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An Invitation
to Health
The Power of Now,
Brief Edition
Dianne Hales
10th Edition
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An Invitation to Health: The Power of Now, © 2018, 2016 Cengage Learning
Brief Edition, Tenth Edition
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Print Number: 01 Print Year: 2016
Brief Contents
CHAPTER 1 The Power of Now 3
CHAPTER 2 Your Psychological and Spiritual Well-Being 23
CHAPTER 3 Stress Management 55
CHAPTER 4 Social Health 81
CHAPTER 5 Personal Nutrition 109
CHAPTER 6 Weight Management 147
CHAPTER 7 Physical Activity and Fitness 169

CHAPTER 8 Sexual Health 205
CHAPTER 9 Reproductive Options 251
CHAPTER 10 Major Diseases 289
CHAPTER 11 Addictive Behaviors and Drugs 341
CHAPTER 12 Alcohol and Tobacco 381
CHAPTER 13 Consumer Health 423
CHAPTER 14 Protecting Yourself and Your Environment 453
CHAPTER 15 A Lifetime of Health 485
Answers for Making This Chapter Work for You 503

Glossary 504
References 510
Index 523
iii
Contents
CHAPTER 1 Gender and Depression 39
Major Depressive Disorder 40
The Power of Now 3 Treating Depression 40
Health and Wellness 4 Bipolar Disorder 41
The Dimensions of Health 4
Anxiety Disorders 42
Health in America 5 Specific Phobia 42
Healthy People 2020 6 Panic Attacks and
Health Disparities 7 Panic Disorder 43
Sex, Gender, and Health 8 Generalized Anxiety Disorder 43
Health on Campus 10 Obsessive–Compulsive Disorder 43
College and Health 10 Attention-Deficit/Hyperactivity Disorder 44
How Healthy Are Today’s Students? 11 Autism Spectrum Disorder 45
Why “Now” Matters 12 Schizophrenia 45
Student Health Norms 12 Nonsuicidal Self-Injury 46
The Promise
Suicide 46
of Prevention 13
Suicide on Campus 47
Protecting Yourself 13 Factors That Lead to Suicide 47
Understanding Risky Behaviors 13
Overcoming Problems of the Mind 48
Making Healthy Changes 14 Where to Turn for Help 49
Understanding Health Behavior 14 Types of Therapy 49
How and Why People Change 15 Other Treatment Options 50
Health Belief Model 16
Self-Determination Theory 16 5IF1PXFSPG/PXt.BLJOH5IJT$IBQUFS8PSLGPS:PV
Motivational Interviewing 16 CHAPTER 3
Self-Affirmation Theory 16
Transtheoretical Model 17 Stress Management 55
5IF1PXFSPG/PX t.BLJOH5IJT$IBQUFS8PSLGPS:PV
What Is Stress? 56
Eustress, Distress, and Neustress 56
CHAPTER 2 Stress and the Dimensions of Health 57
Types of Stressors 58
Your Psychological and Spiritual Stress in America 58
Well-Being 23 Stress on Campus 59
Emotional and Mental Health 24 Stress and Student Health 59
The Lessons of Positive Psychology 24 Other Stressors 62
Develop Self-Compassion 25 Financial Stress 62
Boost Emotional Intelligence 25 Occupational Stress 63
Meet Your Needs 26 Burnout 63
Boost Self-Esteem 26 Illness and Disability 64
Pursue Happiness 27 Traumatic Life Events 64
Become Optimistic 28 Acute Stress Disorder 64
Manage Your Moods 29 Posttraumatic Stress Disorder 65
Spiritual Health 29 Inside Stress 66
Spirituality and General Adaptation Syndrome (GAS) 66
Physical Health 29 Coping with Stress 67
Deepen Your Spiritual Intelligence 30 Fight or Flight 67
Clarify Your Values 30 Freezing 67
Enrich Your Spiritual Life 30 Submission 67
Consider the Power of Prayer 31 Challenge Response Model 67
Cultivate Gratitude 32 Tend-and-Befriend Model 68
Forgive 32 Transactional or Cognitive-Relational Model 68
Sleep and Health 32 Yerkes-Dodson Law 69
Student Night Life 33 The Impact of Stress 69
Sleep’s Impact on Health 34 Stress and the Heart 69
How Much Sleep Do You Need? 34 Stress and Immunity 70
Treating Sleep Disorders 35 Stress and the Gastrointestinal System 71
Understanding Mental Health 35 Stress and Cancer 71
What Is a Mental Disorder? 36 Other Stress Symptoms 71
Mental Health on Campus 36 Managing Stress 72
Depressive Disorders 37 Journaling 72
Depression in Students 38 Exercise 72
iv
Routes to Relaxation 72 The USDA Food Patterns 127
Meditation and Mindfulness 73 The DASH Eating Plan 127
Yoga 74 The Mediterranean Diet 128
Resilience 74 Vegetarian Diets 128
Stress Prevention: Taking Control Ethnic Cuisines 129
of Your Time 75 The Way We Eat 130
Time Management 75 Campus Cuisine: How College Students Eat 130
Overcoming Procrastination 76 Money and Time Issues 130
5IF1PXFSPG/PX t.BLJOH5IJT$IBQUFS8PSLGPS:PV Nutrition Knowledge 131
Fast Food: Eating on the Run 132
CHAPTER 4 His Plate, Her Plate: Gender and Nutrition 132
You Are What You Drink 134
Social Health 81 Choosing Healthful Snacks 135
The Social Dimension of Health 82
Dietary Supplements 136
Communicating 83
Learning to Listen 83 Taking Charge of What You Eat 136
Being Agreeable but Assertive 83 Portions and Servings 136
How Men and Women Communicate 84 Nutrition Labels 137
Nonverbal Communication 84 What Is an “Organic” Food? 137
Genetically Engineered Foods 138
Forming Relationships 84
Friendship 85 Food Safety 139
Loneliness 85 Fight BAC! 139
Shyness and Social Anxiety Disorder 86 Avoiding E. Coli Infection 139
Building a Healthy Community 86 Food Poisoning 140
Doing Good 87 Pesticides 140
Living in a Wired World 87 Food Allergies 140
Social Networking on Campus 87 Nutritional Quackery 141
Self-Disclosure and Privacy in a Digital Age 88 5IF1PXFSPG/PX t.BLJOH5IJT$IBQUFS8PSLGPS:PV
Problematic Cell Phone and Internet Use 89
Dating on Campus 90 CHAPTER 6
Hooking Up 90 Weight Management 147
Friends with Benefits 92
Weighing In 148
Loving and Being Loved 92
Intimate Relationships 92 Weight on Campus 149
What Attracts Two People to Each Other? 92 What Is a Healthy Weight? 150
Infatuation 92 Body Mass Index 150
The Science of Romantic Love 93 Waist Circumference 151
Mature Love 94 Waist-to-Hip Ratio (WHR) 152
Dysfunctional Relationships 94 Body Fat 152
Intimate Partner Violence 94 Understanding Weight Problems 152
Emotional Abuse 94 How Did So Many Get So Fat? 153
Codependency 95 Health Dangers of Excess Weight 153
When Love Ends 96 The Impact on the Body 153
Partnering across the Lifespan 97 The Emotional and Social Toll 155
The New Transition to Adulthood 97 If You’re Too Thin: How to Gain Weight 155
Cohabitation 97 A Practical Guide to a Healthy Weight 155
Long-Term Relationships 98 Preventing Weight Gain 156
Marriage 98 Weight-Loss Diets 156
Issues Couples Confront 100 Do Weight-Loss Programs Work? 157
Divorce 101 Physical Activity and Exercise 158
Family Ties 102 Complementary and Alternative Medicine (CAM)
Diversity within Families 102 for Obesity 158
Unmarried Parents 103 Common Diet Traps 158
5IF1PXFSPG/PX t.BLJOH5IJT$IBQUFS8PSLGPS:PV Maintaining Weight Loss 159
Treating Severe Obesity 159
CHAPTER 5 Obesity Medications 160
Personal Nutrition 109 Obesity Surgery 160
The 2015–2020 Dietary Guidelines for Americans 110 Unhealthy Eating on Campus 161
The Building Blocks of Good Nutrition 110 Body Image 161
Calories 110 Disordered Eating 162
Essential Nutrients 116 Extreme Dieting 162
Vitamins 122 Compulsive Overeating 162
Minerals 124 Binge Eating 163
Healthy Eating Patterns 127 Eating Disorders 163
MyPlate 127 5IF1PXFSPG/PX t.BLJOH5IJT$IBQUFS8PSLGPS:PV
Contents v
CHAPTER 7 Sex on Campus 215
Hooking Up 215
Physical Activity and Fitness 169 Friends with Benefits 217
Physical Activity and Fitness 170 Choosing Sexual Partners 217
Fitness and the Dimensions of Health 171 Romantic Relationships 217
Working Out on Campus 171 Ethnic Variations 217
Physical Activity and Exercise 172 Sex in America 218
Exercise Is Medicine 172 Sexual Diversity 218
The Benefits of Exercise 172 Heterosexuality 219
Exercise Risks 176 Bisexuality 219
Physical Activity Guidelines for Americans 176 Homosexuality 219
How Much Exercise Is Enough? 177 The Gender Spectrum 220
Your Exercise Prescription 177
Sexual Activity 221
The Principles of Exercise 178 Celibacy 221
Overload Principle 178 Abstinence 221
FITT 178 Fantasy 221
Reversibility Principle 179 Pornography 222
Improving Cardiorespiratory Fitness 179 Masturbation 222
Monitoring Exercise Intensity 180 Nonpenetrative Sexual Activity (Outercourse) 223
High-Tech Gadgets 180 Intercourse 223
Nontech Methods 180 Oral Sex 223
Designing an Aerobic Workout 182 Anal Stimulation
Your Long-Term Fitness Plan 182 and Intercourse 224
Aerobic Options 183 Sexual Response 224
Building Muscular Fitness 185 Sexually Transmitted Infections and Diseases 226
Muscles at Work 186 Zika Virus 227
Designing a Muscle Workout 187 Risk Factors for Sexually Transmitted
Recovery 189 Infections 227
Core Strength Conditioning 189 The ABCs of Safer Sex 228
Muscle Dysmorphia 189 STIs and Gender 230
Drugs Used to Boost Athletic Performance 190 STIs on Campus 231
Becoming More Flexible 191 What College Students Don’t Know about STIs 231
The Benefits of Flexibility 191 Common STIs and STDs 231
Stretching 191 Human Papillomavirus (HPV) 231
Mind–Body Approaches 193 Genital Herpes 234
Yoga 194 Chlamydia 235
Pilates 194 Pelvic Inflammatory Disease (PID) 236
T’ai Chi 194 Gonorrhea 237
Keeping Your Back Healthy 195 Nongonococcal Urethritis (NGU) 238
Sports Nutrition 196 Syphilis 238
Water 196 Chancroid 239
Sports Drinks 196 Pubic Lice and Scabies 239
Dietary Supplements 197 Trichomoniasis 239
Energy Bars 197 Bacterial Vaginosis 240
Safe and Healthy Workouts 197 HIV and AIDS 240
Temperature 198 5IF1PXFSPG/PXt.BLJOH5IJT$IBQUFS8PSLGPS:PV
Exercise Injuries 199
5IF1PXFSPG/PXt.BLJOH5IJT$IBQUFS8PSLGPS:PV
CHAPTER 9
Reproductive Options 251
CHAPTER 8 Reproductive Responsibility 252
Sexual Health 205 Conception 252
Sexual Health 206 Abstinence and Nonpenetrative Sexual Activity 253
Sexuality and the Dimensions of Health 206 Contraception 254
Women’s Sexual Health 207 The Benefits and Risks
Female Sexual Anatomy 207 of Contraceptives 257
The Menstrual Cycle 208 Birth Control on Campus 259
Men’s Sexual Health 211 Contraception Choices 259
Male Sexual Anatomy 211 Oral Contraceptives 259
Responsible Sexuality 212 Other Contraceptive Options 262
Creating a Sexually Healthy Relationship 213 Barrier Contraceptives 265
Making Sexual Decisions 213 Fertility Awareness Methods (FAMs) 272
Saying No to Sex 214 Emergency Contraception 273
Sexual Behavior 214 Sterilization 274
Sexual Initiation: “Having Sex” for the First Time 215 Unwanted Pregnancy 275
vi Contents
Abortion 276 Immunity and Stress 328
The Psychological Impact of Abortion 277 Immunization for Adults 328
The Politics of Abortion 277 Upper Respiratory Infections 328
Pregnancy 278 Common Cold 328
Preconception Care 278 Influenza 330
Home Pregnancy Tests 278 Meningitis 331
Prenatal Care 279 Hepatitis 332
How a Woman’s Body Changes during Pregnancy 279 Insect- and Animal-Borne Infections 334
How a Baby Grows 279 Lyme Disease 334
Complications of Pregnancy 280 West Nile Virus 334
Childbirth 282 Zika Virus 335
Infertility 283 Avian Influenza 335
Adoption 283 The “Superbug” Threat: MRSA 336
5IF1PXFSPG/PXt.BLJOH5IJT$IBQUFS8PSLGPS:PV 5IF1PXFSPG/PXt.BLJOH5IJT$IBQUFS8PSLGPS:PV
CHAPTER 10 CHAPTER 11
Major Diseases 289 Addictive Behaviors and Drugs 341
Your Cardiometabolic Health 290 Understanding Addiction 342
Cardiometabolic Risk Factors 291 Addiction and the Dimensions of Health 342
Metabolic Syndrome 295 Preventing Addictions 342
Who Is at Risk? 295 Gambling and Behavioral Addictions 343
What Are the Signs? 295 Problem Gambling 343
Diabetes 295 Gambling Disorder 344
Insulin Resistance 296 Gambling on Campus 344
Prediabetes 296 Risk Factors for Problem Gambling 345
Diabetes Mellitus 296 Drug Use on Campus 345
Who Is at Risk? 297 Why Students Don’t Use Drugs 345
Types of Diabetes 297 Why Students Use Drugs 345
Diabetes Signs and Symptoms 298
Understanding Drugs and Their Effects 347
Diabetes Management 298
Routes of Administration 348
Treatment 299
Dosage and Toxicity 348
Hypertension 299 Individual Differences 348
Hypertension in the Young 299 Gender and Drugs 348
Who Is at Risk? 299 Setting 349
What Your Blood Pressure Reading Types of Action 349
Means 301 Interaction with Other Drugs or Alcohol 349
Lowering High Blood Pressure 301 Caffeine and Its Effects 349
Your Lipoprotein Profile 302 Caffeine Intoxication 350
What Is a Healthy Cholesterol Reading? 302 Caffeine-Containing Energy Drinks 351
Lowering Cholesterol 302 Medications 351
Lifestyle Changes 303 Over-the-Counter Drugs 352
Cardiovascular (Heart) Disease 304 Prescription Drugs 352
How the Heart Works 304 Drugs and Alcohol 353
Heart Risks on Campus 305
Psychosocial Risk Factors 306 Substance Use Disorders 354
The Heart of a Woman 307 Dependence 354
Abuse 355
Crises of the Heart 308 Intoxication and Withdrawal 355
Coronary Artery Disease 308 Polyabuse 355
Atherosclerosis 308 Coexisting Conditions 355
Heart Attack (Myocardial Infarction) 308 Causes of Substance Use Disorders 355
Is It a Heart Attack? 308 Prescription Drug Abuse 356
Stroke 309 Prescription Drugs on Campus 356
Risk Factors 310 Prescription Stimulants 357
Causes of Stroke 311 Prescription Painkillers 357
Why Quick Treatment Matters 311 Commonly Abused Drugs 358
Cancer 311 Cannabinoids 358
Understanding Cancer 312 Herbal Drugs 361
Who Is at Risk? 312 Synthetic Designer Drugs 361
Common Types of Cancer 314 Club Drugs 363
Infectious Diseases 322 Stimulants 364
Agents of Infection 322 Depressants 369
How Infections Spread 324 Opioids 370
The Process of Infection 325 Hallucinogens 371
Who Develops Infections? 325 Dissociative Drugs 372
Immune Response 327 Inhalants 373
Contents vii
Treatment of Substance Dependence and Abuse 374 Clove Cigarettes (Kreteks) 413
Principles of Drug Addiction Treatment 374 Smokeless Tobacco 413
12-Step Programs 375 Quitting Tobacco Use 414
Relapse Prevention 375 Physical Benefits of Quitting 414
5IF1PXFSPG/PX t.BLJOH5IJT$IBQUFS8PSLGPS:PV Psychological Benefits of Quitting 414
Quitting 414
CHAPTER 12 Nicotine Replacement Therapy 415
Alcohol and Tobacco 381 Electronic Cigarettes 416
Drinking in America 382 Environmental Tobacco Smoke 416
Why People Don’t Drink 382 Health Effects of Secondhand Smoke 416
Why People Drink 383 Thirdhand Smoke 417
Drinking on Campus 383 5IF1PXFSPG/PXt.BLJOH5IJT$IBQUFS8PSLGPS:PV
Why Students Don’t Drink 385
Why Students Drink 385 CHAPTER 13
High-Risk Drinking on Campus 386 Consumer Health 423
Why Students Stop Drinking 390 The Affordable Care Act (ACA) 424
Alcohol-Related Problems
What You Need to Know 424
on Campus 390
Consequences of Drinking 390 Consumer-Driven Health Care 425
Understanding Alcohol 392 Improving Your Health Literacy 426
Blood-Alcohol Concentration 393 Finding Good Advice Online 426
Moderate Alcohol Use 395 Getting Medical Facts Straight 427
Alcohol Intoxication 396 Evidence-Based Medicine 428
Alcohol Poisoning 396 Outcomes Research 428
The Impact of Alcohol on the Body 397 Personalizing Your Health Care 428
Digestive System 397 Your Family Health History 429
Weight and Waists 398 Gender Differences 429
Cardiorespiratory System 398 Mobile Health (mHealth) Apps and Monitors 429
Cancer 398 Self-Care 430
Brain and Behavior 398 Oral Health 430
Interaction with Other Drugs 399 Becoming a Savvy Health-Care Consumer 431
Immune System 399 Making the Most of a Medical Visit 432
Increased Risk of Dying 399 Talking with Your Health-Care Provider 433
Alcohol, Gender, and Race 399 After Your Visit 434
Gender 399 Preventing Medical Errors 436
Race 400 Avoiding Medication Mistakes 436
Alcohol-Related Disorders 401 Your Medical Rights 437
Alcohol Use Disorder 401 Your Right to Be Treated with Respect and Dignity 437
Medical Complications 402 Your Right to Information 437
Treatment for Alcoholism 403 Your Right to Privacy and Access to Medical
Records 437
Recovery 404
Your Right to Quality Health Care 438
Tobacco in America 404
Elective Treatments 438
Why People Smoke 404
Vision Surgery 438
Tobacco Use Disorder 405
Cosmetic Surgery 439
Tobacco Use on Campus 406 Body Art Perils 439
Social Smoking 406
College Tobacco-Control Policies 407 Health Hoaxes and Medical Quackery 439
Smoking, Gender, and Race 407 Nontraditional Health Care 440
Tobacco’s Immediate Effects 408 Types of CAM 441
How Nicotine Works 408 The Health-Care System 444
Tar and Carbon Monoxide 408 Health-Care Practitioners 444
Health Effects of Cigarette Smoking 409 Health-Care Facilities 445
Health Effects on Students 409 5IF1PXFSPG/PXt.BLJOH5IJT$IBQUFS8PSLGPS:PV
Premature Death 410
Heart Disease and Stroke 410 CHAPTER 14
Cancer 410 Protecting Yourself
Respiratory Diseases 410
Other Harmful Effects 411 and Your Environment 453
Emerging Tobacco Products 411 Unintentional Injury 454
Electronic Cigarettes 411 Safety on the Road 454
Water Pipes (Hookahs) 412 Avoid Distracted Driving 455
Other Forms of Tobacco 412 Don’t Text or Talk 456
Cigars 413 Stay Sober and Alert 456
Pipes 413 Buckle Up 457
Bidis 413 Check for Air Bags 457
viii Contents
Rein in Road Rage 457 Ionizing Radiation 478
Cycle Safely 458 Your Hearing Health 479
Violence in America 458 How Loud Is That Noise? 479
Gun Violence 459 Effects of Noise 479
Mass Shootings 459 Are Earbuds Hazardous
A Public Health Approach 460 to Hearing? 480
Violence and Crime on Campus 460 Hearing Loss 481
Hazing 461 5IF1PXFSPG/PXt.BLJOH5IJT$IBQUFS8PSLGPS:PV
Hate or Bias Crimes 461
Microaggressions 461 CHAPTER 15
Shootings, Murders, and Assaults 462 A Lifetime of Health 485
Consequences of Campus Violence 462
An Aging Nation 486
Sexual Victimization and Violence 463
Will You Live to 50? 486
Cyberbullying and Sexting 463
Sexual Harassment 463 Successful Aging 487
Stalking 464 Physical Activity: It’s Never Too Late 487
Intimate Partner (Dating) Violence 464 Nutrition and Obesity 488
Sexual Assault on Campus 465 The Aging Brain 489
Changing the Campus Culture 465 Women at Midlife 489
Types of Sexual Victimization and Violence 466 Men at Midlife 491
Nonvolitional Sex and Sexual Coercion 466 Sexuality and Aging 492
Incapacitated Sexual Assault and Date-Rape Drugs 467 The Challenges of Age 492
Rape 467 Mild Cognitive Impairment (MCI) 492
What to Do in Case of Sexual Assault and Rape 470 Alzheimer’s Disease 492
From Personal to Planetary Threats: The Environment Osteoporosis 494
and Your Health 470 Preparing for Medical Crises and the End of Life 494
Climate Change 471 Advance Directives 495
Global Warming 471 The Gift of Life 496
The Health Risks 472 Death and Dying 496
The Impact of Pollution 472 Death Literacy and Education 496
The Air You Breathe 473 Defining Death 497
The Water You Drink 474 Emotional Responses to Dying 497
Is Bottled Better? 474 Suicide 498
Portable Water Bottles 474 Grief 499
Indoor Pollutants: The Inside Story 475 Grief’s Effects on Health 499
Environmental Tobacco Smoke 476 5IF1PXFSPG/PXt.BLJOH5IJT$IBQUFS8PSLGPS:PV
Radon 476
Molds and Other Biological Contaminants 476
Household Products 476
Formaldehyde 477 Answers for Making This Chapter
Pesticides 477
Asbestos 477 Work for You 503
Lead 477
Carbon Monoxide and Nitrogen Dioxide 477 Glossary 504
Chemical Risks 477
Electromagnetic Fields 478 References 510
Cell Phones 478
Microwaves 478 Index 523
Contents ix
Key Features
CON S U M E R A L E RT Stressed-Out Students 59
All the Lonely Students 86
Sleeping Pill Precautions 41 Are You Eating Your Veggies? 131
Online Flirting and Dating 89 The Weight of Student Bodies 150
Dubious Diets 157 Student Bodies in Motion 172
Fitness Monitors 187 The Sex Lives of College Students 216
Should You Get the HPV Vaccine? 233 Students and STIs 231
Are You Addicted to Tanning? 315 Birth Control Choices of College Students 266
Protecting yourself from the Perils of Piercing 333 Cancer Preventive Strategies 313
E-Cigarettes 411 Vaccinations 328
Too Good to Be True? 428 Student Drug Use 346
Bicycle Helmet Heads-up 458 Student Drinking 384
Student Smoking 406
H E A LT H NOW! What’s Trending in Who Uses Complementary and Alternative
Medicine 441
First Steps 11 How Safe Do Students Feel? 460
Accentuate the Positive 26 Dying Young: Leading Causes of Death 496
Count Your Blessings 37
Write It Out! 72 YOU R S T R AT EGI E S FOR C H A NGE
Assessing a Relationship 97
More Healthful Fast-Food Choices 134 How to Forgive 32
Thinking Thinner 159 How to Cope with Distress after a Trauma 65
Excise Exercise Excuses 173 How to Become More Resilient 75
Telling a Partner You Have an STI 232 How to Assert Yourself 83
Choosing a Contraceptive 258 How to Cope with an Unhealthy Relationship 96
Infection Protection 325 Creating a Healthy Eating Pattern 127
Recognizing Substance Abuse 354 Make Smart Choices 131
Kicking the Habit 414 The Right Way to Walk and Run 185
Is a CAM Therapy Right for You? 442 If You Have an STI 230
How to Avoid Date Rape 469 How to Lower Your Blood Pressure 301
Preparing for a Medical Crisis in an Aging Relative 496 Learning about Death 497
How to Cope with Grief 499
H E A LT H ON A BU D GE T
YOUR STRATEGIES FOR PREVENTION
Invest in Yourself 14
Happiness for Free! 28 If You Are at Risk 7
How to Handle Economic Stress 63 How to Help Someone Who Is Depressed 40
Money Can’t Buy Love 95 Steps to Prevent Suicide 48
Frugal Food Choices 132 How to Handle Test Stress 62
Hold the Line! 149 How to Protect Yourself from Food Poisoning 141
Buying Athletic Shoes 195 Keeping the Pounds Off 161
Reducing Your Risk of STIs 214 How to Avoid Stretching Injuries 193
Lowering Your Cardiometabolic Risks 291 How to Avoid Stretching Injuries 194
Caring for Your Cold 330 How to Stay Safe in the “Hookup Era” 218
Develop a Positive Addiction 343 Safe Sex in Cyberspace 222
Drink Less, Save More 385 How to Recognize a Stroke 310
Getting Your Money’s Worth from the Health-Care System 434 Save Your Skin 317
No- and Low-Cost Ways to “Green” Your Space 475 How to Protect Yourself and Others from Influenza 331
Reduce Your Future Health-Care Costs 488 How to Say No to Drugs 356
How to Recognize the Warning Signs of Alcoholism 403
S NA P S HO T: ON CA M P U S NOW How to Boost Health Understanding 426
How to Take Care of Your Mouth 432
Student Health 12 What to Do in an Emergency 454
Sleepy Students 33 How to Protect Your Ears 479
Student Mental Health 38 Keep Your Bones Healthy 495
Preface
To the Student: Starting Now t One in four college students may have at least one risk factor for
cardiovascular disease.
College prepares you for the future. But when it comes to health, t Nine in 10 college students report feeling stressed.
your future starts now! Every day you make choices and take actions t One in three college students reports binge drinking at least once
that may or may not have long-term consequences in the future. Yet in the previous 2 weeks.
they do have immediate effects on how you feel now. Here are some
examples: Such risky behaviors take a toll. According to an international
study, young Americans are less likely to survive until age 55 than
t You stay up late and get less than 5 hours’ sleep. The next day their peers in other developed nations. Those who do live to middle
you feel groggy, your reflexes are off, and you find it harder to age and beyond are more likely to suffer serious chronic diseases
concentrate. and disabilities.
t You scarf down a double cheeseburger with bacon, a supersized You do not have to be among them. An Invitation to Health: The
side of fries, and a milkshake. By the time you’re done with your Power of Now shows you how to start living a healthier, happier,
meal, harmful fats are coursing through your bloodstream. and fuller life now and in the years to come.
t You chug a combo of Red Bull and vodka and keep partying for
hours. Even before you finish your first drink, your heart is rac-
ing and your blood pressure is rising. If you keep drinking, you’ll
reach dangerous levels of intoxication—probably without realizing
To the Instructor
how inebriated you are. You talk to your students about their future because it matters. But in
t Too tired to head to the gym, you binge-watch streaming vid- the whirl of undergraduates’ busy lives, today matters more.
eos for hours. Your metabolism slows; your unexercised muscles As recent research has documented, payoffs in the present are
weaken. more powerful motivators for healthful behaviors than future
t Just this once, you have sex without a condom. You wake up the rewards. Individuals exercise more, choose healthier foods, quit
next morning worrying about a sexually transmitted infection (STI) smoking, and make positive changes when immediate actions
or a possible pregnancy. yield short-term as well as long-term benefits.
t You don’t have time to get to the student health center for a flu An Invitation to Health: The Power of Now incorporates this under-
shot. Then your roommate comes down with the flu. lying philosophy throughout its chapters. As you can see in the
Preface for students, we consistently point out the impact that
t You text while driving—and don’t notice that the traffic light is everyday choices have on their health now and in the future. Each
changing. chapter highlights specific, practical steps that make a difference in
There are countless other little things that can have very big conse- how students feel and function. The “Health Now!” feature gives
quences on your life today as well as through all the years to come. students step-by-step guidance on how to apply what they’re
But they don’t have to be negative. Consider these alternatives: learning in their daily lives. “The Power of Now!” checklist at each
chapter’s end reinforces key behavioral changes that can enhance
t Get a solid night’s sleep after studying, and you’ll remember more and safeguard health.
course material and probably score higher on a test.
Each chapter’s “check-in” feature engages students as they read
t Eat a meal of a low-fat protein, vegetables, and grains, and you’ll by posing questions that relate directly to their lives, experiences,
feel energized. and perspectives. After the definitions of wellness in Chapter 1, for
t Limit your alcohol intake, and you’ll enjoy the evening and feel instance, a “check-in” asks “What does wellness mean to you?” In
better the morning after. the section on healthy habits, another “check-in” instructs students
to rate their own health habits. As they learn about behavioral
t Go for a 10-minute walk or bike ride, and you’ll feel less stressed changes, this feature prompts them to identify a health-related
and weary. change they want to make and their stage of readiness for change.
t Consistently practice safe sex, and you won’t have to wonder if As an instructor, you can utilize the “check-in” features in different
you’ve jeopardized your sexual health. ways. For instance, you might suggest that students use them to
t Keep up with your vaccinations, and you lower your odds of seri- test their comprehension of the material in the chapter. You might
ous illnesses. assign them to write a brief reflection on one or more “check-ins.”
Or you might draw on the “check-ins” to spark classroom discus-
t Pay attention to the road when you drive, and you can avoid
sion and increase student engagement.
accidents.
This textbook is an invitation to you as an instructor. I invite you to
In addition to their immediate effects, the impact of health behav-
share your passion for education and to enter into a partnership with
iors continues for years and decades to come. Consider these the editorial team at Cengage Learning. We welcome your feedback
facts: and suggestions. Please let us hear from you at www.cengage
t More than 40 percent of college students are already overweight .com/health. I personally look forward to working with you toward
or obese. our shared goal of preparing a new generation for a healthful future.
xi
What’s New in An Invitation encephalomyelitis/chronic fatigue syndrome (ME/CFS), Zika
virus, and the latest recommendations for prevention and treat-
to Health, Brief: The Power ment of infectious illnesses.
All the chapters have been updated with the most current research,
of Now including many citations published in 2016, and incorporating the
latest available statistics. The majority come from primary sources,
Some things don’t change: as always, this Invitation presents up- including professional books; medical, health, and mental health
to-date, concise, research-based coverage of all the dimensions of journals; health education periodicals; scientific meetings, federal
health. It also continues to define health in the broadest sense of agencies, and consensus panels; publications from research labo-
the word—not as an entity in itself, but as an integrated process for ratories and universities; and personal interviews with specialists in
discovering, using, and protecting all possible resources within the a number of fields. In addition, “What’s Online” presents reliable
individual, family, community, and environment. Internet addresses where students can turn for additional
What is new is the theme that threads through every chapter: pro- information.
viding students with practical knowledge and tools they can apply As I tell students, An Invitation to Health, Brief: The Power of Now
immediately to improve their health and their lives. One of the keys can serve as an owner’s manual to their bodies and minds. By
to doing so is behavioral change, which has always been funda- using this book and taking their course, they can acquire a special
mental to An Invitation to Health. The one feature that has appeared type of power—the power to make good decisions, to assume
in every edition—and that remains the most popular—is “Your responsibility, and to create and follow a healthy lifestyle. This text-
Strategies for Change.” book is our invitation to them to live what they learn and make the
Each chapter begins with a new feature, “What Do You Think?” most of their health—now and in the future.
questions to have the reader think about his or her personal experi-
ence and knowledge in regard to concepts in the chapter, At the
end of the chapter the “What Did You Decide?” questions ask the
reader to reflect on how his or her answers to these questions may
An Overview of Changes
have changed after reading the chapter. and Updates
Every chapter concludes with “The Power of Now!”, a checklist that
students can use to assess their current status and work toward Following is a chapter-by-chapter listing of some of the key topics
specific goals, whether by creating better relationships (Chapter 4), that have been added, expanded, or revised for this edition.
getting in better shape (Chapter 7), or taking charge of their alcohol
and tobacco intake (Chapter 12). Chapter 5, Personal Nutrition, is Chapter 1: The Power of Now
updated with information on the Dietary Guidelines for Americans College and health; occupational and financial health; health in
2015–2020. Chapter 13, Consumer Health, contains updated infor- America; the dimensions of health; student health norms; self-affir-
mation on the Affordable Care Act as well as ways to evaluate mation theory; and health belief model (HBM)
health information, prepare for a medical exam, get quality tradi-
tional and alternative health care, and navigate the health-care Chapter 2: Your Psychological and Spiritual
system.
Well-Being
Throughout this edition, the focus is on students, with real-life Positive psychology and positive psychiatry; most effective positive
examples, the latest statistics on undergraduate behaviors and psychology interventions; sleep and health; treating sleep disorders;
attitudes, and coverage of new campus health risks, including the toll on students; and major depressive disorder
alcohol mixed with energy drinks (AmEDs), electronic cigarettes
and vaping, hookah (water pipe) smoking, the combination of binge Chapter 3: Stress Management
drinking and disordered drinking, polysubstance abuse, “bath Neustress; stress in America; stress on campus; discrimination
salts,” and cyberbullying. stress; acculturative stress; financial and occupational stress; and
An interactive feature, “On Campus Now,” showcases the latest stress-management apps
research on student behavior, including their sleep habits (Chapter 2),
stress levels (Chapter 3), weight (Chapter 6), and sexual experi- Chapter 4: Social Health
ences (Chapter 8). “Health Now!” presents practical, ready-to-use Loneliness; cyberbullying; Facebook; college students’ cell phone
tips related to real-life issues such as recognizing substance abuse use; the brain in love; trends in sexual relationships; hookup culture;
(Chapter 11) and how to avoid date rape (Chapter 14). intimate partner violence; same-sex marriage; and divorce
Other popular features that have been retained and updated
include “Health on a Budget” and “Consumer Alert.” A “Self Sur- Chapter 5: Personal Nutrition
vey” for each chapter can be found within MindTap. End-of-chapter Dietary Guidelines for Americans 2015–2020; protein; vitamin D;
resources include “Review Questions,” “Critical Thinking Ques- sodium; eating patterns in the United States and worldwide; student
tions,” and “Key Terms.” At the end of the book is a full Glossary as use of dietary supplements; food allergies; Mediterranean diet; nutri-
well as complete chapter references. tion labels; choosing healthful snacks; and dietary supplements
Because health is an ever-evolving field, this edition includes
many new topics, including the latest reports on dietary guide- Chapter 6: Weight Management
lines for Americans, students’ mental health, emerging tobacco Weighing in; weight on campus; body mass index (BMI); evaluating
products, the impact of stress, campus hookups, same-sex weight-loss programs; obesity surgery; and emotional eating
marriage, self-injury, suicide prevention, vitamin supplements,
exercise guidelines, sexually transmitted infections, gun vio- Chapter 7: Physical Activity and Fitness
lence, attention-deficit/hyperactivity disorder (ADHD), autism Exercise Is Medicine; countering dangers of sedentary living, your
spectrum disorder, caffeinated alcoholic beverages, binge exercise prescription; exercise apps, trackers, and monitors; and
drinking, weight management, metabolic syndromes, myalgic buying athletic shoes
xii Preface
Chapter 8: Sexual Health Diet & Wellness Plus
Premenstrual syndrome treatments; sexual behavior; sex on Diet & Wellness Plus helps you understand how nutrition relates to
campus; hooking up; choosing sexual partners; ethnic variations your personal health goals. Track your diet and activity, generate
affect sexual behaviors; sexual diversity; LGBT health disparities; reports, and analyze the nutritional value of the food you eat. Diet &
pornography; female ejaculation; Zika virus; and HIV testing and Wellness Plus includes over 75,000 foods as well as custom food
college students and recipe features. The Behavior Change Planner helps you identify
risks in your life and guides you through the key steps to make posi-
Chapter 9: Reproductive Options tive changes. Diet & Wellness Plus is also available as an app that
Reproductive responsibility; prolonged sitting; healthy diet; Contra- can be accessed from the app dock in MindTap.
ceptive information sources for young adults; Zika virus; long-acting
reversible contraceptives (LARCs); male condoms; and abortion Instructor Companion Site
Everything you need for your course in one place! This collection
Chapter 10: Major Diseases of book-specific lecture and class tools is available online via www
Physical inactivity; prolonged sitting; healthy diet; risk of metabolic .cengage.com/login. Access and download PowerPoint presenta-
syndrome; risk of diabetes mellitus; hypertension in the young; tions, images, instructor’s manual, videos, and more.
reducing sodium; cardiovascular (heart) disease; psychological
risk factors for heart disease; impact of stress; cancer in America; Global Health Watch
screening for breast cancer; Zika virus; and Bourbon virus Bring currency to the classroom with Global Health Watch from
Cengage Learning. This user-friendly website provides convenient
Chapter 11: Addictions access to thousands of trusted sources—including academic jour-
Changing drug scene across America; understanding addiction; nals, newspapers, videos, and podcasts—for you to use for research
preventing addictions; caffeine-containing energy drinks (CCEDs); projects or classroom discussion. Global Health Watch is updated
drugs and alcohol; prescription drug abuse; prescription stimulants; daily to offer the most current news about topics related to nutrition.
marijuana’s effects on health; legalized marijuana; artificial reproduc-
tive technology; GHB and GBL; and Fentanyl Cengage Learning Testing Powered by Cognero
This flexible online system allows the instructor to author, edit, and
Chapter 12: Alcohol and Tobacco manage test bank content from multiple Cengage Learning solu-
Drinking in America; drinking on campus; toll of alcohol; sex- tions; create multiple test versions in an instant; and deliver tests
ual orientation and drinking; alcohol mixed with energy drinks from an LMS, a classroom, or wherever the instructor wants.
(AmEDs); fetal alcohol spectrum disorder; alcoholism treatments;
tobacco use on campus; emerging tobacco products; electronic
cigarettes; and vaping
Acknowledgments
Chapter 13: Consumer Health One of the joys of writing each edition of An Invitation to Health is the
Update on the Affordable Care Act (Obamacare); consumer-driven opportunity to work with a team I consider the best of the best in textbook
health care; mobile health apps and monitors; privacy of personal publishing. I thank Krista Mastroianni, product manager, for her enthusi-
health information; trends in plastic surgery; and complementary asm and support; Miriam Myers, senior content developer, for her work on
and alternative medicine use in America and on college campuses the textbook and MindTap; and Michael Cook, senior designer, provided
the evocative cover and eye-catching design.
Chapter 14: Protecting Yourself and Your I thank Marina Starkey, our product assistant, for her invaluable aid; Carol
Environment Samet, senior content project manager, for expertly shepherding this edi-
Safety on the road; microagresssions; sexting; social or intimate vio- tion from conception to production; Liz Harasymczuk for the vibrant new
lence; sexual assault on campus; “It’s On Us” campaign; pollution’s design; and Michael McGranaghan of SPi Global for his supervision of the
health impact; lead-contaminated water; and cell phone dangers production process. Mathangi Anantharaman, our photo researcher, pro-
vided images that capture the diversity and energy of today’s college stu-
Chapter 15: A Lifetime of Health dents. Kanchana Vijayarangan coordinated text permissions, and Christine
Health problems of seniors; impact of feeling younger than actual Myaskovsky managed the overall permissions process.
age; Mediterranean diet and longevity; Alzheimer’s disease and pre- My thanks to Ana Albinson, marketing manager; and to Kellie Petruzzelli,
scription drugs; disabilities in older Americans; and death literacy who guided the ancillaries.
and education
Finally, I would like to thank the reviewers whose input has been so valu-
able through these many editions. I thank the following for their comments
and helpful assistance on the current edition:
Supplemental Resources Joseph Bails, Parkland College
Christina L. Benjamin, Montgomery College
Dr. Rachelle D. Duncan, Oklahoma State University
Health MindTap for An Invitation to Health, William E. Dunscombe, Union County College
Brief: The Power of Now Alicia M. Eppley, Theil College
A new approach to highly personalized online learning. Beyond Michelle Lomonaco, The Citadel
an eBook, homework solution, digital supplement, or premium Jeannie M Neiman, Edmonds Community College
Jennifer Pridemore, Parkland College
website, MindTap is a digital learning platform that works along-
Stephen P. Sowulewski, Reynolds Community College
side your campus LMS to deliver course curriculum across the
range of electronic devices in your life. MindTap is built on an For their help with earlier editions, I offer my gratitude to:
“app” model allowing enhanced digital collaboration and delivery Ghulam Aasef, Kaskaskia College
of engaging content across a spectrum of Cengage and non- Andrea Abercrombie, Clemson University
Cengage resources. Daniel Adame, Emory University
Preface xiii
Lisa Alastuey, University of Houston Anthony F. Kiszewski, Bentley University
Carol Allen, Lone Community College Mark J. Kittleson, Southern Illinois University
Lana Arabas, Truman State University Darlene Kluka, University of Central Oklahoma
Judy Baker, East Carolina University John Kowalczyk, University of Minnesota, Duluth
Marcia Ball, James Madison University Debra A. Krummel, West Virginia University
Jeremy Barnes, Southeast Missouri State University Roland Lamarine, California State University, Chico
Rick Barnes, East Carolina University David Langford, University of Maryland, Baltimore County
Lois Beach, SUNY-Plattsburg Terri Langford, University of Central Florida
Liz Belyea, Cosumnes River College Beth Lanning, Baylor University
Betsy Bergen, Kansas State University Norbert Lindskog, Harold Washington College
Nancy Bessette, Saddleback College Loretta Liptak, Youngstown State University
Carol Biddington, California University of Pennsylvania Raymond A. Lomax, Kean University
David Black, Purdue University David G. Lorenzi, West Liberty State College
Jill M. Black, Cleveland State University S. Jack Loughton, Weber State University
Cynthia Pike Blocksom, Cincinnati Health Department Rick Madson, Palm Beach Community College
Laura Bounds, Northern Arizona University Ashok Malik, College of San Mateo
James Brik, Willamette University Michele P. Mannion, Temple University
Mitchell Brodsky, York College Jerry Mayo, Hendrix College
Jodi Broodkins-Fisher, University of Utah Wajeeha Mazhar, California Polytechnic State University–Pomona
Elaine D. Bryan, Georgia Perimeter College Jessica Middlebrooks, University of Georgia
James G. Bryant, Jr., Western Carolina University Claudia Mihovk, Georgia Perimeter College
Conswella Byrd, California State University East Bay Kim H. Miller, University of Kentucky
Marsha Campos, Modesto Junior College Susan Milstein, Montgomery College
Richard Capriccioso, University of Phoenix Esther Moe, Oregon Health Sciences University
James Lester Carter, Montana State University Kris Moline, Lourdes College
Jewel Carter-McCummings, Montclair State University Richard Morris, Rollins College
Peggy L. Chin, University of Connecticut Rosemary Moulahan, High Point University
Olga Comissiong, Kean University Sophia Munro, Palm Beach Community College
Patti Cost, Weber State University John W. Munson, University of Wisconsin–Stevens Point
Maxine Davis, Eastern Washington University Ray Nolan, Colby Community College
Maria Decker, Marian Court College Shannon Norman, University of South Dakota
Laura Demeri, Clark College Anne O’Donnell, Santa Rosa Junior College
Lori Dewald, Shippensburg University of Pennsylvania Terry Oehrtman, Ohio University
Julie Dietz, Eastern Illinois University Shanyn Olpin, Weber State University
Peter DiLorenzo, Camden County College David Oster, Jefferson College
Robert Dollinger, Florida International University College of Medicine Randy M. Page, University of Idaho
Rachelle D. Duncan, Oklahoma State University Carolyn P. Parks, University of North Carolina
Sarah Catherine Dunsmore, Idaho State University Anthony V. Parrillo, East Carolina University
Gary English, Ithaca College Lorraine Peniston, Hartford Community College
Victoria L. Evans, Hendrix College Miguel Perez, University of North Texas
Melinda K. Everman, Ohio State University Pamela Pinahs-Schultz, Carroll College
Michael Felts, East Carolina University Dena Pistor, Rollins College
Lynne Fitzgerald, Morehead State University Rosanne Poole, Tallahassee Community College
Matthew Flint, Utah Valley University Thomas Roberge, Norwich University
Kathie C. Garbe, Kennesaw State College Keisha Tyler Robinson, Youngstown State University
Gail Gates, Oklahoma State University Joel Rogers, West Hills Community College District
Dawn Graff-Haight, Portland State University Linda J. Romaine, Raritan Valley Community College
Carolyn Gray, New Mexico State University Pamela Rost, Buffalo State College
Mary Gress, Lorain County Community College Karla Rues, Ozarks Technical Community College
Janet Grochowski, University of St. Thomas Veena Sallan, Owensboro Community and Technical College
Jack Gutierrez, Central Community College Sadie Sanders, University of Florida
Autumn R. Hamilton, Minnesota State University Steven Sansone, Chemeketa Community College
Christy D. Hawkins, Thomas Nelson Community College Debra Secord, Coastline College
Stephen Haynie, College of William and Mary Behjat Sharif, California State University–Los Angeles
Amy Hedman, Mankato State University Andrew Shim, Southwestern College
Ron Heinrichs, Central Missouri State University Agneta Sibrava, Arkansas State University
Candace H. Hendershot, University of Findlay Steve Singleton, Wayne State University
Michael Hoadley, University of South Dakota Larry Smith, Scottsdale Community College
Debbie Hogan, Tri County Community College Teresa Snow, Georgia Institute of Technology
Margaret Hollinger, Reading Area Community College Sherm Sowby, Brigham Young University
Harold Horne, University of Illinois at Springfield Carl A. Stockton, Radford University
Linda L. Howard, Idaho State University Linda Stonecipher, Western Oregon State College
Mary Hunt, Madonna University Ronda Sturgill, Marshall University
Kim Hyatt, Weber State University Jacob W. Surratt, Gaston College
Bill Hyman, Sam Houston State University Rosemarie Tarara, High Point University
Dee Jacobsen, Southeastern Louisiana University Laurie Tucker, American University
John Janowiak, Appalachian State University Julia VanderMolen, Davenport University
Peggy Jarnigan, Rollins College Emogene Johnson Vaughn, Norfolk State University
Jim Johnson, Northwest Missouri State University Jennifer Vickery, Winthrop College
Chester S. Jones, University of Arkansas Andrew M. Walker, Georgia Perimeter College
Herb Jones, Ball State University David M. White, East Carolina University
Jane Jones, University of Wisconsin, Stevens Point Sabina White, University of California–Santa Barbara
Lorraine J. Jones, Muncie, Indiana Robert Wilson, University of Minnesota
Walter Justice, Southwestern College Roy Wohl, Washburn University
Becky Kennedy-Koch, The Ohio State University Martin L. Wood, Ball State University
Margaret Kenrick, Los Medanos College Sharon Zackus, City College of San Francisco
xiv Preface
About the Author
Dianne Hales is a widely published and honored author and journalist. She is the author
of 15 trade books, including the New York Times bestseller La Bella Lingua; Mona Lisa:
A Life Discovered; Just Like a Woman; Think Thin, Be Thin; and Caring for the Mind,
with translations into Chinese, Japanese, Italian, French, Spanish, Portuguese, German,
Dutch, Swedish, Danish, Polish, and Korean.
Hales has received the highest honor the government of Italy can bestow on a foreigner,
an honorary knighthood, with the title Cavaliere dell’ Ordine della Stella della Solidarietà
Italiana (Knight of the Order of the Star of Italian Solidarity) in recognition of her book La
Bella Lingua: My Love Affair with Italian, the World’s Most Enchanting Language, as “an
invaluable tool for promoting the Italian language.”
Hales is a former contributing editor for Parade, Ladies’ Home Journal, Working Mother,
and American Health and has written more than 1,000 articles for publications includ-
ing Family Circle, Glamour, Good Housekeeping, Health, the New York Times, Reader’s
Digest, the Washington Post, Woman’s Day, and World Book Encyclopedia.
Hales has received writing awards from the American Psychiatric Association and the
American Psychological Association, an EMMA (Exceptional Media Merit Award) for
health reporting from the National Women’s Political Caucus and Radcliffe College, three EDI (Equality, Dignity, Independence) awards for
print journalism from the National Easter Seal Society, the National Mature Media Award, and awards from the Arthritis Foundation, California
Psychiatric Society, CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder), Council for the Advancement of Scientific
Education, and New York City Public Library.
xv
WHAT DO YOU THINK?
What does “health” mean to you?

How healthy are today’s college students?
Do race and gender affect health?
Can people successfully change their health behaviors?
Fotokostic/Shutterstock.com
1
The Power of Now
K eisha always thought of health as something you worry about when you
get older. Then her twin brother developed a health problem she’d never
heard of: prediabetes (discussed in Chapter 10), which increased his risk
of diabetes and heart disease. At a health fair on campus, she found out
that her blood pressure was higher than normal. She also learned that young
adults with high blood pressure could be at greater risk of heart problems in
the future.1
“Maybe I’m not too young to start thinking about my taking charge and making healthy choices for yourself
health,” Keisha concluded. Neither are you, whether and your future. This book includes material on your
you’re a traditional-age college student or, like an ever- mind and your body, your spirit and your social ties,
increasing number of undergraduates, years older. your needs and your wants, your past and your poten-
An Invitation to Health is both about and for you; tial. It will help you explore options, discover possibili-
it asks you to go beyond thinking about your health to ties, and find new ways to make your life worthwhile.
After reading this chapter, you should be able to:

1.1 Define health and wellness. 1.6 Describe the impact of habits formed in college on
1.2 Outline the dimensions of health. future health.
1.3 Assess the current health status of Americans. 1.7 Explain the influences on behavior that support or
impede healthy change.
1.4 Discuss health disparities based on gender
and race. 1.8 Identify the stages of change.
1.5 Evaluate the health behaviors of undergraduates.
What you learn from this book and in this • Supportive friends and family and a nurtur-
Design Pics Inc/Alamy Stock Photo

course depends on you. You have more con- ing intimate relationship with someone you
trol over your life and well-being than anything love
or anyone else does. Through the decisions
• A personally satisfying job or intellectual
you make and the habits you develop, you can
endeavor
influence how well—and perhaps how long—
you will live. • A clean, healthful environment
The time to start is now. Every day you
make choices that have short- and long-term ✓ check-in How would you define health?
consequences for your health. Eat a high-
Image Source/Jupiterimages
fat meal, and your blood chemistry changes.
Wellness can be defined as purposeful,
Spend a few hours slumped in front of the
enjoyable living or, more specifically, a deliberate
television, and your metabolism slows. Chug
lifestyle choice characterized by personal respon-
a high-caffeine energy drink, and your heart
sibility and optimal enhancement of physical,
races. Have yet another beer, and your reflexes
mental, and spiritual health. In the broadest
slow. Text while driving, and you may weave
sense, wellness is:
into another lane. Don’t bother with a condom,
and your risk of sexually transmitted infection • A decision you make to move toward optimal
Robin Skjoldborg/Cultura/Getty Images
(STI) skyrockets. health

Sometimes making the best choices demands
• A way of life you design to achieve your high-
making healthy changes in your life. This chap-
est potential
ter shows you how—and how to live more fully,
more happily, and more healthfully. This is an • A process of developing awareness that health
offer that you literally cannot afford to refuse. and happiness are possible in the present
Your life may depend on it—starting now. • The integration of body, mind, and spirit
• The belief that everything you do, think, and
Health is the process of
feel has an impact on your state of health and
discovering, using, and the health of the world
protecting all the resources
Health and
within our bodies, minds, Wellness ✓ check-in What does wellness mean to you?
spirits, families, communities,
and environment.
The Dimensions of Health
By simplest definition, health means being Scientists are discovering that various dimen-
sound in body, mind, and spirit. The World sions and the interplay among them can affect
Health Organization defines health as “not
us at a molecular level. For instance, a lack
merely the absence of disease or infirmity” but
of education—an indicator of poor intellectual
“a state of complete physical, mental, and social
health—has long been linked with poor physi-
well-being.” Health involves discovering, using,
cal health and relatively early death. However,
and protecting all the resources within our bod-
other factors—such as having meaningful rela-
ies, minds, spirits, families, communities, and
tionships with others (part of social health)
environment.
and a sense of meaning and purpose in life (an
Health has many dimensions: physical, psy-
indicator of spiritual health)—can overcome
chological, spiritual, social, intellectual, environ-
the disadvantages associated with poverty or
mental, occupational, and financial. This book
minimal schooling.
integrates these aspects into a holistic approach
By learning more about the dimensions of
that looks at health and the individual as a whole
health, you gain insight into the complex inter-
rather than part by part.
health A state of complete
play of factors that determine your level of well-
Your own definition of health may include dif-
well-being, including physical, ness. The following are the most commonly
ferent elements, but chances are you and your
psychological, spiritual, social, recognized dimensions of health and wellness,
classmates would include at least some of the
intellectual, and environmental following: but some models treat emotional, cultural, or
dimensions. financial health as separate categories rather than
• A positive, optimistic outlook aspects of psychological, social, or occupational
wellness A deliberate lifestyle health.
• A sense of control over stress and worries,
choice characterized by per-
time to relax
sonal responsibility and optimal ✓ check-in What do you consider the most
enhancement of physical, mental, • Energy and vitality, freedom from pain or seri-
and spiritual health. important or relevant dimensions of health?
ous illness
4 CHAPTER 1 The Power of Now
Another random document with
no related content on Scribd:
frequently in the Chartularies, while the term Anglic is used for the
Teutonic. Thus, in a perambulation of the lands of Kingoldrum in
Forfarshire, in 1256, we have ‘Hachethunethouer quod Anglice
dicitur Midefeld,‘ and ‘Marresiam quamdam quæ Scotice dicitur
Moynebuche.’[850] And in the fourteenth century Fordun gives us a
very distinct account of the distribution of the vernacular dialect in his
day. He says, ‘The manners and customs of the Scots vary with the
diversity of their speech. For two languages are spoken amongst
them, the Scottish (Scotica) and the Teutonic (Theutonica); the latter
of which is the language of those who occupy the seaboard and
plains, while the race of Scottish speech (Scoticæ linguæ) inhabits
the Highlands and outlying districts.’[851]
Α.D. 1478-1560. The dynasty of the Celtic kings of the Isles
Period of came to an end in 1478, when the last Lord of the
neglected Isles was forfeited; and there followed upon their
education and no
fall a period of great confusion in the Highlands,
learning.
when the clans which had been united under their
sway were thrown loose, and struggled for the possession of their
lands. During this period of darkness education was neglected, and
all knowledge of the cultivated or written Irish seems to have
perished out of the land. It is during this period that a solitary
exception, Dean Macgregor of Lismore, endeavoured to rescue from
oblivion the oral literature of the Highlands by transcribing, in 1512,
such poems as he could collect; but he was fain to write them down
in a phonetic spelling, which has rendered his collection valuable, as
indicating the pronunciation of the language at the time, and the
degree of divergence between the spoken dialects and the standard
Irish.[852] His collection, however, contains also several poems by
Irish bards, and among others some of a religious cast by Teague og
O’Huggin, whose death is recorded in the Annals of the Four
Masters in 1448 as ‘chief preceptor of the poets of Erin and Alban;’
and the same annals record in 1554 the death of Teague O’Coffey,
‘chief teacher of poetry in Erin and Alban.’ A contract of fosterage, by
Sir Roderick Macleod, in 1614, in Gaelic, has been preserved, which
is written in the Irish character; but it is evident that he had to resort
to Ireland for his scribe, as the writer of it is obviously an Irishman,
and he alone subscribes as a witness in the Irish written language,
the three other witnesses all bearing Gaelic names, and two of them,
respectively ministers of Duirinish and Bracadale, in Skye, being
unable to do so.[853]
After 1520 Scotch The spoken language of the Highlands now
Gaelic called Irish, begins to be called Irish in place of Scotch. John
and the name Major, who wrote in 1520, not long after the Dean
Scotch passes
of Lismore had made his collection, thus
over to Lowland
Scotch. describes the languages in his day: ‘In the island
of Britain there are three different languages, as
we know, which are mutually unintelligible. The first towards the
south is the Welsh (Vallica), which the Britonised Britons use. The
second, more extended than the first, the wild Scots and Islanders
use, and this is Irish, though somewhat broken (Hibernica licet
quodammodo fracta). The third language, the principal one in the
island, is the English (Anglicana), which the English and the civilised
Scots have.’[854] Thus, what Fordun called Scotica in the fourteenth
century, John Major calls Hibernica in the sixteenth; and what
Fordun termed Teutonica, Major calls Anglicana. The expression
used by John Major, with regard to the Gaelic spoken in the
Highlands and Islands, shows that the differences between it and the
written language of Ireland were then quite apparent. While,
however, all learning had perished out of the Gaelic-speaking part of
the country, there had arisen a literature in the language of the
lowlands. Barbour, who was archdeacon of Aberdeen, leads the way
not long after Fordun’s time; but he terms the language in which he
wrote ‘Inglis,’ or English.[855] He was followed in the next century by
Wyntoun, prior of Lochleven, in his Metrical Chronicle. But Gawin
Douglas, who wrote in the same Lowland dialect in 1516, terms the
language in which he wrote ‘Scottés,’ or Scotch. We thus find in the
beginning of the sixteenth century the term Scotic, or Scotch,
passing from the written Gaelic to the Anglican dialect of the
Lowlands, and the spoken Gaelic of the Highlands coming to be
denominated Irish.
After Reformation The Reformation, however, soon after gave
Scotch Gaelic rise to a religious literature, which was printed for
becomes a written the use of the Gaelic-speaking people; but here
language.
too it became necessary to resort to Ireland for
the written language. Bishop Carsewell printed, in 1567, a translation
of John Knox’s liturgy, with a prefatory epistle, in which he says that
‘we, the Gael of Alban and Erin, have laboured under the want that
our dialects of the Gaelic have never been printed;’ and the
language he uses is unquestionably the written Irish of the time. In
the following century translations of the metrical version of the
Psalms, of Calvin’s Cathechism, and of the Bible, were printed in
Gaelic by the Synod of Argyll and by the Rev. R. Kirke of
Balquhidder. These were thoroughly Irish in form, and the latter was
simply taken from the Irish version of the Bible. Various editions of
the Bible were issued in the succeeding century by the Society for
Propagating Christian Knowledge in Scotland; but, from the
divergence which now existed between the spoken language of the
people and the written language of Ireland, it was found that these
translations were not readily understood, and in each succeeding
edition they were brought nearer to the spoken idiom, till, for the
cultivated Irish, which formed their written dialect in common with
Ireland, there was now substituted a written Scotch Gaelic, in all
respects assimilated to the spoken language. There can be little
doubt that the spoken or vernacular language remained throughout
pretty much the same, exhibiting in a greater or less degree those
features which distinguished it from the spoken dialects of Ireland;
and to this language the Highlanders themselves have never given
any other name than the simple designation of Gaelic. It possessed,
too, an oral literature in the popular poetry and prose tales of the
Highlanders, handed down by recitation; and in 1741 a vocabulary of
this Scottish Gaelic was first printed by Alexander Macdonald,
schoolmaster of Ardnamurchan, a scholar and a good Gaelic poet.
Ten years later he printed a collection of his own poems, written in
the vernacular dialect of the Highlands. To this work he gave the title
of ‘Resurrection of the Ancient Language of Alban,’[856] and in the
preface announced that it was only the prelude to a greater
collection of poetry ‘from those of the earliest composition to modern
times; their antiquity either proved by historical accounts, or
ascertained by the best traditions; with a translation into English
verse, and critical observations on the nature of such writings, to
render the work useful to those that do not understand the Gaelic
language.’[857] It is to be regretted that he never carried this intention
into effect. In 1764 the poems of Duncan Ban Macintyre, also
composed in the vernacular, were printed, and these collections
were followed by numerous others, till this oral literature of the
Scottish Gaelic, too, assumed a written form.
And thus, at length, has been created a standard of written Scotch
Gaelic, which has stereotyped the language spoken by the
Highlanders in its native form and idiom.
786. S. Monenni disciplinis et monitis in Rosnatensi Monasterio,

quod alio nomine Alba vocatur, diligenter instructus in virum
perfectum scientia et moribus est provectus.—Vit. S. Tigernaci.
In monasterio præfato sub discipulatu illius permansit, et
postquam vita atque doctrina ibi sufficientur floruit.—Vit. S. Endæ.
In ejus sede quæ magnum vocatur Monasterium regulas et
institutiones monasticæ vitæ aliquot annis probus monachus didicit
atque in sanctarum Scripturarum paginis non parum proficiens.—Vit.
S. Finniani, Colgan, A.SS., p. 438.
787. Cum S. Kannechus crevisset et perfectus esset sensibus
voluit sapientiam legere et religionem discere. Perrexit trans mare in
Britanniam ad virum sapientem ac religiosissimum Docum legitque
apud illum sedule et mores bonos didiscit.—Vit. S. Kannechi, c. 4.
788. Iste S. Kieranus valde erat humilis in omnibus, qui multum
diligebat divinam Scripturam audire et discere. Ipse cum ceteris
Sanctis Hiberniæ illius temporis ad virum sanctum Finnianum
Abbatem sapientissimum monasterii Cluain Eraird exivit et in divinis
Scripturis in sancta schola ejus legebat.—Colgan, A.SS., p. 463.
789. Bede, Hist. Ecc., B. iii. c. 27.
790. Bede, Hist. Ecc., B. iv. c. 27; Vit. S. Cud., c. 24.
791. In ea namque navi diferebantur 50 monachi patria Romani
quos vel arctioris vitæ vel Scripturarum peritiæ, tunc in ea multum
florentis, desiderium in Hiberniam traxerat, ut ibi vivant sub
magisterio quorundam sanctorum patrum, quos vitæ sanctitatæ et
monasticæ disciplinæ rigore intellexerant esse conspicuos.—Colgan,
A.SS., p. 533.
792. Adamnan, Vit. S. Col., Præf., B. ii. c. 8; B. iii. c. 22.
793. Illa jam cito rememoravit de Alfrido, qui nunc regnat pacifice,
fuisse dictum, qui tunc erat in insula quam Hy nominant.—Vit. S.
Cuth. auct. anon.; Bede, Opera minora, p. 274.
794. Et exceptis his, quæ aut Lex, aut Prophetæ, aut Evangelium,
aut Apostoli loquuntur, grande debet esse ab aliis de Trinitate
silentium. Dei enim tantum de Deo, hoc est, de seipso credendum
est testimonium.—Migne, Patrologia, vol. xxxvii. col. 233. When
Columbanus goes on to say, ‘Cæterum disputatio, seu ingenium
humanum, aut aliqua superba sapientia, quæ vel mundi in ratione
fallitur, de Deo magistra esse non potest, sed sacrilega et impia in
Deum præsumenda est,’ it is hardly possible to avoid the suspicion
that it was intended as a protest against the Athanasian Creed and
its metaphysical definitions, which probably made its appearance
about this time in the Church.
795. See for an account of these scribes Colgan, Tr. Th., p. 631,
where a list of them during the eighth and ninth centuries is given.
The first mention of them is in 697, when the death of ‘Caisan Scriba
Luscan’ is recorded in the Ulster Annals.
796. A.D. 807 (808) Torbach mac Gormain Scribhnidh Leghthoir
agus Abb Ardamacha esidhe decc.
844 (845) Feardomhnach eagnaidh agus Scribhnidh toghaidhe
Ardamacha decc.—A. F. M. See Proc. R. I. A., vol. iii. p. 316, 356, for
papers by Rev. Charles Graves, now bishop of Limerick, on the date
of the Book of Armagh.
797. The Book of Armagh by Dr. Reeves; first published in the
Swords Parish Magazine, 1861.
798. 657 Obitus Ultain ic U Concubair.—An. Ult.
799. 699 Quies Aedo anachorite o Sleibhtiu.—Ib.
800. Dr. Todd’s translation of this preface has been adopted.—Life
of St. Patrick, p. 402.
801. See Colgan’s Tr. Th., pp. 518, 527, and the Bishop of
Limerick’s paper in Proc. R. I. A., vol. viii. p. 269.
802. 462 (463) Mors Laegaire fili Niell.—An. Ult.
803. 457 (458) Quies senis Patricii, ut alii libri dicunt.
804. That this is the true reading of his name Dr. Todd has shown,
though the scribes have made it ‘Amatho rex,’ and in the ablative
‘Amatho rege.’
805. Colombcille Spiritu Sancto instigante ostendit sepulturam
Patricii, ubi est confirmat, id est, in Sabul Patricii, id est, in ecclesia
juxta mare pro undecima (proxima), ubi est conductio martirum, id
est ossuum Coluimbcillae de Britannia, et conductio omnium
Sanctorum Hiberniæ in die judicii.—Reeves’s Adamnan, ed. 1874, p.
lxxx.
806. This suggestion is made by Dr. Graves in his account of the
Book of Armagh.—Proc. R. I. A., vol. iii. p. 356.
807. See Introduction to the Irish version of Nennius, pp. 12 and
14.
808. Compare the following passage:—
Certe enim erit quod
Palladius archidiaconus Papæ
Celestini urbis Romæ episcopi,
qui tunc tenebat sedem
apostolicam quadragensimus
quintus a Sancto Petro Missus est Palladius
apostolo, ille Palladius episcopus primitus a Celestino
ordinatus et missus fuerat ad episcopo et Papa Romæ ad
hanc insolam sub brumali Scottos in Christum
rigore positam convertendam; convertendos; sed prohibuit illum
sed prohibuit illum [Deus] quia Deus per quasdam tempestates,
nemo potest accipere quia nemo potest accipere
quicquam de terra nisi datum ei quicquam de terra, nisi de cœlo
fuerit de cœlo. Nam neque hii datum fuerit illi desuper. Et
feri et inmites homines facile profectus est ille Palladius de
reciperunt doctrinam ejus, Hibernia, et pervenit ad
neque et ipse voluit transegere Britanniam, et ibi defunctus est in
tempus in terra non sua, sed terra Pictorum. —Nennius, Hist.
reversus ad eum qui misit illum. Brit.
Revertente vero eo hinc et in
primo mari transito cœptoque
terrarum itinere Britonum
finibus vita factus. —Muirchu,
Book of Armagh.
809. Compare the following:—
In IIII rebus similis fuit Quatuor modis æquantur
Moisi Patricius. Moyses et Patricius, id est,
I. Primo angelum de Angelo colloquente in
rubo audivit rubo igneo.
II. xl diebus et xl Secundo modo, in monte
noctibus jejunavit. quadraginta diebus et
quadraginta noctibus
jejunavit.
III. Quia annos cxx Tertio modo, similes
peregit in præsenti. fuerunt ætate, centum
viginti annis.
IV. Ubi sunt ossa ejus Quarto modo,
nemo novit. sepulchrum illius nemo
Tirechan, Book of scit, sed in occulto
Armagh. humatus est, nemine
sciente.
—Nennius, Hist. Brit.
810. See Dr. Todd’s unfinished preface to the poem in the Liber
Hymnorum, part ii. p. 287, where its true character is very clearly
established.
811. The poem with a Latin translation and the glosses at length,
is printed by Colgan in his Trias Thaumaturga, p. i. Mr. Whitley
Stokes has also printed the poem, with an English translation, in his
Gædelica, p. 126.
812. The word here is Scelaib, from Scel, a relation, a tale or story.
813. Dr. Samuel Ferguson, in the notes to his poem of Congal, p.
196, has suggested an ingenious theory with regard to this name of
Nemthur, and Mr. Gilbert, in his introduction to the National MSS. of
Ireland, appears to adopt it. He refers to the name of Neutur or
Nevtur appearing in the old Welsh poem, which, however, he reads
Nentur, and adds, ‘The N in both belongs to the article, as in N’ewry;
so that the choice lies between Emtur and Entur; but Entur is a good
Celtic local name (“unica turris”), just as Endrum (“unica collis”) was
the old name of Mahee island, and Entreb (“unica domus”) was the
old name of Antrim, whereas Emtur is an “irreconcilable.” The
probability, therefore, is that “Emtur,” which, in the Tripartite Life, is
always spoken of a place close to, or forming part of, Dumbarton, is
simply Entur disguised by the accidental use of M instead of N.’
There appear to the author to be serious objections to this theory.
First, it requires us to suppose that Nemthur has been written by
mistake for Nenthur in the hymn of Fiacc and in all the lives which
contain the word, and equally it requires us to suppose that Neutur
has been written in place of Nentur in the Book of Caermarthen (The
Four Ancient Books of Wales, vol. ii. p. 3). Secondly, it is true that in
Irish names of places N before a vowel sometimes represents the
article; but is this true also of Welsh names? The author is unaware
of any parallel instance, and does not see how Entur in Welsh could
become Nentur. Thirdly, if this be so, then the Welsh must have
adopted the Irish form of the name; but the inhabitants of the district
in which Alcluaid was situated were a Welsh-speaking people, and
the name is more likely to have passed from them into Irish. Lastly,
Nem in old Irish, and Nev, or as it would now be written Nef, in
Welsh, are exact equivalents. Thus in Cormac’s Glossary, edited by
Mr. Whitley Stokes (p. 126), we have Nem (heaven), and the editor
adds, ‘W. and Corn. Nef, Br. env. The old Welsh form occurs in uuc
nem, is nem (above heaven, below heaven). Juvencus, p. 1, line 9.’
814. Dr. Todd’s St. Patrick, p. 360. The Irish historians who have
investigated the history of St. Patrick, have viewed the introduction of
Armorica into the legend with much favour, and have been inclined
to transfer St. Patrick entirely to Gaul as the place of his birth as well
as where he was taken captive. The most elaborate attempt to do
this has been made by Lanigan in his Ecclesiastical History of
Ireland; but he is obliged to remove him from Armorica to the sea-
coast north of the Seine. It is sufficient to say that his theory requires
us to suppose Bannavem written by mistake for Bononia, Tabernia
for Tarabanna, that Nemthur means Neustria, and that the term
Britanniæ, or the Britains, applies to that part of Gaul. The author
has always considered it conclusive against any theory that it
requires conjectural emendations of the text to support it.
815. The word here is Lini, which implies a written record. The
statement seems taken from the former narratives of Tirechan and
Muirchu in the Book of Armagh.
816. ‘He preached for threescore years the cross of Christ to the
tribes of Feni.’
817. Is sed ro gell Patraic mac Calpuirn do Sen Phatraic commad
immaille ro regtais do chum nime, ocus ised inniset corobai Patraic
ota. xiii. (xvi.) kt Aprail co. ix. kt Septembris ar immaig ocus aingil
imme oc irnaigte Sen Patraic.
818.
Lassar greni aine,

Aspal Erenn oige,
Patraic, co met mile,
Rob ditiu diar troige.
O’Curry, MS. Materials, p. 611.
819.
Lasreith sloig srenatii

Ata sceoil ro clotha,
Sen Patraic cing catha
Coem aite ar srotha.
Petrie, Ant. of Tara, p. 95.
820.
O genair Criost, airem ait,

C.C.C.C. for caem nochait,
Teora bliadhna fair iarsein
Co bas Padraic prim Abstail.
Tigh. ad an. 490.
821. .i. i n-Gloinestir na n-Gaedel i Saxsanaib .i. in Britannia.—

Petrie, Ant. of Tara, p. 95.
822. Aite Patraic Macha, Sancti Patricii Episcopi doctor.—Petrie,
p. 96.
823. Sen Patraic o Rus dela aMuig locha, sed verius est Comad i
nGlastingiberra na nGaedel i n-desciurt Saxan ata; Scoti enim prius
in peregrinatione ibi abitabant. Acht a tati a thaisi i n-Ulad. Sen
Patraic i n-Ardmacha.—Ib.
824. Colgan has unquestionably assigned too early a date to
these lives, and the process by which he has done so is not very
critical. He conjecturally connects the anonymous lives with the
names of those who are said to have written biographies of the saint,
and then takes the date of the death of the supposed author as
indicating the period when the life must have been compiled. If the
life contains expressions indicating a later date he supposes
interpolations. There is, however, a very simple test by which these
lives fall into the two groups above referred to, and that is by their
use of the term Scotia, which was transferred from Ireland to
Scotland in the end of the tenth or beginning of the eleventh century.
In Colgan’s second and fourth lives Scotia is applied to Ireland,
which places them before that period. The fifth life bears in itself to
be written by Probus, and his expression ‘Scotiam atque Britanniam,
Angliam et Normanniam ceteraque gratis insulanorum baptizabis,’
indicates a later date, while his only name for Ireland is Hibernia. He
dedicates his life to a certain Paulinus, whom he addresses with
much veneration; but this name is the Latin form of the Irish
Maelpoil, and the Irish Annals record in the tenth century the deaths
of four ecclesiastics of this name. These are, in 901 Maelpoil, abbot
of Sruthair-Guaire; in 920 Maelpoil mac Aillela, bishop, anchorite and
scribe, of Leath-Chuinn, an abbot of Indedhnen; in 992 Maelpoil,
bishop of Mughain; and in 1000 Maelpoil, bishop of Cluain-mic-nois,
and Coärb of Feichin.—An. F. M. The last is probably the Paulinus
meant. Of Colgan’s third life the first eleven chapters do not properly
belong to it, but are part of his second life, and the life really
commences with chapter twelve. It was certainly compiled after the
life by Probus, from which much of it appears to have been taken.
The life termed by Colgan the Tripartite has been given by him in a
Latin translation only; but the original Irish text was discovered by the
late Professor O’Curry in the British Museum, and another and
somewhat older version in the Bodleian Library at Oxford. It likewise
belongs to this group, and a translation of the Irish text by Mr W. M.
Hennessy has been annexed to Miss Cusack’s Life of St. Patrick.
The latest life of all is that by Jocelyn of Furness, which must have
been compiled about the year 1185.
825. Printed by Usher in his Sylloge, No. xviii.
826. Annals of the Four Masters, vol. i. p. 396, note e.
827. Ib., p. 523.
828. See Colgan, Tr. Th., p. 632, for a list of some of them. See
also Dr. Reeves’s Ant. of Down and Connor, p. 145, note.
829. An. F. M., pp. 729, 829. Dr. Reeves has shown that what the
annals here call the bed was the Culebadh, or hood, of St. Columba.
—Vit. Adamnan, p. lxxxviii.
830. Book of Deer (Spalding Club), p. 93.
831. See antea, p. 414.
832. Reg. Priorat. St. And., pp. 317, 318. See also Dr. Joseph
Robertson’s valuable paper on the scholastic offices in the Scottish
Church, pp. 26, 27. With regard to the functions of archdeacon and
lecturer being discharged by the same person, Dr. Robertson
remarks: ‘We can trace a connection between the offices elsewhere.’
Thus Ducange quotes a charter of the year 1213, in which Hugo,
archdeacon of Auxerre, narrates that to his office of archdeacon it
belongs to provide a lecturer for the church of Auxerre, who shall
order the whole course of reading.
833. For these notices of the Scolocs see Dr. Joseph Robertson in
the Scholastic Offices, p. 18.
834. Irish Charters in the Book of Kells; Irish Arch. Misc., vol. i. p.
141. Dr. J. Stuart, in a note to his valuable preface to the Book of
Deer, p. cxxxix., says—‘It may be doubted whether sufficient
evidence has been adduced for holding that all the persons called
Scolocs or Scologs in our early records were of the same character,
or were in all cases, as has been assumed, scholastics, or the
lowest members of the clerical order; but, on the contrary, were in
some cases simply the husbandmen or tenants of the land.’ The
author concurs in this opinion. The word Scoloc or Scolog
unquestionably comes from Scol or Sgol, a school; but the word
Sgolog has come to signify in Irish simply a husbandman or farmer,
and appears at one time to have been given to a class of cottars in
the northern isles. Buchanan, in his Travels in the Western Hebrides
from 1782 to 1790, p. 6, says that there is ‘an unfortunate and
numerous class of men known under the name of Scallags. The
Scallag, whether male or female, is a poor being, who, for mere
subsistence, becomes a feudal slave to another, whether a sub-
tenant, a tacksman, or a laird. The Scallag builds his own hut with
sods and boughs of trees. Five days in the week he works for his
master; the sixth is allowed to himself for the cultivation of some
scrap of land on the edge of some moss or moor, on which he raises
a little kail or colworts, barley and potatoes.’
835. See Dr. Todd’s St. Patrick, p. 507, for a discussion of this
question. It certainly appears to the author that the plain inference
from the passages there quoted is that letters and the art of writing
were introduced by St. Patrick.
836. See the account by Dr. Graves, now bishop of Limerick, of
the marginal glosses in the Ogham character on the St. Gall MS. of
Priscian.—Proc. R. I. A., vol. vi. p. 209.
837. Mr. Burton, in his characteristic manner, rejects the Ogham
character as unreal and the mere creation of fanciful antiquaries. He
says, in his chapter on the sculptured stones (vol. i. p. 148)—‘It
would be deemed by some unpardonable not to note that some
scratchings on these stones have been set down as inscriptions in
the Ogham or Ogam character. This professes to be a method of
secret writing, being, indeed, no other than that in which the Druids
concealed their mysteries. Its avowed qualities are simplicity and
flexibility. These qualities are vouched for us on the faith of
experiments made chiefly in Ireland, and especially of one in which
two antiquaries had read an inscription to pretty nearly the same
result, and afterwards found, on comparison of notes, that the one
had read from left to right and the other from right to left. This
phenomenon seems not to have created much surprise among the
learned body who received the reports of the decipherers. That the
inscription could be read either way was only a testimony to the
power and simplicity of the Ogham character, which has also the
faculty that, by shifting the places of the letters or cyphers, a long
story may be made out of a few straight lines.’ And Mr. Burton’s sole
reference is to a paper in the Transactions of the Royal Irish
Academy (i. 3), read in the year 1785.
It would have been unfair to Mr. Burton not to give his reasons for
rejecting the Ogham as spurious, as the author cannot refrain from
saying that it appears almost incredible to him that any one
professing to have made himself acquainted with the literature of the
subject could give so uncandid an account of it. The Book of
Ballimote, a MS. compiled in the year 1383, contains an account of
the Ogham manner of writing, with several alphabets, one of which
corresponds with the inscriptions found in numerous stone
monuments in Ireland and in Wales, several of those in the latter
country being biliteral, and having a corresponding inscription in
debased Roman characters. That it was a secret mode of writing
known to the Druids is the opinion of only a small section among
antiquaries, and is not generally received. Its true character was very
clearly brought out by Dr. Graves, now bishop of Limerick, in two
papers read in 1848 and 1849 to the same body as that referred to
by Mr. Burton (see Proc. R. I. A., vol. iv. pp. 174, 356); and the
investigations of Dr. Graves and Dr. Samuel Ferguson in Ireland, and
Professor Westwood in Wales, all of which Mr. Burton simply
ignores, have placed the genuineness of the Ogham inscriptions
beyond the reach of challenge.
838. ‘Not only the several provinces of Ireland,’ says Donlevy,
‘have a different way of pronouncing, but also the very counties, and
even baronies in one and the same county, differ in the
pronunciation. Nay, some cantons pronounce so oddly that the
natural sound of both vowels and consonants, whereof (even
according to themselves) the words consist, is utterly lost in their
mouths.’—Quoted in Transactions of the Gaelic Society of Dublin, p.
13. Donlevy published an Irish-English Catechism in 1742.
839. Bede, Hist. Ec., B. iii. c. 3.
840. Adamnan, B. i. c. 30; B. ii. c. 41.
841. O’Donovan’s Grammar of the Irish Language, p. lxxiii.
842. O’Donovan’s Grammar of the Irish Language, p. 404.
843. Printed by Mr. Whitley Stokes in his Irish Glossaries, who has
also edited a translation for the Irish Archæological Society.
844. Copies are contained in the Books of Ballimote and Lecan.
845. Adamnan gives us two instances of this. He says (B. i. c. 27)
that the inhabitants of Skye ‘call to this day’ the river in which the
Pictish chief Artbranan was baptized Dobur Artbranan, and in
Cormac’s Glossary (Ir. Ar. Soc., 1868, p. 53) we find ‘Dobur is water,
unde dicitur Dobarchu, i.e. water-dog, i.e. an otter;’ again, in another
glossary (Gaelic Soc. Tr., Dublin, p. 12), we have ‘Dobhar, a river.’
Adamnan also tells us (B. ii. c. 38) of a peasant ‘who lived in the
district which borders the shores of the Stagnum Aporicum,’ or
Aporic lake, by which he means Lochaber, and placed a stake
blessed by St. Columba under the water, near the beach of the river,
‘qui Latine dici potest Nigra Dea,’ and caught a salmon of
extraordinary size. The river Lochy, which flows from Loch Lochy,
and pours its waters into the Linnhe Loch, near Fort-William,
answers best to the description of this salmon river in Lochaber. The
word Lochy, however, has no connection with the term loch,
translated by Adamnan ‘stagnum,’ for the vowel o in the former is
long, and in the latter short; but Cormac and O’Clery’s Glossaries (Ir.
Ar. Soc., 1868, p. 100) have loch with the o long, meaning dubh, or
black. Dea is here not the Latin word signifying goddess, but an Irish
river-name. Thus, in the Book of Armagh, St. Patrick lands at the
Ostium Deæ, by which the river Vartry, in Wicklow, is meant; and the
same place is termed in other lives, and also in the Annals of the
Four Masters (ad an. 801), Inbher Dea. The name therefore, the first
syllable of which Adamnan translates Nigra, was ‘Lochdea’; and in
the title to B. i. c. 28, Adamnan has the same name in his Stagnum
‘Lochdiæ,’ which he places in the Pictish province. It is now
corrupted into Lochy, in which the obsolete word Loch, black, is
preserved.
846. Adamnan, B. i. c. 27; B. ii. c. 33.
847. The Book of Deer has been ably edited for the Spalding Club,
with a valuable preface, by Dr. John Stuart, where an elaborate
account of its contents will be found. The Gaelic entries have also
been printed by Mr. Whitley Stokes in his Goedelica, and an account
of the peculiarities of the language will be found at p. 111.
848. Nam Ken, caput Latine; tyern Albanice, dominus Latine,
interpretatur.—Jocelyn, Vit. S. Kentigerni, cap. 33.
849. Codiculum autem alium stilo Scottico dictatum reperi, per
totum solæcismis scattentem.—Pref.
850. Chron. Picts and Scots, p. 136; Chalmers, Caled., 480;
Regist. Aberbroth., p. 228.
851. Fordun, Chron., B. ii. c. 9.
852. This subject is more fully discussed in the introduction to the
Dean of Lismore’s book, published in 1862.
853. National MSS. of Scotland, Part iii. No. 84.
854. J. Major, Historia Majoris Britanniæ, B. i. c. 4.
855. See Barbour’s Bruce, edited for the Spalding Club, Preface,
p. xviii.
856. Ais-eiridh na Sean Chanoin Albanaich: no an nuadh
oranaiche Gaidhealach.
857. Quoted in the dissertation prefixed to the poems of Ossian,
by the Rev. Archibald Clerk, vol. i. p. 3.
APPENDIX.
I.
THE OLD IRISH LIFE OF ST. COLUMBA,
BEING
A DISCOURSE ON HIS LIFE AND CHARACTER

DELIVERED TO THE BRETHREN ON HIS FESTIVAL.
TRANSLATED FROM THE ORIGINAL IRISH TEXT BY
W. MAUNSELL HENNESSEY, Esq., M.R.I.A.
The following is a literal translation of the Irish Life of St. Colum

Cille, as contained in the Leabar Breac (Royal Irish Acad. Library,
indicated by the letters L. B. in the foot-notes), collated with another
copy preserved in the Book of Lismore in the same library
(distinguished in the notes by the letter L.), and with the text of a
Gaelic MS. in the Advocates’ Library, Edinburgh (indicated in the
notes by the letters A. L.).
Of these texts, that of the Leabar Breac (L. B.), transcribed about
the year 1397, is certainly the oldest, not only as regards the date of
transcription, but also as regards the language, which is remarkably
pure, and may be considered as fairly representing a text composed
some three centuries before.
The second in point of age is the text of the Book of Lismore (L.),
which was copied about the year 1460. The narrative agrees pretty
closely with the account of St. Colum Cille’s Life in the Leabar Breac;
but the language in L. is much more modern than that of the latter
MS., and seems to have been reduced by the transcriber of L. to the
standard of the time in which he wrote.
The date of the Advocates’ Library MS. (A. L.) is apparently a little
more recent than that of the Book of Lismore (L.), with the text of
which, however, A. L. agrees, as far as the contents of both MSS.
correspond.
The Leabar Breac account may be regarded as the original from
which the narrative in the Book of Lismore has been taken,
notwithstanding that the curious specimens of Latinity with which the
Leabar Breac text is interlarded are wanting from the latter, as they
are also wanting from the MS. A. L. But the copy in the Advocates’
Library MS. must have been taken from some independent authority,
as it contains several paragraphs not found in the Leabar Breac or
Book of Lismore. This additional matter has been included in the
following translation, enclosed within brackets, as at pp. 482, 488,
504, 505-507.
The insertion beginning with the bracket on p. 494, and ending
with the bracket on p. 502, has been translated from the copy of the
Amra (or Eulogy) of St. Colum Cille, composed by Dallan Forgall,
contained in A. L., compared with copies of the same curious tract in
the Leabar Breac and in the Yellow Book of Lecan (Trin. Coll.,
Dublin).
The following account of St. Colum Cille is rather a sermon than a
‘Life,’ as the author here and there speaks as if addressing a
congregation on the occasion of commemorating the Saint’s festival.
(See pp. 473-507.)
Such as it is, however, the reader may regard it as a very literal
translation from the original.
Exi de terra tua, et de cognatione tua, et de domo patris

tui, et vade in terram quam tibi monstravero. ‘Leave thy country
and thy land, thy kindred and natural inheritance,[858] for my sake,
and go into the land which I shall show unto thee.’
The Lord Himself it was that gave this friendly counsel to the head
of the perfect faith and perfect religion—viz., to Abraham, son of
Thare—that he should leave his own country and land, i.e. the land
of the Chaldees, and go in pilgrimage into the country which God
had shown to him, viz., the Land of Promise.
Moses, also, the son of Amram, the leader of God’s people, the
man who was filled with the grace and abundance of the Holy Spirit
—’twas he that wrote this holy narrative[859] beyond in the genesis of
the law, in order that the friendly counsel which the Lord Himself
gave to Abraham in imposing[860] pilgrimage upon him might abide
always with the church, when He said, Exi de terra, ‘Leave thy
country and thy land for my sake.’
Haec quidem historia[861] nota est, Abraham a Domino
preceptum fuisse ut terram Caldeorum desereret et terram
repromissionis[862] adiret. ‘It is a famous story in the Scriptures,
the Lord Himself imposing it on Abraham to leave the land of the
Chaldees, which was his rightful patrimony, and go in pilgrimage to
the Land of Promise, because of the benefits that would arise
therefrom to himself, and to his children, and to their race after
them.’
Iste autem Abraham caput fidei est, et pater omnium
fidelium, sicut dicit Apostolus. ‘The man, moreover, to whom
God gave this counsel, viz., Abraham, he it is that is reckoned in the
Scriptures as father of all the faithful, as the Apostle certifies when
he says Omnes qui sunt ex fide, hii sunt filii Abrahæ: “they are
truly the sons of Abraham,” says the Apostle, “all those who imitate
the perfect faith.”’
Quod autem patri fidelium precipitur,[863] hoc omnibus filiis
ejus implendum relinquitur, ut terram suam deserant et
carnalem patriam derelinquant. ‘The good [counsel],[864] then,
that God enjoined here on the father of the faithful, viz., on Abraham,
is also required to be observed by his sons after him, viz., by all the
faithful, to wit, that they should abandon their country and land, their
wealth and worldly delight, for the Lord of the elements, and go in
perfect pilgrimage after his example.’
Tres autem sunt modi vocationum. ‘In three ways, moreover,
the people[865] are called to the knowledge and friendship of the
Lord.’
Primus ex Deo. ‘The first way is, firstly, the inciting[866] and
inflaming of the people by the divine grace, that they may come to
serve the Lord, after the example of Paul and the monk Anthony, and
of the other faithful monks who served God yonder in Egypt.’
Secundus per hominem. ‘The people are called, then, in the
second way through man, viz. through the holy preceptors who
preach in the divine Scriptures to the people, after the example of
the Apostle Paul, who preached to Gentiles, until he brought them by
the net of the Gospel to the harbour of life.’
Tertius ex necessitate. ‘The people are called, then, in the third
way, through necessity, viz., when they are forced to serve God
through tribulations and perils of death, or through parting with their
temporal goods,[867] according to the example of the people of Israel,
who frequently turned to the Lord from the worship of idols and
images when forced to do so by the troubles and hardships they
suffered[868] from the stranger tribes, as is related in the Holy
Scriptures.’ Hinc David dicit. ‘And it is to illustrate this the prophet
David says, “Clamaverunt ad Dominum cum tribular[u]ntur, et
de necessitatibus eorum liberavit eos.”’ ‘When the people of
Israel would experience[869] great tribulations and hardships, they
used to implore and beseech the Lord until He used to free them
from those hardships.’
Abraham igitur divina gratia instinctus mandatum quod
fuerat ei imperatum a Domino implevit,[870] et exiit[871] in Haran,
[872]
in qua mortuus est pater ejus, et inde transmigravit in
terram repromissionis.[873] ‘Abraham, then, the head of perfect
devotion, and of the perfect faith, when prompted by the divine
grace, fulfilled the commandment imposed on him by the Lord—viz.,
he went into the land of the Chaldees [to Haran,[874] where his father
died; and went from thence] to the Land of Promise.’
Tribus autem modis patria deseritur, uno inutili et duobus
utilibus. ‘There are also three modes by which one leaves his
patrimony when he goes as a pilgrim; and there is one of them for
which no reward is obtained from God, and [there are] two for which
it is obtained.’
Aliquando enim patria corpore tamen relinquitur, nec mens
a carnalibus studiis alienatur, nec bona opera appetuntur.
‘That is because[875] sometimes one leaves his patrimony in the body
only, and his mind abstains[876] not from sins and vices, and he
yearns not to do acts of virtue or good works.’
In tali igitur peregrinatione nil nisi afflictio corporis sit,
nullus vero anime profectus. ‘From the pilgrimage that is
performed so, moreover, neither fruit nor profit[877] arises to the soul,

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CHAPTER 6 Weight Management 147

CHAPTER 7 Physical Activity and Fitness 169

Answers for Making This Chapter Work for You 503

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4 CHAPTER 1 The Power of Now

786. S. Monenni disciplinis et monitis in Rosnatensi Monasterio,

Lassar greni aine,

Lasreith sloig srenatii

O genair Criost, airem ait,

821. .i. i n-Gloinestir na n-Gaedel i Saxsanaib .i. in Britannia.—

THE OLD IRISH LIFE OF ST. COLUMBA,

A DISCOURSE ON HIS LIFE AND CHARACTER

TRANSLATED FROM THE ORIGINAL IRISH TEXT BY

W. MAUNSELL HENNESSEY, Esq., M.R.I.A.

The following is a literal translation of the Irish Life of St. Colum

Exi de terra tua, et de cognatione tua, et de domo patris

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