Unit 7 Case Manegment Discussion Research Paper Example | Topics and Well Written Essays - 250 words

Unit 7 Case Manegment Discussion - Research Paper Example The environment may not be supportive of that since he may find himself getting back to drugs again. He is therefore requesting case management to assist his friends who are still in the streets to get off drugs. He is asking his parents not worry about him anymore since he is now drug-free. He may not be sober but he can be able to take care of himself and he wishes his parents could understand that. He also wants people to change their attitude towards him. Most people think he can’t take care of himself because he is been a drug addict before .They also think he can’t take care of his dog. But the fact is, he is very responsible and takes good care of his dog, takes it for a walk in the park and ensures it has a lot of food. He also travels with him everywhere he goes. My client is in the maintenance and relapse prevention stage. This is the stage where a patient is trying to incorporate new behavior and avoiding any slips. My client having been a drug addict, he has changed his drug-life behavior and trying to start a new life. He is also doing his best in avoiding any slips despite the neighborhood being full of drugs and addicts. To help the client in the stage to move forward, I will recommend that he relocates to a drug-free neighborhood to avoid any event of falling back to drugs again. I also recommend that he be re-united with his family and let them and other people accept him and support him by seeing him as a transformed and responsible individual. He will also need constant counseling to help him through the whole process. One guiding principle of the Recovery Model that relates the interaction with the client is that Community involvement as defined by the user of service is central to the recovery process. This is directly related to my client since it’s the community group that helped him to get to where he is. Were it not of this community that is still donating household foodstuff,

Anorexia and Bulimia Risk Factors

Anorexia and Bulimia Risk Factors Exploring Eating Disorders It is nearly impossible to walk past the aisles in stores without seeing headlines promising secrets to weight loss. Our cell phones are full of advertisements and videos of exercise routines. In the United States being thin has become a national obsession and places unrealistic expectations on what makes a female beautiful. To keep up with these expectations, females become dissatisfied with their bodies. With body dissatisfaction being the single most powerful contributor to the development of eating disorders, it is not surprising that these disorders continue to rise (Comer, 2015). The common eating disorders recognized by the Diagnostic and Statistical Manual are anorexia nervosa (AN), bulimia nervosa (BN), and binge eating disorder (BED) (APA, 2013). The focus of this paper is on the formally recognized eating disorders, anorexia and bulimia.   Briefly, these disorders are characterized by disturbances in body image and abnormal eating patterns. While the cause is elusive, to day’s theorists and researchers believe eating disorders arise from the interaction of multiple risk factors. The more of these factors that are present, the likelier they will develop an eating disorder. Among these factors include biological, psychological, and sociocultural (Rikani, 2013). Etiology Biological Factors Studies have shown a genetic contribution to developing eating disorders (Fairburn & Harrison, 2003). Certain genes may leave some people more susceptible to the development of eating disorders and researchers suggest that these diseases are biologically based forms of severe mental illnesses. This has been further supported by twin and family studies. For each disorder the estimated heritability ranges between 50% and 83%, therefore there is a possibility of genetic contribution to eating disorders (Treasure et al, 2003). Studies have also suggested role of serotonin levels since this specific neurotransmitter is important in the regulation of eating and mood (Fairburn & Harrison, 2003). Several studies have confirmed those suffering from anorexia nervosa measured lower serotonin levels and may be an indirect effect of eating disorders (Rikani, 2013). Psychological factors Around 73% of girls and females have a negative body image, compared with 56% of boys and men (Comer, 2013). Body dissatisfaction has been defined as â€Å"discontent with some aspect of one’s physical appearance† (Cash, 2012) and is a risk factor for developing an eating disorder (Stice, 2001). Furthermore, it â€Å"encompasses one’s body-related self-perceptions and self-attitudes, including thoughts, beliefs, feelings, and behaviors† (Cash, 2012). Research has measured as far back to adolescent years and how the onset of puberty could set the stage for their body image perceptions (Rikani, 2013). According to Treasure, Claudina, and Zucker (2003), most eating disorders occur during adolescence.   While females are more concerned about losing weight, their male counterparts are focused on the body image of needing to gain muscle. Additionally, female perceptions have been linked to negative body image and adolescent boys are likelier to have positive feelings about their bodies (Ata et al, 2007). Females ultimately feel discontent with the shape and size of their body at such an early age when they are forming their identities. Specifically, females are trying to fit into the image society has described as the ideal beauty of a woman, thus they become increasingly obsessed with disordered eating (Dittmar et al, 2009). In turn, they can suffer psychologically from low self-esteem, feelings of helplessness, and intense dissatisfaction with the way they look† (APA, 2013). Body image and body dissatisfaction have been measured by examining cognitive components, such as negative attitudes about the body or unrealistic expectations for appearance and behavioral components, such as avoiding perceived body scrutiny from others (e.g., avoiding swimming) (Thompson et al., 1999b). Ata, Ludden, and Lally (2007) also found strong links between eating disorders and feelings of depression and low self-esteem.    Sociocultural factors Many sociocultural factors like friends and family can influence the development of eating disorders. â€Å"Research focusing on the particular effects of teasing on female adolescents found that those who are teased about their weight, body shape, and appearance tend to exhibit poorer body image and are more likely to diet† (Ata et al., 2007). Furthermore, adolescents who have a relationship with their parents that are less supportive and filled with conflict are more likely to choose disordered eating behaviors and have poor body image. In a survey of individuals with eating disorders, they included family factors such as, poor parental control, controlling parents, poor relationship with parent, critical family environment as causal factors with eating disorders (Salafia et al., 2015). Swarr and Richards (1996) found that adolescents who have a healthy relationship with both parents are less likely to have concerns about their weight. During this vulnerable stage of development, adolescents place a high regard to the approval of their peers. Supported evidence shows that those with lower peer acceptance and social support may be linked to negative body image   (Ata et al., 2007). It is not surprising that body image has been an obsession in Western society for decades. The media has portrayed the continually changing concept of beauty through advertisements, social media, magazines, and television, in turn shaping society’s standard of beauty. Mulvey (1998) looked at the history of female beauty and the major changes in the female image over the years. The cinched waist was popular in the 1900’s, while being flat chested without curves were emphasized in the 1920’s. Throughout the 1930’s women were encouraged by societal standards to have curves and this emphasis continued through the 1950’s. Images of full figured women like Marilyn Monroe, Audrey Hepburn and Elizabeth Taylor influenced the way women wanted to look (Mulvey, 1998). It was not until the end of this decade that the thin ideal began to decrease in shape (Rumsey). Women began to alter their bodies through plastic surgery in the 1960’s to reach society’s standards. It was during this time that the body type drastically changed into the depiction of being extremely thin and â€Å"boyish.† The immense pressure to be thin carried throughout the 1970’s and the rail thin image resulted in an increase in eating disorders, especially anorexia (Mulvey, 1998). Fortunately, that image did not last long and women were advertised as being fit and sporty throughout the early 90s, yet thin models and anorexia became rampant again at the end of this decade. Sadly, this image of thinness has continued throughout the 21st century. Prevalence Measuring the prevalence of eating disorders is complex since countless numbers of people with the disorders do not seek treatment (Treasure et al., 2010). Research suggests that the stigma society has placed on eating disorders as being self-inflictive may factor in to why they do not seek help (Salafia et al., 2015). While eating disorders affect both genders, the prevalence among women and girls are 2  ½ times greater for females (NIMH, 2013). Additionally, Wade, Keski-Rahkonen, and Hudson (2011) found that 20 million women and 10 million men suffer from an eating disorder at some point in their life.   According to the National Institute of Mental Health (NIMH), the lifetime prevalence among adults with eating disorders have measured to be 0.6% for both anorexia nervosa and bulimia nervosa for the adult population. The main risk factors that have been linked to anorexia nervosa and bulimia nervosa are general factors such as, being female, adolescent/young adult, and living in Western society (NIMH, ). The National Institute of Mental Health reports of suicide being very common in women who suffer from anorexia nervosa and has the highest mortality rate around 10% among all mental disorders. As mentioned earlier, adolescent females are at a higher risk of developing eating disorders, which were related to low self-esteem, social support, and negative attitudes of their body image. While the age of onset frequently appears during teen years and young adulthood for both disorders, bulimia nervosa has a slightly later age of onset, however can begin the same way as anorexia nervosa (Fairburn & Harrison, 2003). A study found one-third of patients who had an initial diagnosis of anorexia nervosa crossed over to bulimia nervosa during 7 years of follow up (Eddy et al., 2008). Between .3 and .9% of this population are diagnosed with anorexia nervosa and .5 and 5% with bulimia nervosa (Salafia et al., 2015). Furthermore, the NIMH reported the lifetime prevalence of 13-18 year olds to be 2.7% for both eating disorders. Certain professions and subcultures have a higher prevalence of developing eating disorders. These include professions where bodyweight is highly valued, such as athletes, models, performers, and dancers. In studies with female athletes the prevalence rate of eating disorders ranged from 0% and 8%, which is higher than that of the general population. Among these athletes, 33% engage in eating behaviors that put them at risk for such disorders, such as vomiting and using laxatives. Additional factors that increase the risk for this population have been shown to be the transition into the college setting and moving away from home. Cultural Factors/Issues    Historically, there has been a stereotype of eating disorders to effect young, female Caucasians, who are educated and from an upper socio-economic class. However, research increasingly shows that this disorder does not discriminate and is being reported in other race/ethnicities of both upper and lower classes. The prevalence of eating disorders is similar among Non-Hispanic Whites, Hispanics, African-Americans, and Asians in the United States, with the exception that anorexia nervosa is more common among Non-Hispanic Whites (Hudson et al., 2007; Wade et al., 2011). One report found that views about body image and eating disorders varies among cultures and Caucasian women have the lowest body satisfaction and self esteem while Latina women score in the middle in terms of self-esteem and body satisfaction (Eating Disorder Hope, 2013). The literature among African American women is scarce, however Lee & Lock (2007) found that this group had the highest level of self-esteem and body satisfaction. With more and more studies comcluding that eating disorders are occurring in other ethnic groups, it becomes imperative to note different cultural views and beliefs may influence this disorder. Common barriers among minority groups regarding treatment resistance, include language difficulties, lack of health insurance or transportation and lack of resources. Barriers can be present in all ethnicities with eating disorders, but ultimately their cultural beliefs tends to be the greatest influence   in their decision to whether they seek treatment (McCaslin, 2014). Clinical picture Mental disorders have been portrayed throughout movies and literature. While most do not portray a clear clinical picture of those disorders, a compelling illustration is of actress, Portia de Rossi, is able to show what it looks like and a raw mage of the eating disorder in her book, Unbearable Lightness: A Story of Loss and Gain. She writes about her personal struggle with body image and testimony of her eating disorder. Her struggle with anorexia and bulimia began when she was modeling at the age of 12 after her agents informed her she needed to go on a diet. She was influenced by her older colleagues to vomit to maintain the rail-thin figure directors favored. The actress discussed her disordered eating behaviors, such as taking 20 laxatives a day and restricting her caloric intake to 300 calories a day. She explained the overwhelming desire for perfectionism. Her personal account of her struggle with an eating disorder and illustrates the clinical picture of what it looks like t o live through anorexia. From the competitiveness, obsessions, and distorted thoughts, she reveals a life of trying to measure up to the relentless pursuit to measure up to society’s standards of beauty. Ronald Comer’s text, Abnormal Psychology, also gives a clinical insight into the nature of eating disorders. Sufferers have dysfunctional eating attitudes towards food. The main goal for people who suffer from anorexia nervosa is to become thin. They are fearful of gaining weight and the loss of control over the size and shape of their body. People with this disorder are so preoccupied with food that it results in food deprivation. Their thinking becomes distorted and are likely to have negative perceptions and poor body image. Distorted thinking can lead to psychological problems, such as depression, anxiety low self-esteem, and insomnia in those who suffer from anorexia nervosa. Comer (2015) provides research that suggests sufferers may also display symptoms of obsessive-compulsive patterns. The American Psychiatric Association (APA) confirms this finding of eating disorders being linked to other mental health issues. The APA reported 50-70% suffer from depression, 42-75% have a present personality disorder, 30-37% of bulimic sufferers engage in substance abuse as well as 12-18% of anorexic sufferers. Approximately 25% have OCD and 4-6% suffer from bipolar disorder.   It is common for sufferers to engage in over exercising, misusage of laxatives and diuretics, and a decreased interest in the outside world (Fairburn & Harrison, 2003). Research has considered the main physical features of anorexia nervosa. The physical symptoms have included, heightened sensitivity to cold, gastrointestinal problems, dizziness, amenorrhea, and insomnia. The physical signs of a sufferer of this disorder may show signs of emaciation, dry skin, erosion of teeth, and cardiac arrhythmias (Fairburn & Harrison, 2003). Bulimia Nervosa is defined by the DSM-V as eating behaviors that involve binging and purging to avoid weight gain (APA, 2013). Similar to anorexia nervosa, symptoms of depression and anxiety are often seen and sufferers may also engage in substance misuse or self-injury, or both (Fairburn & Harrison, 2003). Mitchell et al. (1983) found physiological electrolyte abnormalities in patients with bulimia nervosa, which can lead to irregular heartbeat and seizures. Other health complications of this eating disorder may include edema/swelling, dehydration, vitamin/mineral deficiencies, gastrointestinal problems, inflammation or possible rupture of the esophagus, tooth decay, and even chronic kidney problems/failure (Alliance for Eating Disorders Awareness, 2013). Evaluating the prevelance of having eating disorders is fairly new for researchers and health care providers, however, continues to be challenging with the major gap in literature. Eating disorders are severe conditions and often associated with comorbidity and adverse medical conditions, as described earlier. Therefore, a large part of research only focuses on the psychiatric comorbidity in eating disorders, including depression, personality disorder, substance abuse, and obsessive compulsive disorder. The stigma society has placed on eating disorders also influences the accuracy regarding the costs of these disorders, whether they are impacted directly or indirectly. The lack of reporting within the health care sector continues to make it difficult to estimate costs and prevalence. It is very common for sufferers to seek treatment for the physical problems than the eating disorder itself and one in four individuals actually seek treatment specifically directed at improving their eating disorder symptoms (Striegel-Moore et al., 2003). In past research that reviewed insurance claims regarding eating disorders, it was found that many insurance companies did not cover treatment for these disorders, which often resulted in the treatment providers to use different diagnostic codes when submitting the claims (Striegel-Moore et al., 2003).   One clinical trial that reviewed health records and insurance codes found that 42% of the claims related to weight or eating disorders, however, only 4% had an actual eating disorder diagnosis (Rosselli, 2016). Samnaliev et al. (2015) measured the impact of eating disorders on health care costs, employment status, and income in the United States. Their evaluation indicated that individuals with eating disorders had more health care costs than those who did not have an eating disorder. In addition, if one had a comorbid then they saw an increase in annual costs, compared to those with no comorbidities. Another impact of the disease that they found during their analysis was lower rates of employment for those with eating disorders. The study also found a link between higher hospitalization costs for sufferers of anorexia nervosa compared to those with bulimia nervosa. Another study (Agras, 2001) found the average cost for inpatient treatment for female anorexics was $17,384 compared to the cost of $9088 for bulimic patients. The same study found treatment for outpatient settings for treatment of anorexia and bulimia to average around $2344. The costs of treating eating disorders were compared to schizophrenia and OCD and indicated costs for anorexia were not significantly different from schizophrenia, however much more expensive than treatment for OCD (Agras, 2001). Research While there has been a significant amount of research speculating the factors that influence the development to eating disorders, it continues to remain challenging. Questions remain unanswered regarding the etiology, prevelance cross-culturally, and effective treatment approaches. The only promising finding in current research has been the evidence that heritable factors make a significant contribution to the etiology of these disorders. (Walsh, 2004). Another issue regarding the research is that a considerable amount is focuses on the eating disorders of Caucasian females in Western society in part due to the stigma placed on eating disorders. Past studies found that eating behaviors of young African American women were more positive than those of young white American women. However, over the past decade research has suggested that body image concerns/dissatisfaction, and disordered eating behaviors have increased for young African American women, as well as women of other minority groups. Despite these trends, society continues to believe that it is likelier for a white American female to develop an eating disorder, rather than a woman of a minority group (Comer, 2015).   It is clear that eating disorders are happening within other cultures, however, the prevelance continues to be an issue to measure. There are also issues regarding treatment. There is ongoing research on the efficacy of treatment for bulimia nervosa, but not for sufferers of anorexia nervosa, which suggests that future research should focus on interventions and treatments for this type of eating disorder. Furthermore, with culture being a risk factor in eating disorders, the development of culturally specific interventions and their efficacy could be beneficial for   future research (Walsh, 2004). Prevention It would be helpful for clinicians to hold a multidemensial risk perspective regarding eating disorders until findings point to the exact etiology of the disorder. With new research and data strongly suggesting genetic influence, it is promising that the etiology may eventually be explained. It is importance to understand that all eating disorders occur in all races and ethnicities. Sala et al. (2014) made suggestions for prevention of the disorders, such as public health campaigns to increase awareness and peer recognition since adolescents place a higher value to what their peers think of them. If awareness is brought about in schools than earlier detection may prevent eating disorders among adolescents. Also, since studies suggest that the family has an influence on the younger population, they could be used to inform prevention approaches at the family level (Langdon-Daly & Serpell, 2017). Treatment Being familiar with the factors invluencing the development of the eating disorder is imperative in order to understand and adequately help the person suffering from anorexia or bulimia. With that being said, the lack of empirical research regarding the treatment of anorexia nervosa is scarce, thus making it difficult to treat. Studies have shown a strong emphasis on a multidisciplinary approach for sufferers of anorexia is helpful. This approach involves a team of medical, nutritional, social, and psycholological professionals. Therpists typically use a combination of psychotherapy and family therapyto overcome the underlying issue of anorexia nervosa sufferers ( Comer, 2015). Treatment for bulimia nervosa is often in clinic settings with the goals of eliminating the binge-purge patterns, developing healthier eating behaviors, and removing the underlying influence (Comer, 2015) A large amount of research concerning the treatment of bulimia nervosa suggests that Cognitive Behavioral Therapy is the treatment of choice, while other data suggests CBT being unsuccessful for anorexia. This proves of the need for new interventions and treatment models for eating disorders, specifically anorexia. Strong evidence from pharmacological trials have found that Pharmacotherapy is effective in treatment for bulimia in the short term. Other models of treatment regarding bulimia focus on emotional regulation, such as dialectical behavior therapy (Treasure et al., 2010). A new approach that has gained preliminary support is Acceptance and Commitment Therapy (ACT). ACT focuses on accepting unwanted feelings/thoughts and seeing them as part of being human. One study suggested that ACT could be neneficial with patients of eating disorders. Treatment interventions that target negative body image may be beneficial when developing newer interventions and approaches towards treatment since both eating disorders have a strong desire to control their urges, thoughts, and feelings (Butryn et al., 2013). Conclusion Eating disorders are complex and various factors can influence the development of an eating disorder. These disorders cross all cultural and social backgrounds. While the exact etiology is unknown the overlapping theories help in understanding the combination of factors that influence the causes of eating disorders, It is important to understand they are severe mental disorders and have serious medical consequences.   The advancement in today’s research is encouraging and may eventually offer better treatment options and specific links to the development of an eating disorders. References Agras, W. S. (2001). THE CONSEQUENCES AND COSTS OF THE EATING DISORDERS. Psychiatric Clinics, 24(2), 371–379 Alliance for Eating Disorders Awareness. (2013). Eating Disorders. Retrieved from https://www.allianceforeatingdisorders Alvarenga, M. S., Koritar, P., Pisciolaro, F., Mancini, M., Cordà ¡s, T. A., & Scagliusi, F. B. (2014). Eating attitudes of anorexia nervosa, bulimia nervosa, binge eating disorder and obesity without eating disorder female patients: differences and similarities.  Physiology & behavior,  131, 99-104. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC. Ata, R. N., Ludden, A. B., & Lally, M. M. (2007). The effects of gender and family, friend, and media influences on eating behaviors and body image during adolescence.  Journal of Youth and Adolescence,  36(8), 1024-1037. Barth, D. F., & Starkman, H. (2016). Introduction to Body Meets Mind: Eating Disorders and Body Image A Twenty First Century Perspective. Clinical Social Work Journal , 44 (1), 1-3. Brown, J. M., Selth, S., Stretton, A., & Simpson, S. (2016). Do dysfunctional coping modes mediate the relationship between perceived parenting style and disordered eating behaviors?  Journal of eating disorders,  4(1), 27. Butryn, M. L., Juarascio, A., Shaw, J., Kerrigan, S. G., Clark, V., O’Planick, A., & Forman, E. M. (2013). Mindfulness and its relationship with eating disorders symptomatology in women receiving residential treatment. Eating Behaviors, 14(1), 13–16. Cash TF, Pruzinsky T, editors. Body Image: A Handbook of Theory, Research, and Clinical Practice. New York: Guilford Press; 2002. Comer, R. J. (2015). Abnormal Psychology. New York, New York: Worth Publishers. Cui, H., Moore, J., Ashimi, S. S., Mason, B. L., Drawbridge, J. N., Han, S., & Pieper, A. A. (2013). Eating disorder predisposition is associated with ESRRA and HDAC4 mutations.  The Journal of clinical investigation,  123(11). Dittmar, Helga, Emma Halliwell, and Emma Striling. â€Å"Understanding the Impact of Thin Media Models on Women’s Body-Focused Affect: The Roles of thin-Ideal Internalization and Weight-Related Self-Discrepancy Activation in Experimental Exposure Effects.† Journal of Social and Clinical Psychology 28.1, 43-72, 2009. Easter, M. M. (2012). Not all my fault†: Genetics, stigma, and personal responsibility for women with eating disorders.  Social Science & Medicine (1982),  75(8), 1408–1416. Eating Disorder Hope. (2013, July 26). Retrieved April 25, 2017, from https://www.eatingdisorderhope.com/information/eating-disorder/ethnic-minorities Eddy  KT, Dorer  DJ, Franko  DL, Tahilani  K, Thompson-Brenner  H, Herzog  DB.  Diagnostic crossover in anorexia nervosa and bulimia nervosa: implications for DSM-V.  Ã‚  Am J Psychiatry.  2008;165(2):245-250 Fairburn, C. G., & Harrison, P. J. (2003). Eating disorders.  The Lancet,  361(9355), 407-416. Fogelkvist, M., Parling, T., Kjellin, L., & Gustafsson, S. A. (2016). A qualitative analysis of participants’ reflections on body image during participation in a randomized controlled trial of acceptance and commitment therapy.  Journal of Eating Disorders,  4(1), 29. Heaner, M. K., & Walsh, B. T. (2013). A history of the identification of the characteristic eating disturbances of Bulimia Nervosa, Binge Eating Disorder and Anorexia Nervosa.  Appetite,  65, 185-188. Hoek HW. Classification, epidemiology and treatment of DSM-5 feeding and eating disorders. Curr Opin Psychiatry. 2013;26(5):529–31. Hoek, H. W., & van Hoeken, D. (2003). Review of the prevalence and incidence of eating disorders.  International Journal of Eating Disorders, 34(4), 383-396 Kaye, Walter. â€Å"Eating Disorders: Hope Despite Mortal Risk.† Am J Psychiatry 166.23, 2009. Kelly, Amy M., Melanie Wall, Marle E. Eisenberg, Mary Story, and Dianne Neumark-Sztainer. â€Å"Adolescent Girls with High Body Satisfaction: Who are they and what can they teach us?† Journal of Adolescent Health 37.5, 391-396, 2005. Langdon-Daly, J., & Serpell, L. (2017). Protective factors against disordered eating in family systems: a systematic review of research.  Journal of Eating Disorders,  5(1), 12. Lee HY and Lock, J: Anorexia nervosa in Asian-American adolescents: do they differ from their non-Asian peers? International Journal of Eating Disorders 2007;40:227-231. McCaslin, K. K. (2014). Eating Disorders in Women Across Cultures (Masters thesis, University of Redlands). Retrieved from h p://inspire.redlands.edu/proudian/1. Miller, KJ et al: Comparisons of body image dimensions by racve/ethnicity and gender in a university population. International Journal of Eating Disorders 2000;27:310-316. Mitchell, J. E., Pyle, R. L., Eckert, E. D., Hatsukami, D., & Lentz, R. (1983). Electrolyte and other physiological abnormalities in patients with bulimia.  Psychological Medicine,  13(2), 273-278. National Institute of Mental Health (2013). Eating Disorders. Retrieved April 20, 20157, from https://www.nimh.nih.gov/health/topics/eating-disorders/index.shtml Rikani, A. e. (2013). A critique of the literature on etiology of eating disorders. Annals of Neurosciences , 20 (4), 157-161. Rosselli, F. (2017). Reducing the burden of suffering from eating disorders: Unmet treatment needs, cost of illness, and the quest for cost-effectiveness.  Behavior Research and Therapy,  88, 49-64. Sala, M., Reyes-Rodrà ­guez, M. L., Bulik, C. M., & Bardone-Cone, A. (2013). Race, Ethnicity, and Eating Disorder Recognition by Peers.  Eating Disorders,  21(5), 423–436. Salafia, E. H. B., Jones, M. E., Haugen, E. C., & Schaefer, M. K. (2015). Perceptions of the causes of eating disorders: a comparison of individuals with and without eating disorders.  Journal of eating disorders,  3(1), 32. Samnaliev, M., Noh, H. L., Sonneville, K. R., & Austin, S. B. (2015). The economic burden of eating disorders and related mental health comorbidities: An exploratory analysis using the US Medical Expenditures Panel Survey.  Preventive medicine reports,  2, 32-34. Sharan, P., & Sundar, A. S. (2015). Eating disorders in women.  Indian Journal of Psychiatry,  57(Suppl 2), S286–S295. Soh, N. L. W., & Walter, G. (2013). Publications on cross-cultural aspects of eating disorders.  Journal of eating disorders,  1(1), 4. Striegel-Moore, R. H., Dohm, F. A., Kraemer, H. C., Taylor, C. B., Daniels, S., Crawford, P. B., & Schreiber, G. B. (2003). Eating disorders in white and black women. American Journal of Psychiatry, 160(7), 1326e1331. Stice E. Risk and maintenance factors for eating pathology: a meta-analytic review. Psychol Bull. 2002;128:825–48. Surgenor, L. J., & Maguire, S. (2013). Assessment of anorexia nervosa: an overview of universal issues and contextual challenges.  Journal of eating disorders,  1(1), 29. Swarr AE, Richards MH (1996) Longitudinal effects of adolescent girls’ pubertal development, perceptions of pubertal timing, and parental relations on eating problems. Dev Psychol 32(4):636–646. Thompson JK, Heinberg LJ, Altabe M, Tantleff-Dunn S (1999b) Exacting beauty: Theory, assessment, and treatment of body image disturbance. 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Stem Cell Therapy for Diabetes Essay examples -- Stem Cell Essays

Diabetes, or fully named Diabetes Mellitus is when a person has high blood sugar and that is cause by the lack of insulin produced by the pancreas or it is when the cells do not respond to the insulin produced, it is also according to the type of diabetes that the cause may be different from others. There are two types of diabetes, type 1 and 2. Type 2 diabetes is mostly common found in adults, to reduce the glucose level, the subject can change diet or have a lot of exercise or if that doesn’t work they will usually take a liquid medicine or pill that helps.Type 1 diabetes is mostly found in children and is mostly rare, and diet alone cannot fix this so sometimes the subject has to take doses of insulin to lower glucose levels. Diabetes still have no known cure yet and some people can get diabetes from relativity or may get it from eating or drinking too much sugary items [1]. Stem cells are cells that are special unlike any other cell, stem cells have the ability to change to any cell in the body in the early life or growth of a stem cells. Stem cells have different types, there are two types of stem cells that are being discussed. Embryonic stem cells are one of the stem cells that could grow to different organs and/or cells, as the name suggests the embryonic stem cells comes and are taken from embryos and embryonic stem cells are one of the solution to many uncured diseases in the world such as Parkinson’s disease, Alzheimer’s disease, and the known diabetes disease too. There are still problems with developing embryonic stem cells, since to get embryonic stem cells they have to destroy the embryo and many people will argue about it ending human life, scientist have been discussing about this for a long time and they have... ...em. Works Cited (1)"Diabetes." BrainPOP. N.p., n.d. Web. 20 Nov. 2013. . (2)"Stem Cells." BrainPOP. N.p., n.d. Web. 20 Nov. 2013. .\\ (3) California Stem Cell Report." : Cost of a Stem Cell Therapy? An Estimated $512,000. N.p.,n.d. Web. 19 Nov. 2013. . (4)"CELL CULTURE | The Science Creative Quarterly." CELL CULTURE | The Science Creative Quarterly. N.p., n.d. Web. 20 Nov. 2013. . (5)"Why Is the Use of Stem Cells Controversial? - Curiosity." Curiosity. N.p., n.d. Web. 19 Nov. 2013. .

The Characteristics Of Adult Learners Education Essay

Adult pupils in the procedure of ELT construct the particular group of people socially accepted as mature and who are in a learning procedure. Education of grownups has long been perceived as different from instruction of kids in both theory and pattern. The field of big instruction was pioneered by Malcom Knowles who claimed that andragogy should be distinguished from teaching method. Andragogy consists of larning schemes focused on grownups while teaching method is concerned on kids. Knowles ‘ theory of andragogy is an effort to develop a theory specifically for grownup acquisition. Adults bring life experience and a degree of adulthood into the schoolroom that kids and striplings do non. Probably the individual most of import concern for the instructor of grownups is a thorough apprehension of the scholar. Through such an apprehension it is possible to direct your learning to the specific demands and involvements of the grownup. Adults are autonomous and expect to take duty for determinations. Adult larning plans must suit this cardinal facet. In practical footings, it means that direction for grownups demands to concentrate more on the procedure and less on the content being taught. It is of import to utilize schemes such as function playing, simulations, undertaking work and treatments rather frequently because they are most utile for big pupils who are job -centred, goal- oriented and practical. Teacher adopts a function of facilitator or resource instead than lector or grader. Furthermore, another facet of grownup instruction is motive because merely when pupils are motivated they can larn. The best manner is to heighten studentsA? ground for larning. Teachers must be after their motivation scheme which is considered to be successful if it includes demoing grownup pupils the relationship between developing an expected publicity. Finally, we do non hold to bury another built-in portion of grownups larning which proper feedback is. We should cognize when and have to give feedback because good feedback is one of the basic wagess of acquisition. Teaching English to grownups is different from learning kids and teens and involves a considerable sum of planning and accomplishment to do it apprehensible and adaptable to all scholars.1. Features of Adult LearnersCompared to kids and teens, grownups have particular demands and demands as scholars. Adults are people who have the position of adulthood in their ain and other peopleA?s eyes, but in the instruction procedure they come in the low-level place of the scholars. It could be really hard at the beginning and it depends on persons how to cover with this state of affairs. A batch of grownups can go dying because they are so disquieted about traveling back to school and are afraid of their failure and may believe that they are unable to larn. â€Å" The struggle is that as grownups we already have certain well-developed thoughts about life along with our ain system of thoughts and beliefs. To acknowledge that we need to larn something new is to acknowledge that there is something incorrect with our present system. â€Å"[ 1 ] On the other manus, they have outlook about the acquisition procedure and they are able to accept duty for their ain acquisition. They are independent and self – directed, they are non dependent on other people for way. Adults as scholars are goal-oriented and results-oriented. They normally know what end they want to accomplish and they besides have specific consequences in head for instruction. They must see a ground why to larn something. Learning has to be valuable for them ; it should be related to their demands and eventually suit to their work. In other words, grownups seek instruction which is appropriate for their current lives. They are practical and are focused on the facets of the lessons ; it means they want to cognize how the lessons will be utile to them on the occupation. We must non bury that grownups have a batch of experience and a wealth of cognition and they expect to be treated consequently. They require larning that makes sense and is connected to their cognition and experience. They can be critical of learning methods ; they will non execute a learning activity merely because the instructor said to make it. Furthermore, we can anticipate that grownups are more disciplined that some kids and adolescents and are able to prolong a degree of motive. Compared to kids, grownups have more developed abstract idea ; it means we have to take appropriate activities adapted to utilize their minds to larn consciously. To sum it up, there are a batch of specific characteristics of grownup scholars which we have to bear in head in the procedure of learning. Compared to kids and adolescents, grownups have particular demands and demands as scholars. Of class, these are generalisations and there can look some exclusions in each group of scholars.2. Learner DifferencesAll pupils have different rational abilities. They think and learn otherwise. Learner differences are related to different thought manners and larning manners of pupils. Some of them use more than one manner, but by and large each individual has a preferable manner. We can separate brooding minds, originative minds, practical minds and conceptual minds. Brooding minds perceive new information subjectively, associate it to past experience and analyze their feelings about larning. On the contrary, originative minds like to play with new information, really frequently ask â€Å" why? † and make their ain solutions. Practical minds need factual information and attempt to happen the simplest and besides efficient manner to make something. In other words, they want to use their new accomplishments to their occupation. The last group consists of conceptual minds who are interested in how things work, non merely in the concluding result. They like seeing images and want to cognize the related constructs.[ 2 ] Equally of import are larning manners. Students normally tend to one acquisition manner because they associate it with larning success. There are three general larning manners: ocular, audile, and kinesthetic. Ocular scholars process new information when they can see it. They like artworks, illustrations, diagrams, images and presentations. Their slogan is â€Å" Show me. â€Å" Auditory scholars rely on sounds and voices ; they remember new information when it is spoken. They love talks and treatments. Their slogan is â€Å" Tell me. † Kinesthetic scholars need to make something to understand it. They want to touch the new information or manipulate it. They prefer written assignments, taking notes and scrutiny of objects. Their slogan is â€Å" Let me make it. †3. Motivation for Adult LearningMotivation is some sort of internal thrust which pushes person to make things in order to accomplish something. A cognitive position of motive includes factors such as the deman d for geographic expedition, activity, stimulation, new cognition and self-importance sweetening. Students come to education for many grounds. All grounds are acceptable because any motive is better than none. Unless you are motivated, you will non and can non larn. Most big pupils are at the schoolroom because they want to be. There are called â€Å" want to † scholars. Some of them are at that place because they need it for their occupation. They are â€Å" have to † scholars. There are a batch of motive factors. Some of the most common are: Promotion- depends on go throughing an test or making a class. Personal promotion – people want to acquire higher position at work. Social relationships – people want to do new friends. Escape/Stimulation – people want to avoid ennui, larning can disrupt the day-to-day modus operandi at place or at work. External outlooks – people try to carry through the outlooks of person with formal authorization. More money – after go throughing a class or successful graduation you can anticipate to gain more money. Social public assistance – attempt to better ability to be good to mankind and take part in community work Cognitive involvement – people who are interested in larning, they want to have new information and seek cognition for its ain interest There are Four Foundational Principles that motivate grownups to larn ( Wlodkowski, 2009 ) : Inclusion is the consciousness of scholars that they are a portion of an environment, they respect each other, and they have no fright of menace or humiliation. It is related to positive societal clime. Inclusion Fosters engagement. Attitude is a combination of constructs, information, and emotions. Attitude consequences in a sensitivity that can take to favorable or unfavorable response. Attitude causes a powerful consequence on human behavior and acquisition because they help people make sense of their universe. ( E.g. Negative larning experience can impact our attitude, engagement and outlooks. ) Meaning – devising, apprehension, and altering significance is a cardinal facet of grownup instruction. Deep significance causes that the experience or thought is connected to an of import end. Meaning comes from disputing larning experience in an piquant format about a relevant subject. Meaning sustains engagement. Competence is an attempt to effectual interaction with the universe. Adults have a strong innate temperament to be competent. They need to use what they have learned to the existent universe. Competence allows a pupil to experience confident when they know that they are expert at what they are larning. Assurance once more supports and motivates more extended acquisition. This can ensue in a spiralling moral force of competency and assurance. Increasing and directing pupil motive is one of a teacherA?s undertakings. We should form the indispensable motivational conditions. If we want to set up inclusion, we need to make a acquisition ambiance in which scholars and instructors feel respected and connected to one another. Following undertaking is to develop attitude, it means making a favorable temperament to larning through personal relevancy and pick. To heighten significance is of import to make ambitious and thoughtful acquisition experiences which include learnersA? positions and values. Furthermore we should breed competency by making an apprehension of scholar effectivity. And how do we cognize if scholars are motivated? There are some discernible indexs of intrinsic motive: Learners do activities without opposition. Learners spontaneously relate acquisition. Learners ask inquiries. Learners go beyond required work. Learners are proud of their acquisition and its effects. Unlike kids and adolescents, grownups have many duties that they must equilibrate. These duties can take to the barriers against take parting in larning. The most common jobs are deficiency of clip, money, assurance, involvement, deficiency of information, programming job and jobs with kid attention and transit. The best manner how to actuate grownup scholars is to heighten their ground for acquisition and diminish the barriers. As instructors of grownups we have to be after actuating schemes which show learners the relationship between preparation and an expected publicity.4. Giving Feedbackâ€Å" The old expression that pattern makes perfect is non true. But it is true to state that it is pattern the consequences of which are known which makes perfect. † ( F.C. Barlett ) Feedback, unfavorable judgment, praising and noticing are really of import in the instruction procedure. Teaching grownups is complicated because of the trouble of knocking. There are two unsafe: giving feedback in the incorrect manner and non giving plenty. Without proper feedback the learner public presentation can non better. If public presentation can non better, all scholars rapidly loose their involvement. Good feedback is one of the basic wagess of acquisition and critical portion of the learning rhythm goes like this: In comparing with kids and teens, grownups find it harder to acknowledge that they have made a error, and it is harder for them to unlearn it. The same error can be repeated once more hence is of import to give feedback instantly or every bit shortly as possible. The job is non merely to rectify mistakes made on the topographic point, but to happen out some basic misinterpretations from the yesteryear, e.g. when we teach grammar, pupils sometimes have no thought what parts of address are. Until all the misinterpretation from the yesteryear are identified, no advancement can be made. A batch of pupils seem it hard to larn the regulations of English spelling decently. It can be a combination of mechanical and psychological grounds. It is peculiarly difficult to rectify once more perennial errors. The solution how to avoid it is bar ; it means make certain that on first juncture of a new piece of larning the grownup gets the right reply – â€Å" right first clip † .[ 3 ] It is frequently said that people learn by doing errors. It is true but we should recognize when measuring that prise make us experience confident, whereas negative unfavorable judgment makes us self-doubting. Good feedback is given quickly, contains encouraging words, gives elaborate remark on each public presentation, praises the good points before knocking the bed, is focused on knocking the public presentation, non the individual, is concentrated on merely a few errors at a clip and is clear. Giving feedback demands accomplishments every bit good as tact. We should make a friendly ambiance for constructive feedback. After giving feedback, we should look into that the scholar has understood the message by inquiring open-ended inquiries. Avoid closed ( yes, no ) inquiries, e.g. Have you understood? It is better to get down inquiries with â€Å" State me † , â€Å" How † , or â€Å" Why † . Finally, a batch of instructors overestimate the measure of feedback they give. To avoid it, seek to happen ways to offer every scholar some feedback in every lesson. As instructors of grownups we should understate the bed consequence of unfavorable judgment although there are a batch of possibilities for misinterpretation because without feedback pupils can non larn and instructors do non learn.5. Function of the Teacherâ€Å" When the pupil is ready, the instructor appears † ( a Buddhist adage ) As we said in one of old chapter, a batch of big pupils can experience dying when they go back to school after a few old ages being out of the schoolroom. Our occupation as a instructor of grownup pupils is to be positive, friendly and encouraging. Patients help excessively. It is sometimes of import to cognize that older pupils need more clip to react if we ask a inquiry. Promote your pupils to utilize their ain life experience in the acquisition procedure excessively. As instructor we should understate the carnival of failure and the bad consequence of past acquisition experiences by offering activities which are accomplishable for our pupils and correspond to their degree. Not merely pupils can hold some concerns. There can be a job for some instructors and it is age. School instructors are ever older than their students and have the advantages of longer instruction. Not so instructors of grownups. They can be younger than their pupils and may even be less intelligent. It is right to hold some concerns about a new group of pupils, but both the job and the solution are in our ain custodies. What makes a good instructor? Effective instructor have these features ( Rogers, 1989 ) : A warm personality – accept all pupils and understand them, be helpful Social skill – ability to link the group together without being dominate Forming ability – disposal is swimmingly handled Skill in descrying and deciding scholar jobs Enthusiasm – a batch of oculus contact, varied voice inflection. Not merely can the personality of a instructor but the leading manner lead to the success or failure of larning. We can separate three different types of leading: dictator, where the leader is rigorous, autocratic, encourages fight and makes all of import determinations himself ; laissez-faire, where the instructor does virtually nil unless he is straight asked a inquiry ; and democratic, where the scholars decide what they will make and the instructor is person who can impact single solutions of jobs. In the group where the instructor behaves magisterially the scholars are submissive and good behaved, but frequently mishear instructions, are competitory, reciprocally belittling and demo marks of aggression and tend to abandon work when the instructor leaves the room. On the contrary, the individualistic group does about nil whether or non the instructor is present. Under democratic leading the scholars work good together without carnival of one surpassing the other. There occur smal l tenseness or aggression and the impermanent absence of the instructor make no alterations in the sum of work the scholars do.[ 4 ] It is clear that creativeness is more bucked up in groups where the instructor does non rule. There can develop pleasant societal relationships, more pupils talk to one another and esteem each other. On the other manus, dominant, aloof, autocratic instructors tend to bring forth either really hostile or subdued group of scholars who are individualists and do non desire to co-operate.6. Teaching SchemesAny activity that gets pupils involved is really utile and makes the learning experimental. This includes e.g. little group treatments, function drama, composing or pulling something specific, skits etc. Activities that involve acquiring up and traveling approximately can besides maintain pupils energized. Try to utilize a assortment of learning stuffs and methods and do non bury single differences of your pupils ( differences in manner, clip, types and gait of larning ) . It is known that single differences addition with age. Take into history that your pupils have a batch of life expe rience which they can convey to the schoolroom, supply them every bit much chances for duologue as possible and ask open-ended inquiries so that they can utilize their cognition and experience. Treat all inquiries and remarks with regard. State your pupils the outlooks of the instruction procedure and familiarise them with the course of study, but do non be disappointed when they do non wholly agree with your program. You can discourse it together and do some alterations in conformity with the demands of your pupils. They can assist you to plan the acquisition procedure. Because grownup pupils are jobs centred, allow them cognize how the freshly acquired cognition can be applied to current jobs or state of affairss. As a instructor you should equilibrate between presentation of new stuff, treatment and engagement among pupils and your class program. Teaching schemes for grownups are more effectual if it is learner-centred than instructor-centred.[ 5 ] By utilizing combinations of grownup scholar techniques and schemes, Extension pedagogues can make preparation experiences that will heighten the acquisition of participants. When grownups participate in a positive acquisition experience, they are more likely to retain what they have learned and use it in their work environment.6.1. Lectures and PresentationsLectures and presentations are the most common instruction methods in big instruction. They are sometimes referred to as an economic manner of learning because they do non necessitate about any technician or administrative support. As a instructor usage these methods exhaustively. First, maintain them short. Lectures should take 15 or 20 proceedingss and bound for presentation is even shorter, five proceedingss. Second, your talk should hold a clear beginning, center and terminal ; it means that it is clear to your pupils and if it is clear defined, it can assist pupils to cognize what the aims are before get downing. This techni ques has o batch of possibilities how to be used. You can present short intensive presentation which is followed by practising. You can instantly see if your pupils understood your talk. Adults learn best through engagement and activity, so your talk or presentation can be interspersed with group treatment, single undertakings, and audio-visual stuff. In the talks or presentations try to maintain to simple chief points. A batch of grownup pupils need to hold a written support of a new piece of larning but it is known that grownups do non take notes really frequently. Making notes during presentation can be a recreation from understanding therefore it is better to teach your pupils non to compose merely listen to you. Fix well-designed printed press releases for them, non really long because it could deter your pupils from reading it. It is better to administer press releases after a talk than earlier ; it is less deflecting. If you are showing, be certain that all scholars are able to see from your point of position. If the presentations are seen from the forepart, the pupil must mentally change by reversal all the procedures. In general, talks and presentations are likely best used in short subdivisions, with frequent resort to treatment, single pattern, undertaking work etc.6.2. Role – drama, Simulation and GamesSimulation, role- drama and games play similar functions in linguistic communication instruction. They are seen as ways of bridging the spread between the schoolroom and the existent word. These activities offer a assortment of ways how to do the acquisition procedure more interesting, disputing and lively. As we said in earlier chapters, grownups need to avoid being told how to make something, they need to seek it out for themselves. Role-playing refers to the changing of one ‘s behavior to presume a function. It is any speech production activity when you either set yourself into person else ‘s places ( The President, a millionaire, a dad star etc. ) , or when you stay in your ain places but set yourself into an fanciful state of affairs ( ‘At the eating house ‘ , ‘Checking in at the airdrome ‘ etc. ) Role-playing is proposed as an ideal technique to learn linguistic communication because it prepares scholars for the unpredictable nature of real-life communicating, Teachs appropriate linguistic communication usage, and boosts assurance. Learning takes topographic point when activities are prosecuting and memorable. It is ever better to convey state of affairss to life and maintain them existent and relevant. We should utilize the role-play for the undermentioned grounds ( Harmer, 1989 ) : It ‘s merriment and motivation. Quieter pupils get the opportunity to show themselves in a more blunt manner. The universe of the schoolroom is broadened to include the outside universe – therefore offering a much wider scope of linguistic communication chances. Some function playing is simple and does non necessitate any particular readying. It is a normal extension of work done rehearsing duologues and drills ; on the other manus, function drama can be prepared in advanced when the instructor sets up the scene. The stuff must be relevant, brief and believable. Once you have selected a suited function drama, predict the linguistic communication needed for it. It is recommended to present any new vocabulary before the function drama. After the function drama is finished, pass some clip on debriefing. This does non intend indicating out and rectifying errors. It is the procedure of debriefing which helps do the acquisition points. After the function drama, the pupils are satisfied with themselves ; they feel that they have used their cognition of the linguistic communication for something utile. This feeling of satisfaction will vanish if every error is analyzed. It might besides do the pupils less confident and less willing to make the other function dramas. Ask your pupils sentiment about the role-play, e.g. : What did you believe of the manner you handled X? How did it compare with the manner you deal with this in existent life? The purpose is to discourse what has happened in the function and what they have learned. Finally, do non bury to thank and praise the participants for their attempts. Example of function drama: We can play the picture where the characters are making something. The pupils watch it and so can reiterate some duologues. Then the instructor divides pupils into groups and they play the characters from the film dawdler, but extend the duologues harmonizing to their ain phantasy. After rectification and treatment they play the same scene once more. Simulation is defined as a world of map in a fake and structured environment. A simulation has three features: A world of map which means the participants in a simulation must step inside the function they have accepted and act consequently. A fake environment where there is no contact with the existent universe. A structured environment where the participants have all the facts and information provided for them.[ 6 ] Simulations have been used in many countries of preparation and instruction, such as the ground forces or in concern surveies. But in whatever country, linguistic communication is the tool used for communicating and Jones claim that simulation and linguistic communication are â€Å" virtually inseparable † . Simulation in ELT motivates scholars because simulation activities give them a opportunity to be involved in linguistic communication usage. It allows everyone to take part and even when errors are made, the instructor does non interfere. It gives chance for meaningful pattern of linguistic communication because most simulations involve interaction, either verbal or non-verbal, in spoken or written signifier. Well – planned simulations that are relevant to the scholars will surely promote earners to desire to finish the undertakings. The realistic ambiance in simulation is achieved through the careful readying of the stimulus stuff. Students take functions where the y behave as people in a wider assortment state of affairss which are close to existent life. Simulation encourages creativeness although it begins with information given to scholars. They need to be clever to bring forth the thought and to finish the simulation. Example of simulation: Title: To do a command 5 participants ( each pupil is given a function card with some information about a function and with counsel what to make: Finance Manager, Factory Manager, Gross saless Manager, Office Manager, and Director ) Situation: The company is doing available RM 10A 000 for upgrading merely one of the four sections. Each section is under the leading of a director ( as in the above ) . Each section is allowed to do a command for the amount of money saying the ground the money is needed. The Director will so make up one's mind the successful bidder. Language maps: Explaining, justifying, supporting, opposing. Time: 1 hr lesson Students are divided in groups of 5. At the terminal of the lesson, the Director studies on the determination for each group.GamesNot merely do many grownups enjoy games, but linguistic communication games really accelerate larning in a figure of ways. It is perfectly critical that big pupils know why they are utilizing a peculiar game, what specific mark grammar or vocabulary are they rehearsing, or what accomplishment are they reenforcing by utilizing the game. If pupils know and understand why they are making a peculiar activity they will be much more inclined to collaborate and bask the acquisition. Learning through merriment activities relaxes pupils and makes the schoolroom atmosphere much more supportive for scholars. Using adequate assortment in the type of activity or game will convey all four acquisition manners into drama: auditory, ocular and kinesthetic. Using games allows your pupils to acquire the most out of lesson clip, by passing it talking English. There are some links where you can happen a batch of games for grownup English scholars: www.teachingenglishgames.com www.ELTgames.com The of import advantage of all above mentioned activities is that they are wholly active methods of larning. Another benefit is that their existent value is frequently in the societal accomplishments they teach.6.3. Undertaking Workâ€Å" State me and I forget. Show me and I remember. Involve me and I understand † ( Chinese adage ) Undertaking work is a agency of communicating and enjoyment based on the combination of theory and pattern. A undertaking is an drawn-out piece of work on a peculiar subject where the content and the presentation are determined chiefly by the scholars. Students work in groups to work out disputing jobs that are reliable and frequently interdisciplinary. Learners decide how to near a job and what activities to prosecute. It can be used at every degree from absolute novice to progress. There can be involved all scholars mixed in ability, assurance and experience. The undertakings are really originative. The writers of the undertakings gather information from a assortment of beginnings and synthesise, analyze, and derive cognition from it and so set all the parts together to organize a consistent presentation. It is based on studentsA? demands and involvements. The instructor ‘s function is to steer and rede, instead than to direct and pull off pupil work. How to get down? Teach your pupils how to make undertaking work. Get down with concrete, small-scale activities. Decide the presentation signifier and the standards for its rating. Undertakings need to be seen or read so be after the last undertaking session as a presentation. Types of undertakings: Production undertaking Performance undertaking Collection undertakings Informational undertakings Orientation undertakings Social public assistance undertakings. Each undertaking needs to be evaluated. You can utilize a simple undertaking rating study, which remarks on facets of the undertaking such as content, design, linguistic communication work and besides evaluates the unwritten presentation phase of the undertaking. It can be discussed with all pupils from the category or group. Advantages of undertaking work are: It increases motive because all scholars are personally involved All four accomplishments – reading, composing, listening and talking are integrated Learning outcome – pupils have an concluding merchandise Undertaking is an reliable undertaking and therefore the linguistic communication input is more reliable There are developed interpersonal dealingss through working in a group It is learner centred – contend and methodological analysis can be decided between the scholars and the instructor A interruption from everyday.[ 7 ]6.4. DiscussionDiscussion is the prototypic learning method for active acquisition because it encourages pupils to detect solutions and develop critical thought abilities. . Discussion allows scholars to be active and experience personal contact. During treatment all participants speak to each other, explore, exchange positions, and larn from each other, pupils from instructor, instructor from pupils. Discussion is a state of affairs where pupils and instructor can and make do an unfastened, equal and personal response to a book, current societal job, manner, movies, political relations etc. which needs reading to take it beyond a factual statement. In a good treatment most members of the group experience willing able to talk when appropriate. Even in group where everybody contributes, there will be people who talk more than others. Dominant members of groups are frequently able and energetic people, whose enterprise can be used for other group membe rs, either in the thoughts they contribute to general treatment, or in some particular assignments, excess research or short talks they can set about. Silent member or people who speak seldom in a treatment can be soundless as a manner of demoing disapproval of what the remainder of group are stating or they can be diffident, diffident or lazy or because they prefer to listen to other people instead than to speak themselves. Problems of over-dominant and excessively soundless pupils can be solved by dividing the group into smaller groups for some portion of the category clip. Peoples who ne'er speak in the big group can state a batch in the smaller 1. Before treatment you can promote your pupil to fix for it. They can believe about a subject, read some stuffs and write notes and remarks. It is normal that for the first twosome of proceedingss the treatment is slow and hard to pull off, but if your pupils are prepared for it and you create a friendly atmosphere it can shortly warm up. If your purpose is a treatment which involves everyone, it is of import to run chairs in a circle, as that is the lone manner people can see or turn to each other easy than in sitting lecture- manner in consecutive lines.[ 8 ]DecisionIn decision, learning grownups should be different from learning kids and striplings. As we said, instructors of grownups should utilize a different manner of learning which is based on the theory of andragogy which suggest that grownups expect learner – centred scenes where they can find their ain ends and form their acquisition harmonizing to their present life demands. The learning techniques should be chosen wi th respect to demands of all scholars. We should see what attack and methods seem to be appropriate for our pupils. We have to esteem our pupils different larning manners, we should promote them, actuate them and give them a proper feedback. When our pupils know that the instruction procedure benefits them pragmatically, they will execute better, and the benefits will be longer enduring. Good instructors of grownups take all of these factors into history. Beyond learning your topic, you have the chance to animate assurance and passion in another human being. This is your challenge as a instructor of grownups.

Kite Runner Essay Essay

â€Å"There are only really a few stories to tell in the end, and betrayal and the failure of love is one of those good stories to tell†- Sean Lennon. Khaled Hosseini’s ‘The Kite Runner’ is a story that really is quite relevant to this quote. People might say that it isn’t, but there betrayal in almost every nook and cranny of the story. Betrayal is simply defined as being disloyal to someone, yet it is so much more than that. Betrayal can cause the greatest sadness in life. It can cripple a man’s heart and could be the cause of one’s death. Amir’s betrayal towards Hassan; Baba’s betrayal towards Amir, Hassan and Ali; Rahim Khan’s betrayal towards Amir when he told him to get Sohrab and send him to John and Betty Caldwell. All of them terrible betrayals, but in the end, the reason for each and every person’s weaknesses, but more importantly, their strengths. These are probably what makes the book so interesting. â€Å"†¦The failure of love†¦Ã¢â‚¬  is also a main topic throughout the book, how characters repeatedly disappoint each other, creating hatred, anger, sadness, and eventually even loss. In this book betrayal is the main action, the dominant style and the prevalent idea. I suppose it makes it a lot like real life. The first betrayal mentioned in the book, and possibly the most important one is Amir’s betrayal towards Hassan when he silently watches as Hassan is raped. Throughout the book, Amir remembers, and reminds us of this betrayal towards Hassan and how it was his fault that Hassan was raped and eventually, how it was his fault Hassan was killed. In his letter, Rahim Khan says, â€Å"What you did was wrong, Amir jan, but do not forget that you were a boy when it happened. A troubled little boy. † He was right, it didn’t excuse the mistake Amir had made but it gave him a reason to feel just a tiny bit better about himself. But he didn’t, Amir blamed himself for Hassan’s death, and over time in helped him grow as a person and even become a lot like Baba. He regrets the deed he did and tried to make things right by adopting Hassan’s son and giving him a better life after Hassan was killed. Even then, he goes back on his promise to Sohrab, Hassan’s son, that he would never put him back in an orphanage, causing Sohrab to attempt committing suicide, probably the darkest scene in the entire story. After being discharged from the hospital, Sohrab and Amir go back to San Francisco and from then on Sohrab lives on the periphery of Amir and Soraya’s life. Then finally, Amir is given a chance at redemption at the afghan gathering at the Lake Elizabeth Park in Fremont, when he started flying a kite and Sohrab decides to join him. After cutting down the last kite, Amir asks Sohrab whether or not he wants him to run that kite for him, and Sohrab nods. Then Amir says,’ For you a thousand times over’, the last Hassan had said to Amir before he was raped. The second most important betrayal mentioned in the book, which we find out about near the end of the book is Baba’s betrayal towards Amir, Hassan and Ali. After learning about this Amir’s entire viewpoint of Baba changed. He no longer saw him as a towering figure of Pashtun might and began to see him as a thief, the very thing Baba had said to be the worst sin in the world. Baba’s betrayal had been that he was Hassan’s actual father, because Ali was actually sterile. Amir and Hassan had both grown up unaware of this and Hassan had even died unaware of this. This betrayal caused many unfortunate events. If Amir had known about them being brothers, he might not have let him get raped. If Hassan had known he might not have left with Ali and might not have died. And most importantly Sohrab wouldn’t have to be an orphan. This betrayal caused Amir to travel to Afghanistan and get beaten up greatly by Assef. It was probably the betrayal that caused the most pain to the characters in the book. But it was a necessary act. In Afghan society, honor was and important factor to one’s reputation, and if people had learnt that Hassan, the child of a Hazara woman, was the son of Baba, a greatly respected and highly reputed man, then he would most likely have lost all credibility in his community. Unfortunately the solution he had found for to let Ali think that he was the child’s father. This act took all of Ali’s nang and namoos, his pride and honor, without his even realizing it. The third and of the listed, probably the least important betrayal in the book was Rahim Khan’s betrayal towards Amir when he lied about John and Betty Caldwell saying that Sohrab would be in a safe place with them. After the trauma both Amir and Sohrab go through, it turns out that the Caldwell’s don’t even exist. This was the start of problems for Amir. After he no longer could send Sohrab to the Caldwell’s due to their lack of existence, he had no choice but to adopt him. When he asked, Sohrab didn’t answer just cried into Amir’s shirt. Later when Sohrab has to go to an orphanage so that Amir can complete the adoption process, Sohrab attempts suicide. Finally they make it back to San Francisco where Sohrab is always silent and eventually people begin thinking he is mute. Amir near-death experience and Sohrab’s attempt at suicide could both have been avoided had Rahim Khan not called Amir, but then Amir would never have solved his emotional crisis. So even though it was a betrayal, it was a betrayal that benefitted the people it betrayed. Betrayal and love are two factors that affect almost every emotional decision we make. The decision might benefit one while putting others at a disadvantage. Amir, Baba and Rahim Khan, three of the most influential characters in the story are the ones to tell the biggest lies and cause the most pain. Baba and Amir cause emotional and psychological pain while Rahim Khan’s lie causes Amir a great deal of physical pain as well. But in the end Amir’s lie hurt the people he loved, while Baba and Rahim Khan told lies that benefitted someone in one way or another. In Baba’s lie, Hassan had to make his identity into that of a hazara, causing him to face taunts all the time, but it made it easier for him to be accepted, as much as a hazara is accepted in Afghan society, and saved his own reputation. If he had accepted Hassan as his second son, he would have been ridiculed and they would have to face shame together. Rahim Khan’s lie, while it physically caused Amir a great deal of pain, eventually ended his psychological turmoil and gave Sohrab a new home in which he would be loved. But Amir’s lie only caused pain and suffering for both him and Hassan. Hassan eventually had to leave the house as Amir could no longer tolerate the consequences of what he had done and therefore tried to frame Hassan. After their leaving, every time Baba brought up the topic of Hassan, Amir felt a pang of jealousy and began to have trouble breathing. All in all, all the betrayals in the book, make it better in one way or another because after there are only a few good stories to tell, and the ones of betrayal and the failure of love are the best ones.