholesterol levels, heart disease, Type II diabetes, and gall bladder disease (National Eating Disorders Association, 2016). 232 Figure 6.10 Source Eating Disorders Treatment: To treat eating disorders, adequate nutrition and stopping inappropriate behaviors, such as purging, are the foundations of treatment. Treatment plans are tailored to individual needs and include medical care, nutritional counseling, medications (such as antidepressants), and individual, group, and/or family psychotherapy (NIMH, 2016). For example, the Maudsley Approach has parents of adolescents with anorexia nervosa be actively involved in their child’s treatment, such as assuming responsibility for feeding the child. To eliminate binge eating and purging behaviors, cognitive behavioral therapy (CBT) assists sufferers by identifying distorted thinking patterns and changing inaccurate beliefs

Macro Final Exam - Proteins (Chapter 6)/Fed, Fasting, & Starvation

Introduction to Ethics Ethics – The study of moral principles governing human behavior. Moral Universe – The idea that morality is fundamental to human life, not justphysical needs. Instrumental Questions – Questions concerning practical actions to achieve mundane goals. Non-Instrumental Questions – Questions about principles that go beyond mere survival or convenience. Branches of Philosophy Metaphysics – The study of the nature of reality. Epistemology – The study of knowledge and belief. Ethics (Moral Philosophy) – The study of what is right and wrong. Aesthetics – The study of beauty and artistic values. Logic – The study of reasoning and argumentation. Types of Ethical Theories Ideal Theory – Ethical theories that act as guiding principles, though rarely fully applicable in reality. Monistic Theories – Ethical theories that rely on a single principle to determine moral actions. Pluralistic Theories – Ethical approaches that integrate multiple ethical principles. Consequentialism vs. Non-Consequentialism Consequentialist Ethics – Judges actions based on their outcomes. Non-Consequentialist Ethics – Judges actions based on principles, regardless of outcomes. Theory Type Examples Non-Consequentialist Kant’s Deontology, Rights Theories, Religious Ethics Consequentialist Utilitarianism, Aristotle’s Virtue Ethics Kantian Ethics (Deontology) Immanuel Kant – 18th-century philosopher who founded deontological ethics. Categorical Imperative – A universal moral law that dictates ethical behavior. Formula of Universal Law – Act only according to principles that could become universal. Formula of Humanity – Treat others as ends in themselves, not as means. Formula of Autonomy – Act as though you are legislating universal moral law. Autonomy – The ability to self-govern moral decisions. Dignity – The inherent worth of rational beings. Utilitarianism Jeremy Bentham – Founder of classical utilitarianism, focused on maximizing pleasure and minimizing pain. John Stuart Mill – Developed higher and lower pleasures in utilitarianism. Principle of Utility (Greatest Happiness Principle) – The moral action is the one that produces the greatest overall happiness. Higher vs. Lower Pleasures – Higher pleasures (intellectual, artistic) are superior to lower (bodily) pleasures. Aristotle’s Virtue Ethics (Eudaimonism) Eudaimonia – Human flourishing, the highest good. Arete – Excellence or virtue in fulfilling one’s purpose. Doctrine of the Mean – Virtue lies between extremes of excess and deficiency. Phronesis – Practical wisdom for making ethical decisions. Hexis – A stable character trait formed through habituation. Telos – The purpose or goal of something. Religious Ethics Jewish Ethics Decalogue (Ten Commandments) – The foundational moral code in Judaism. Halakhah – Jewish law guiding moral and religious behavior. Rabbi Hillel’s Golden Rule – “What you dislike, don’t do to others.” Christian Ethics Imago Dei – The belief that humans are made in the image of God. The Beatitudes – Teachings from Jesus emphasizing humility, mercy, and justice. Agape – Selfless, unconditional love. Nietzsche’s Critique – Claimed Christian ethics promote “slave morality.” Islamic Ethics Five Pillars of Islam: Shahadah – Declaration of faith. Salah – Daily prayer. Zakat – Almsgiving. Sawm – Fasting during Ramadan. Hajj – Pilgrimage to Mecca. Jihad – The struggle to maintain faith and righteousness. Islamic Contributions – Advances in science, medicine, mathematics, and philosophy. Rights and Natural Law Natural Rights – Fundamental entitlements derived from human nature. Social Contract – The idea that individuals consent to governmental authority in exchange for protection of rights. Hohfeldian Analysis – A framework for understanding different kinds of rights. Forms of Rights: Claims – Demands imposed on others. Powers – The ability to enforce or alter legal arrangements. Liberties – Freedom from external restrictions. Immunities – Protection from harm or coercion. Justifications for Rights Deontological Justification (Kant) – Rights come from moral duties. Utilitarian Justification (Mill, Bentham) – Rights exist to maximize happiness. Theological Justification – Rights are God-given. Natural Law Justification – Rights arise from nature and reason. Kohlberg’s Stages of Moral Development Pre-Conventional Level – Morality based on avoiding punishment or seeking reward. Conventional Level – Morality based on social approval and maintaining order. Post-Conventional Level – Morality based on universal ethical principles. Social and Political Ethics Discrimination and the Idea of Race – Ethical issues surrounding racial discrimination. Business Ethics – Ethical principles in commerce and trade. Euthanasia – Moral debates about assisted dying. Sexual Ethics – Ethics concerning sexual relationships and behaviors. Crime and Punishment – The morality of justice systems and punishment. War, Terrorism, and Cosmopolitanism – Ethics concerning conflict and global responsibility

17 - Fed-Fasting Cycle