Anorexia Nervosa and Mary

Anorexia Nervosa and Mary-Kate Olsen Essay Cheyenne Tuggle and Kayla SaldanaThe University of Valley ForgePSY 363CheyenneAnorexia Nervosa: What is it? (Webster, 1989)A serious disorder in eating behavior primarily of young women in their teens and early twenties that is characterized especially by a pathological fear of weight gain leading to faulty eating patterns, malnutrition, and usually excessive weight loss.People with anorexia place a high value on controlling their weight and shape, using extreme efforts that tend to significantly interfere with activities in their lives. Some people with anorexia binge and purge, similar to individuals who have bulimia nervosa. However, people with anorexia generally struggle with an abnormally low body weight, while individuals with bulimia typically are normal to above normal weight. No matter how weight loss is achieved, the person with anorexia has an intense fear of gaining weight. Anorexia isnt really about food. Its an unhealthy way to try to cope with emotional problems. When you have anorexia, you often equate thinness with self-worth. Onset is pre-teen early adulthood. Anorexia Nervosa: What is it? (Ekern, 2017)Two types:Binge/Purge TypeThe individual suffering from this type of eating disorder, will purge when he or she eats. This is typically a result of the overwhelming feelings of guilt a sufferer would experience in relation to eating; they compensate by vomiting, abusing laxatives, or excessively exercising. Restrictive TypeIn this form, the individual will fiercely limit the quantity of food consumed, characteristically ingesting a minimal amount that is well below their bodys caloric needs, effectively slowly starving him or herself. Though two classifications of anorexia nervosa exist, both types exhibit similar symptoms, such as irrational fear of weight gain and abnormal eating patterns. Anorexia: SymptomsThree Types: (Hall-Flavin, 2017)Physical SymptomsThe physical signs and symptoms of anorexia nervosa are related to starvation, but the disorder also includes emotional and behavior issues related to an unrealistic perception of body weight and an extremely strong fear of gaining weight or becoming fat. Emotional SymptomsDepression, anxieties. Behavioral SymptomsBingeing and self-induced vomiting to get rid of the food and may include use of laxatives, enemas, diet aids or herbal products. Anorexia: Physical Symptoms (Hall-Flavin, 2017)Extreme weight lossAbnormal blood countsFatigueInsomniaDizziness/faintingHair lossMenstrual absenceDry/yellow skinLow blood pressureDehydrationAnorexia: Emotional Symptoms (Berger, 2016)Fears gaining weightHas an intense fear of gaining weight or becoming fat, even when underweight. Distorted self-imageHas a body image that is very distorted, be very focused on body weight or shape, and refuse to admit the danger of weight loss. DepressionDepression goes hand-in-hand with many mental disorders, even if it was never prominent in someones life previous to developing the disorder. WorryingConstant worry about weight and shape. Hunger denialThey know that theyre starving but convincing themselves that they are not. Flat moodLack of emotion/emotionless. Thoughts of suicideAnorexia: Behavioral Symptoms (Berger, 2016)Limiting food intake/throwing upRefuses to keep normal weightRefuses to keep weight at what is considered normal for their age and height (15% or more below the normal weight). Play with foodCutting food into small pieces or moving them around the plate instead of eating. Over exerciseExercising all the time, even when the weather is bad, they are hurt, or their schedule is busy. Will not eat in front of othersTake pillsUsing pills to make themselves urinate (water pills, or diuretics), have a bowel movement (enemas and laxatives), or decrease their appetite (diet pills). Lie about eating habitsThey lie about how much food they ate or when the last time was. Social withdrawThey lack the ability to want to be with others or enjoy even a night out. IrritabilityVery irritable towards everyone and anything. Anorexia: Causes (Ekern, 2017)Factors not causesCauses of this disorder are still not exactly known, but there have been many factors that are found to contribute to anorexia. Environmental Causes:MediaThe effects of the thinness culture in media, that constantly reinforce thin people as ideal stereotypes. Promotional careersProfessions and careers that promote being thin and weight loss, such as ballet and modeling. TraumasFamily and childhood traumas: childhood sexual abuse, severe trauma. Peer pressurePeer pressure among friends and co-workers to be thin or be sexy. Biological Factors:Irregular hormonesTypes of imbalance of hormones. GeneticsGenetics (the tie between anorexia and ones genes is still being heavily researched, but we know that genetics is a part of the story). Nutritional DeficienciesAnorexia: Treatment (Berger, 2016)The biggest challenge in treating anorexia nervosa is helping the person recognize that they have an illness. Most people with anorexia deny that they have an eating disorder. They often seek treatment only when their condition is serious. Set GoalsGoals of treatment are to restore normal body weight and eating habits. A weight-gain of 1 to 3 pounds (lb) or 0.5 to 1.5 kilograms (kg) per week is considered a safe goal. How Should We Treat the Homeless? EssayCartwright, M. (2017, March). Anorexia Statistics Facts. Retrieved November 11, 2017. Course, C. (2014, October 06). Eating and Body Dysmorphic Disorders: Crash Course Psychology #33. Retrieved November 09, 2017. Ekern, J. (2017, May 01). About Anorexia: Signs, Symptoms, Causes Articles for Treatment Help. Retrieved November 10, 2017. Garner, D. M., Garfinkel, P. E. (1997). Handbook of treatment for eating disorders. New York: Guilford Press. Hall-Flavin, D. K. (2017). Anorexia Nervosa.Anorexia. Retrieved November 09, 2017. Stewart, W. (2015, February 04). Powerful Eating Disorder Statistics. Retrieved November 09, 2017. Webster, M. (1989).The New Merriam-Webster dictionary. Springfield, MA: Merriam-Webster Inc. Kaylas ReferencesAbout Mary-Kate and Ashley. (n.d.). Retrieved November 12, 2017. Garner, D. M., ; Garfinkel, P. E. (1997). Handbook of treatment for eating disorders. New York: Guilford Press. Extreme. (2009, December 30). Skinny Celebrities: Mary-Kate Olsen. Retrieved November 11, 2017. Koenig, K. R. (2008). What every therapist needs to know about treating eating and weight issues. New York: W.W. Norton. Natenshon, A. (2009). Doing what works: an integrative system for the treatment of eating disorders from diagnosis to recovery. Washington, DC: NASW Press/National Association of Social Workers. Tauber, M. (2004, July 5). Mary Kates Private Battle. Retrieved November 12, 2017. Thompson, J. K. (2004). Handbook of eating disorders and obesity. Hoboken: J. Wiley Sons. Reading Report FormTo be eligible for an A the following additional requirements must be met:Student must read 200+ pages of professional resource materialGroup outline and class presentation must demonstrate exceptional content, comprehension, and integration of resource material To be eligible for a B the following additional requirements must be met:Student must read 150-199 pages of professional resource materialGroup outline and class presentation must demonstrate very good content, comprehension, and integration of resource material To be eligible for a C the following additional requirements must be met:Student must read 125-149 pages of professional resource materialGroup outline and class presentation must demonstrate good content, comprehension, and integration of resource material For my class project, I have read __268__ pages of resource material. _______________________________________________ (Signature) This pagemustbe completed and attached to your group outline. Your gradecannotbe calculated without it. Academic Honesty Contract TheMerriam-Webster Collegiate Dictionarydefines plagiarism as stealing or passing off the ideas or words of another as if they were your own without crediting the source. Plagiarism is aseriousoffense that carriesseriousconsequences. In addition to plagiarism, there are other forms of academic dishonesty that a student must avoid.For example: Falsification or fabrication misrepresenting facts or research, verbally or in writing, for the purpose of academic gain; Double submissions of written work without the expressed consent of the professor(s); Cheating on tests, papers or projects, including group work on papers or projects when not expressly approved by the professor; Facilitating academic dishonesty allowing another student to copy from you; giving your work to another student to use as a model, or to submit as his/her own; leaving your computer or work unguarded so that it is easily accessible to another student; Any other intentional behavior de signed for unearned academic gain on the part of a student. Paraphrasing: The AUW Model Ideas that are researched and usedmust beabsorbed,understood, andwritteninthe studentsown words. Simplychanging a few wordsdoesnotmeet the standard for academic honesty. Choosing When to Give Credit Need to Document No Need to Document When you are using or referring tosomebody elses words or ideas froma magazine, book, newspaper, song,TV program, movie, Web page,computer program, letter, advertisement, or any other medium When you are writing your own experiences, your own observations, your own insights, your own thoughts, your own conclusions about a subject When you use information gainedthrough interviewing another person When you are using common knowledge folklore, common sense observations, shared information within your field of study or cultural group When you copy the exact words or aunique phrase from somewhere When you are compiling generally accepted facts When you reprint any diagrams,illustrations, charts, and pictures When you are writing up your own experimental results When you use ideas that others havegiven you in conversations or overemail When i s informationCommon Knowledge? You find the same information undocumented in at least five different sources You think it is information your readers will already know You think the person could easily find the information with general reference sources Some Helpful Websites: Luther Seminary: http://www.luthersem.edu/training/2-plagiarism.asp Vaughan Memorial Library, Acadia University: http://library.acadiau.ca/tutorials/plagiarism/ I have read andunderstandthe various forms of academic dishonesty as outlined in this document. In developing my research paper/project, I agree toexercise academic integrity. __________________________________________________________ (Signature) This paper mustbe signed and attached to yourcompleted research project/paper. PSY 363 Group Project ReviewDr. David Scolforo Name of team member reviewed: __________________________ Scale variance: 1=poor 5=average 10=exceptional Circle appropriate scores Cooperation with team members 12345678910 Act ively participated in the group project activities 12345678910 Overall attitude (e.g., while disagreeing wasnotdisagreeable) 12345678910 Helped the group stay focused 12345678910 Overall contribution 12345678910 What letter grade would you give this team member?A+AA-B+BB-C+CC-DF Other comments: ____________________________________________________________________________________________________________ ___________________________________________ (Signature) NOTE:This form must be completed foreveryteam member.Forms may be confidentially submitted.

Sample Undergraduate Essay for Petroleum Engineers

Sample Undergraduate Essay for Petroleum EngineersSample Undergraduate Essay for Petroleum Engineers is a very beneficial essay at least for the undergraduate in this field. Some teachers as well as the college may be reading this essay on their own or may get this sample as a means of revision and will find that this might help them in judging the student's potential.In undergrad, the requirement of the individual to study is basic. As a matter of fact, the student to do it too is complete to do the degree. There is no delay for these students and they can finish the work.Most undergraduates go to do the course because it will give them better opportunities for earning money. The requirements of the business field are very important. If you can be part of the industry, then it is ideal for you. That is why the curriculum for undergraduate is very important for the field of business.For undergraduate, the requirement is not that big. You do not need to pursue further studies. You can apply for any job. In some companies, you might be assigned a company in a certain field.For entry level, you must follow the college course. The curriculum is very important and must be followed with all your effort. Then again, the graduate part of this course is very important and you must follow it with all your efforts.At the time of choosing a course, the main criteria is that the student must learn and understand what he or she is studying. This is one of the basic things that every student must learn. After this, you have to decide what subject you want to study.There are different options for each student. Then you must choose a topic that you are good in.

Huckleberry Finn and Quest for Moral Truth Essays

Huckleberry Finn and Quest for Moral Truth Essays Huckleberry Finn and Quest for Moral Truth Paper Huckleberry Finn and Quest for Moral Truth Paper intend to separate Hack from obtaining moral truth. Rather, these characters are simply acting in compliance with what has been taught to them by society. The more Hack distances himself from the direct influence of society, the higher the moral tankard he is able to set for himself. Though Hack has a newfound sense of morality, he is unable to fulfill his intentions due to the series of interruptions he faces. In The Adventures of Huckleberry Finn, social authority serves to stall and/or repress the progression of Husks moral development. And so, Hack makes the decision not to return and become civilized but to travel alone again, where he can make Nils own echelons Ana progress. He says, Aunt sally sines going to adopt me and civilize me and I cant stand it. I been there before (307).

How to Apply to Grad School

How to Apply to Grad School Most applicants become anxious when they realize that graduate school applications are very different from college applications. What do you need to know when applying to graduate school? First, the process of getting into graduate school can be confusing and downright overwhelming. Yet nearly all grad school applications are consistent in requirements. These include the following: TranscriptsGRE or other standardized test scoresLetters of recommendationAdmissions essay(s), also known as a personal statement Ensure that your grad school application contains all of these components because incomplete applications translate into automatic rejections. Transcripts Your transcript provides information about your academic background. Your grades and overall GPA, as well as what courses youve taken, tell the admissions committee a great deal about who you are as a student. If your transcript is filled with easy As, such as those earned in classes like Basket Weaving 101, youll likely rank lower than a student who has a lower GPA comprised of courses in the hard sciences. You wont include your transcript in the application that you send to the graduate program. Instead, the registrars office at your school sends it. This means that youll have to visit the registrars office to request your transcript by completing forms for each graduate program to which youd like to forward a transcript. Begin this process early because schools require time to process your forms and send the transcripts (sometimes as much as two to three weeks). You dont want your application to be rejected because your transcript was late or never arrived. Be sure to check that your transcript has arrived at each of the programs to which youve applied. Graduate Record Exams (GREs) or Other Standardized Test Scores Most graduate programs require standardized exams  such as the GREs  for admission.   Law, medical  and business schools usually require different exams (the LSAT, MCAT  and GMAT, respectively). Each of these exams is standardized, meaning that they are normed, permitting students from different colleges to be compared meaningfully. The GRE is similar in structure to the SATs but taps your potential for graduate-level work. Some programs also require the GRE Subject Test, a standardized test that covers the material in a discipline (e.g., Psychology). Most graduate admissions committees are inundated with applications, so apply cut-off scores to the GRE, considering only applications that have scores above the cut-off point. Some, but not all, schools reveal their average GRE scores in their admissions material and in graduate school admissions books. Take standardized tests early (typically, the spring or summer before you apply) to guide your selection of programs  and to ensure that your scores arrive at the schools you want to get in early. Letters of Recommendation The GRE and GPA components of your grad school application portray you in numbers. The letter of recommendation is what permits the committee to begin thinking of you as a person. The efficacy of your letters rests on the quality of your relationships with professors.   Take care and choose appropriate references. Remember that a good recommendation letter helps your application tremendously but a bad or even neutral letter will send your graduate application into the rejection pile. Do not ask for a letter from a professor who knows nothing more about you than the fact that you got an A such letters do not enhance your application, but detract from it. Be courteous and respectful in asking for letters and provide enough information to help the professor write a valuable letter. Letters from employers can also be included if they include information on your duties and aptitude relating to your field of study (or your motivation and quality of work, overall). Skip getting letters from friends, spiritual leaders and public officials.   Admissions Essay The admissions essay is your opportunity to speak up for yourself. Carefully structure your essay. Be creative and informative as you introduce yourself and explain why you want to attend graduate school and why each program is a perfect match to your skills. Before you begin writing, consider your qualities. Think about who will be reading your statement and what they are looking for in an essay. Not only are they committee members; they are scholars who are searching for the kind of motivation that implies a dedicated and intrinsic interest in the matters dealt with in their field of study. And they are looking for someone who will be productive and interested in their work. Explain your relevant skills, experiences, and accomplishments into your essay. Focus on how your educational and occupational experiences such as research led you to this program. Dont rely only on emotional motivation (such as I want to help people or I want to learn). Describe how this program will benefit you (and how your skills can benefit the faculty within it), where you see yourself in the program and how it fits into your future goals. Be specific: What do you offer?   Interview Although not part of the application, some programs use interviews to get a look at finalists. Sometimes what looks like a great match on paper isnt in person. If youre asked to interview for a graduate program, remember that this is your opportunity to determine how well a fit the program is for you. In other words, youre interviewing them, as much as they are interviewing you.

Education in America between suburban and urban schools Essay

Education in America between suburban and urban schools - Essay Example The process of accreditation was initiated in 1913, ending in 1952. Within the last century, the quantities of private high schools have grown at relatively stable rates, unlike public schools whose growth rates have fallen since the 1950’s and 1960’s. For example, between 1966 and 1976, the quantities of state educational institutions have grown at more than 180 percent, with private schools only growing about 10 percent at the same time. In the beginning of the present century, the average special educational institution made up roughly half the quantity of all educational institutions of the higher school. From the 1950’s through the 1970’s, the public sector of higher education increased due to a rise in the quantity of biennial colleges. For example, in 1970 the state biennial colleges made up more than 70 percent of all varieties of biennial colleges combined. However, by the end of 20th century their quantity had decreased to only 60 percent. The number of students attending the accredited high schools within the 2 0th century grew at higher rates than the quantity of other educational institutions. Further, at the beginning of the present century, accredited enrollment was made up of approximately 15 million people. However, at the beginning of the 1990’s, the tendency of excess of rates of growth of the number of students above that of the rates of growth of high schools had changed, and the quantity of high schools began to grow at higher rates than that of the number of students. During this period the lowest gain was eight percent, which occurred when the gain of the quantity of high schools for the same period experienced a 15 percent growth rate. In this situation, the average number of students of an educational institution, which constantly grew during all centuries, began to decrease. If in 1990 the average of students made 3.9 thousand persons, in 2000 the rate was

Todays Justice System Essay Example | Topics and Well Written Essays - 750 words

Todays Justice System - Essay Example However, there is no denying the fact that justice also happens to be a highly subjective concept, which is often susceptible to diverse interpretations. What may seem just to a person or a group may sound unjust or partial to many other. In that context, it will be interesting to have a look into the concept of justice as per Confucius, Machiavelli and Lao-tzu, to facilitate a bit better understanding of the contemporary justice system. The Confucian concept of justice is woven around the notion of 'gong', which if roughly translated means 'impartiality' (Cleary, 2000). Hence, Confucian dogmas strongly instruct the state and the justice system to resolve and solve the social conflicts and differences without resorting to any sort or form of discrimination or partiality. According to Confucius, the overall sense of direction and moral health of any society depends on the extent to which virtue and uprightness manage to permeate the social, commercial and personal spheres of life (Cleary, 2000). Therefore, the people only tend to develop a strong affinity with propriety if there prevails a sense of justice in any society. ... Therefore, the people only tend to develop a strong affinity with propriety if there prevails a sense of justice in any society. It is understood that justice to Confucius meant absolute fairness and total absence of any sort of favoritism. Thus, in the given context, the fair and equitable distribution and allocation of national resources and opportunities of growth constitute an integral part of the Confucian concept of justice (Cleary, 2000). Confucius favored a concept of justice that distinctly favored the marginalized and weaker sections of the society and ensured their well being and safety. Contrary to Confucius, the Machiavellian concept of justice is blatantly opportunistic. Machiavelli holds that the means are always subservient to the ends (Machiavelli, 1984). Thus, the direct premise of this line of reasoning is that the state or the political authority can resort to any line of action while dispensing justice, provide the delivered verdict or conclusion aid and abets the political authority in achieving its coveted and vested aims and objectives (Machiavelli, 1984). Therefore, according to the Machiavellian notion of justice, justice does not happen to be a means to disseminate a sense of fairness in the society, but a tool to further the interests of those in power. Justice merely dwindles to being a convenient tool rather then being an exalted institution and a reliable pillar of social stability. To Machiavelli, virtue and fairness meant any thing that furthered the narrow interests of the state (Machiavelli, 1984). In the Machiavellian concept of justice, pre servation and protection of the realm takes preponderance over everything else.Lao-Tzu's concept

Peer groups dominate adolescent life

Peer groups dominate adolescent life There is so much change in society today, however the fundamental tasks of growing up still exist. An adolescent seeks to find a place in a valued group to have a sense of belonging, to identify and master skills that are recognized of having value and earn the respect to cope with them, to acquire some self-worth and to develop relationships with others. Adolescents have an enormous amount of pressure today and seek a place of acceptance. Peer groups are a place where adolescents can find that sense of belonging, negatively or positively. We each know from experience how compelling peer groups are. It is almost impossible to go against a peer group, whose rules are to conform or you will be rejected. If one tends to sway they become an outsider or an outcast. For adolescent children who are just learning their way in the world, unsurprisingly they get sunk into peer group rules. For boys their athletic ability, coolness, and physical strength gain them popularity. In girls, as long as they had a beautiful physical appearance and an ability to attract popular boys they gain popularity. Oddly enough if a boy succeeds academically his popularity would decrease and if a girl made good grades that would increase her standing among her peers. Standards of peer groups dominate adolescent life. If your fellow peers listen to a certain genre of music, it is almost inevitable that you will also prefer that kind of music, It is the same for clothing styles, movies, video games and dating styles. Peers can influence you other ways as well, if your peers Adolescent Peer Groups 4 are going off to college and striving in the world, it is more than likely you will be also. However, if your peers are using drugs, drinking alcohol, lying, stealing, you are also likely to do so. At an early age, children become less dependent on their parents and caretakers. Children become self-reliant and begin to prefer playing with their friends. At first, play is a time of independence, however later children interact with one another, modify one anothers behavior and exchange roles in play. At the school age period of development social interactions begin to follow set patterns and become more frequent. They participate in games with more rules. The play is more then just entertainment but a way to mature in social interactions with others. Play allows children to think of others, their thoughts and feelings. Social interaction does allow children to interpret others behavior and how to respond to different situations. Children learn physical and emotion self control too. When a child losses at a game, for instance, they learn to avoid hitting their playmate. (McWhirter, Newman 2007) Social interactions are healthy. Situations that provide an opportunity for a child to grow socially may enhance their social development. Through the developmental childhood years and adolescence, peer groups play an important role. Parents have a crucial influence on whether a child plays a negative or positive role in peer groups. If a family is not close or unsupportive, a peer group will become of more importance. If a childs parents work long hours, and rarely see their child, this can cause the child to look for emotional Adolescent Peer Groups 5 support within a peer group. Also, if a child is constantly arguing with his parents, this may drive them away for emotional support. Children and adolescents show no discrimination when finding a peer group. As long as the child feels some sort of acceptance they will join a peer group, even if illegal and negative activity occur within the group. A common antisocial, organized peer group is a gang. Youths in gangs is not a new concept in the United States. Gangs have been present since the 1800s. In 1791 the city of Philadelphia had a problem with adolescents roaming and disrupting the city. New York City has acknowledged gang activity as early as 1825. (Focus Adolescent Services) Unfortunately, gangs will always be around or at least hard to eliminate. Gang involvement is full of youths who come from broken families due to alcohol or drugs, financial burdens and broken relationships. Gang affiliation is more important then anything else for the adolescent because the gang creates a family image taking away all feelings of abandonment and isolation. Being in a gang provides adolescents with acceptance and security which is not provided from home or other peer groups. There are signs that a teen has been introduced to a negative peer group. If the teen no longer spends time with his old friends and hangs out with a new group of friends. If there is a drop in his grades at school or even skips classes, if there is a change in appearance, mannerisms or the child seems withdrawn and secretive. Phone calls at odd times and if a teen wants to go places that was Adolescent Peer Groups 6 never an interest to him before could all be signs of having negative peer group membership. A parent should have non-judgmental talks, encourage other interests, show love and support and to get help if grades are dropping. A parent should not ignore the problem at all. Make sure a parent introduces himself to friends and parents and do not restrict the teen from seeing friends. Forbidding contact with other teens will only attract the teen to want to see them more often. Peer groups can have a positive effect on adolescents also. Positive peer relationships have an effect on a childs academic motivation and performance, emotional well-being and their overall state of mind. A positive peer group member has a less likelihood of being bullied or harassed. In such a peer group children will look out for one another and they simply do not participate in such behaviors that are verbally or physically abusive. There are key principles that can promote an adolescent to steer towards positive peer groups. Making sure a youth has leadership, attends and participates in positive youth activities. Civic involvement and engaging in every element of the community; school , church, and home. (Find Youth Info) Adults and adolescents can work together and frame our communities. Preventing an adolescent from joining negative peer groups and having more positive roles with peers can occur with some key environmental factors. Any youth program can integrate factors so our youth develop positive development skills. Structure, creating the opportunity where youth can engage Adolescent Peer Groups 7 in healthy relationships, creating a respectful environment to implement diversity and culture in activities, having opportunities to explore workforce and personal goal settings, and creating an environment where adolescents can have a sense of belonging are key factors. More importantly, programs should develop ways to involve parents in considering the above factors in programs. Society has created adolescence, it is a social invention. Adolescents create their own subcultures with distinctive apparel, hairstyles, and music. In this industrialized world, adolescents must make an identity for themselves. Being that society is a social creation, it is a contemporary society, not a biological age, that makes the adolescent years a time of turmoil. ( Henslin, 2003) Peer groups assist children in becoming healthy adults. Having a reduction in risk and an increase of resiliency along with positive relationships can create positivity in our youth. Parents and communities have the power to play an active, loving and supportive role in our youths lives to steer them in a positive direction into young adulthood. We as a society can join together to make adolescence a period of positivity instead of negativity. Adolescent Peer Groups 8