Dietary Analysis and Reflection

Dietary Analysis and Reflection Diet Analysis Summary Final MyPlate.gov was enlightening. It was ideal to begin the class out with a site that was point by point yet at the same time intriguing so you weren’t overpowered with the immense measure of data. It was anything but difficult to move and discover the data you required. It is an extremely helpful instrument for a person to utilize so they can get familiar with the best possible parts of a solid eating routine. The individual arrangement you can get from an authorized dietitian on the Super Tracker segment of MyPlate.gov is a brilliant element. It can follow along and illuminate you on the off chance that you have arrived at your objective for every nutrition class, what number of calories you’ve eaten every day, and the objective measure of physical movement you ought to do every week. Every nutritional category segment under the MyPlan segment of the SuperTracker gives you the specific measure of ounces required for your own calorie objective. It separates how much an ou nce is in famous nourishments, for instance, 1 ounce of bread is 1 standard cut and 1 ounce of earthy colored rice is  ½ cup. The individualized example feast plans remove the mystery from arranging your week by week dinners. It is intended to meet your individual dietary needs and your own calorie objectives. Sadly, I haven’t utilized it since it was a piece of the task numerous weeks back. Since my eating regimen isn’t even and I have to include more advantageous determinations off all the nutritional categories into my eating routine MyPlate.gov is an incredible spot for me to begin. It can assist me with doing some week after week feast arranging since that is a gigantic shortcoming of mine. I can settle on more advantageous decisions for myself and my family with the assistance of MyPlate.gov. Starches are an enormous soft spot for me as I love sweet confections, breads, pastas, chips, and squeezes. Every single one of my shortcomings has an abundance measure of sugars. At the point when I eat such a large number of sugars my stomach related tract conveys glucose to my circulation system and that conveys the glucose to my liver and body cells. Notwithstanding, my body cells needn't bother with any extra glucose so it is put away as glycogen in the muscle and liver. When those stores are full the body cells go from consuming fat to consuming the abundance glucose which leaves overabundance fat coasting in my circulatory system until it’s got by greasy tissues and put away. Tragically, the greasy tissues have a boundless ability to store fat. An overabundance of blood glucose can prompt sort II diabetes which can prompt course issues and nerve harm. Low circulatory strain and nerve harm can prompt loss of blood stream to the kidneys which harms them, improved probabil ity of diseases, and conceivable loss of appendages because of gangrene and removal. How I can forestall type II diabetes is to arrive at a sound body weight of 120 pounds. To do that I have to eat well dinners that are moderate in calories low in soaked fat, high in vegetables, natural product, vegetables, chicken, fish, and entire grains. I should be genuinely dynamic, and breaking point my liquor consumption. The most ideal route for me to remove the overabundance sugars in my eating regimen is to switch the sweet confections and chips with leafy foods. Change the breads and pastas I eat to 100% entire grain bread. Quit drinking natural product squeezes and supplant them with water. Doing this can likewise expand my dissolvable and insoluble fiber admission which can help decrease my hazard if type II diabetes, lighten or forestall stoppage, and lower my hazard for stomach related tract malignancies. The progressions I have made this semester about my starch utilization are; I ha ve supplanted my breads and pastas with entire wheat breads and pastas. I’ve expanded the measure of vegetables and organic products I’m eating every day. Tragically, I haven’t diminished the measure of chips and sweet confections. It has been and still is a distressing time for me and when I’m focused on I eat and I want to eat chips and confections. I have an extraordinary soft spot for eating nourishments that are high in cholesterol and fat. I’ve delighted in eating things like shrimp Alfredo and cheeseburgers and French fries. I have a raised danger of creating coronary illness since I am overweight, I eat elevated cholesterol and greasy nourishments, and I am truly idle. The suggested every day measures of fat for somebody like Me Is 37 to 66 grams; though my normal day by day admission was 75grams. The suggested day by day measure of cholesterol ought to be under 300mg; though my normal day by day admission was 367mg. On the off chance that I keep on eating thusly I will create heart issues like hypertension, atherosclerosis which can prompt coronary illness or stroke; I am additionally at high hazard for creating malignant growth. I can bring down my blood cholesterol by concentrating on low cholesterol nourishments, low soaked fat nourishments, and Trans fat free food sources like entire grains, organic products, s oy, vegetables, greasy fish, oats, and beans. I have to turn out to be all the more truly dynamic. In any event, doing straightforward things can affect my physical movement level like utilizing the steps rather than the lift or I can wash my vehicle as opposed to taking it to a vehicle wash. Perhaps the best change I can make to improve my wellbeing is to begin eating greasy fishes like ocean bass, herring, trout, and salmon. These fish are a great wellspring of omega-3. Omega-3’s can bring down all out cholesterol and LDL and can build HDL. It can likewise bring down the paces of certain malignancies by smothering aggravation. Extra nourishments I can eat to battle malignant growth are crucifer vegetables like cabbage, cauliflower, and kale which helps a catalyst in the body that battles disease. All berries have a phytochemical that can hinder the development of pre-dangerous cells. Tomatoes have lycopene which can stop the development of endometrial disease. This semester I have diminished my red meat allow and have supplanted it with chicken or turkey. At the point when I cook at home I get a 3% fat ground turkey for our dinners rather than ground hamburger. I have likewise changed the cheeseburgers I make at home for turkey burgers or veggie burgers, and my family cherishes them. My greatest shortcoming with proteins is creature inferred proteins; I eat eggs pretty much every morning for breakfast and have a creature determined protein with pretty much every lunch and supper. An overabundance measure of protein itself isn't known to add to coronary illness, yet abundance measure of creature inferred protein does. They include pointless fat calories and immersed fat to my eating routine. Eating all that creature determined protein forgets about the various wellsprings of protein I can devour which are a lot more beneficial like entire grains, organic product, vegetables, and vegetables. Since I eat a ton of creature determined protein I have a higher hazard in being hefty, it causes grown-up bone misfortune, and I have a more serious hazard in coronary illness, diabetes, and malignant growth. To bring down my creature denied protein I can wipe out the eggs in my morning meal and eat oats. For lunch I can have rice and beans rather than a lunch meat sandwich. F or supper I can make a tofu pan sear rather than a flame broiled chicken bosom. On the off chance that I change in any event one of my day by day dinners structure creature inferred protein to vegetable-determined protein I can chop down the measure of cholesterol and immersed fat I expend. This semester I haven’t changed the sorts of proteins we expend. What I can do that wouldn’t change our daily practice to much is to change out or eggs for egg blenders. For three tablespoons, which is equivalent to one egg, it has zero immersed fat and cholesterol yet has 5 grams of protein which is just 1 gram not exactly a typical egg yet so a lot more advantageous. My eating routine is low in folate, nutrient C, and potassium; and it is high in sodium. An eating routine low in folate can prompt numerous issues like frailty, weariness, migraine, shortcoming, fractiousness, and mental disarray. Most grown-ups are to have 400mcg every day of folate; my normal was 186mcg every day. So I certainly need to expend more nourishments wealthy in folate like asparagus, pinto beans, and lentils. An eating regimen low in nutrient C can prompt weakness, joint torment, bone delicacy, wounds, visit diseases, draining gums, and poor injury mending. Most grown-ups are to have 75mg every day of nutrient C; my normal was 49mg every day. So I certainly need to devour more nourishments plentiful in nutrient C like sweet red peppers, strawberries, and broccoli. An eating regimen low in potassium can prompt disarray, muscle shortcoming, and loss of motion. Most grown-ups are to have 4700mg per day of potassium; my normal was 1050mg every day. So I unquestionably need to expend more nourishments wealthy in potassium like lima beans, prepared potato, and a banana. I can choose side effects that I experience the ill effects of, out of every one of those inadequacies. An eating routine high in sodium is likewise extremely terrible for my wellbeing. After some time my high sodium diet may harm the linings of my veins in manners that makes hypertension bound to create. A high sodium diet can likewise prompt coronary illness and stroke. A portion of the nourishments I eat routinely that are high in sodium are chips, microwave popcorn, turkey mutts, and macaroni and cheddar. All that food can without much of a stretch be supplanted with more beneficial alternatives. The chips and popcorn can be supplanted with the strawberries and sweet red peppers so I can likewise get the nutrient C I need. The turkey mutts and macaroni and cheddar can be supplanted with a prepared potato and pinto beans. This semester I have been eating more leafy foods so I fell lik e my folate, nutrient C, and potassium will be better however my sodium consumption hasn’t been diminished. I’m as yet eating my chips and helpful food. My eating regimen is low on both calcium and iron. The suggested day by day measure of calcium is 1000mg every day. There were days when I was simply under that sum, 750mg, in light of the fact that I would have milk and oat at some point during the day. Be that as it may, there were a few days where I would just expend 200 mg of calcium. That change and having more days where I expended less calcium I am in danger for osteoporosis. Since calcium supplements are less successful than the calcium found in food sources I should build my utilization of calcium rich nourishments like tofu, milk, and broccoli. The suggested every day measure of iron is 18mg per day. The normal

Disaster Management Essay

There four periods of development arranging including alleviation, readiness, reaction and recreation. Alleviation stage includes endeavors made by the charged administration and the network as a rule to keep any known and predictable danger from forming into a dangerous debacle. It additionally includes decreasing the impacts related with the event of a catastrophe. Thusly, this stage is unique in relation to all others as it includes advancement of long haul measures and techniques valuable for keeping away from and decreasing dangers in a general public. At the point when alleviation measures are applied after a fiasco has happened, they can be considered as a piece of the recuperation procedure. Moderation methodologies can be basic as in they utilize the current innovation or they can be non-basic, for example, enactment, protection or land use arranging. It is this stage a large portion of the endeavors of development chiefs ought to be thought as this can help in staying away from most kinds of debacles. Another significant period of rise arranging is the readiness stage in which crisis directors endeavor to create activity intends to counter the event of a calamity. The vast majority of the rise organizers invest a lot of energy and assets in this phase with an end goal to get ready themselves and sort out assets required. The normal measures attempted in this stage incorporate viable correspondence plans, preparing and support of development administrations comprehensive of enough HR to manage any calamity that may happen (Krischenbaum, 2004, p. 21). Different measures incorporate the activity and advancement of viable techniques for notice the populace about the event of a crisis combined with departure plans and rise covers, support of enough debacle types of gear and gracefully other than the essential stock lastly, the improvement of rise associations of appropriately prepared volunteers among the populace in a territory. Another significant part of this stage is the expectation of the losses that can be normal from a given fiasco which encourages the organizers to gauge the sum and kind of assets expected to react to a development. In the reaction stage, development chiefs are accused of the job of assembling all the necessary assets to manage a calamity. Assets, for example, firemen, police and emergency vehicle among others shapes the main influx of responders to a calamity to help spare and put to a sheltered spot those hit by the catastrophe. The organizers assemble all the assets comprehensive of HR and other kind of assets, for example, departure vehicles and stepping stools, clinical supplies among others. The viability of this stage depends on how well the organizers had sorted out and practiced the readiness stage (Krischenbaum, 2004, p. 43). The last stage is that of recuperation or recreation of the influenced territory with an end goal to reestablish it to its past status. Here, organizers would compose the recreation of framework, and offering help to the influenced people to help recuperate and remake their lives. 2. The procedure of hazard examination A hazard can be characterized as a quantifiable likelihood of explicit projections. With respect to fiascos, a hazard can be viewed as the likelihood of negative results of a calamity. Hazard examination includes the utilization of different methodologies and techniques in evaluating the conceivable effect of a fiasco event in a general public. It includes the utilization of different apparatuses, for example, money saving advantage investigation with an end goal to have a thought in regards to the potential effect of a calamity. All things considered, chance investigation is a significant advance in development the executives as it encourages rise supervisors to all the more likely sort out assets for successful alleviation and reaction to a debacle. Hazard investigation help in deciding the circumstances prone to happen and which needs the vast majority of the consideration in arranging process. It includes the recognizable proof of dangers presented by a calamity comprehensive of the financial and social dangers. All things considered, fiasco administrators ought to survey the dangers as far as loss of lives, property among different assets in the general public. After such distinguishing proof, the supervisors should attempt to evaluate the hazard through the use of different devices, for example, financial money saving advantage examination. Regardless of whether confronted with a lack of assets or not, directors ought to attempt chance investigation as this will assist them with having an away from of what they would expect if a given fiasco happens. They will have the option to successfully assign assets during the arranging time frame and viably react to a given calamity with the necessary speed, assets and accuracy (Sundra, 1995, p. 98). A genuine appraisal of potential dangers through the accessible apparatuses of examination is accordingly significant if rise arranging process is to be powerful overall. Administrators ought to hence direct hazard examination for better assignment of assets other than better arranging. 3. The significance of rise plan to a network or criticalness? There are different kinds of debacles that can confront any given network. A few fiascos are anything but difficult to alleviate while others can't be relieved nor would they be able to be kept from happening. For instance, while it is conceivable to relieve the outcomes of flooding, it is unimaginable to expect to prevent the downpour from falling. In any case, measures can be set up to stay away from specific outcomes related with typhoons by it is for all intents and purposes difficult to keep a tropical storm from happening. A crisis plan is significant while managing fiascos as it empowers a network or an office accused of the job of overseeing crises to all the more likely react to any event of such a calamity. For one, a development plan helps in relieving the event of calamities and the dangers related. Measures, for example, guaranteeing all the structures consent to engineering rules and guidelines helps in decreasing the danger of such structures crumbling if there should be an occurrence of a tremor. Further, a crisis plan causes the network to be totally arranged as far as types and the measure of assets that would be required if a catastrophe happens (Alexander, 2007, p. 47). Here, the network or the office will have the assets prepared and this will enable the rise to group to react quick and adequately. It will help in guaranteeing that all the necessary assets are accessible and adequately assigned when reacting to a calamity. Such an arrangement ought to accordingly incorporate all the assets required other than illustrating the different strides to be followed while managing a fiasco. It ought to incorporate a cost examination or a spending covering all the assets required. All things considered, all entertainers ought to be very much educated regarding the arrangement to guarantee a smooth progression of the considerable number of stages and steps required to manage a fiasco. 4. Jobs played by rise supervisors in arranging clinical rise for mass-setback episode Disasters which brings about mass losses request a great deal of asset assignment and endeavors in favor of debacle administrators. When there are mass losses, clinical consideration can represent a major issue and in this way directors should be all around educated and proficient of the means that should be taken if such a circumstance happens. In that capacity, directors ought to have the option to arrange all the assets comprehensive of clinical team and clinical providers at any rate to manage the minor frequency of wounds. Further, catastrophe directors ought to have the option to speak with the current medical clinic administrations about the setbacks and sort out with such emergency clinics to offer space to the losses. Then again, to encourage clinical consideration to mass losses, catastrophe directors can demand clinical staff from accessible medical clinics other than sorting out for transportation strategies, for example, helicopters to carrier those influenced and ambulances to take the harmed to the emergency clinics. The chiefs ought to completely help out different on-screen characters to guarantee that the causalities are dealt with. Departure and salvage groups ought to be prepared to un-trap the individuals who might be caught in different spots and to bring these individuals into security (Terry, 2003, p. 56). Also, a debacle administrator can help out the network for a campground where versatile emergency clinics can be raised to help spare the circumstance. Clinical assistance ought to be looked for from different bearings including associations, for example, the Red Cross among others. A total and persistent gracefully of clinical assets ought to be kept up to guarantee that all the clinical staff are completely provided and outfitted with the vital supplies. Each exertion and measures ought to be taken to guarantee that all the pertinent on-screen characters are included and all the setbacks took care of. 5. What makes for a decent crisis director or fiasco administrator? For one to be a decent catastrophe or crisis chief, there are a great deal of contemplations that should be placed into thought. Other that the expert capabilities required of such a director, other conduct and character qualities are expected to guarantee the adequacy of the supervisor. A supervisor can be completely taught about available resources of managing a calamity or a crisis other than all the techniques required in such a circumstance however may in any case be incapable in their initiative. To begin with, a chief should be a self pushing individual. At the point when confronted with a crisis, numerous choices should be made and quick. The chief ought to have the option to settle on speedy and powerful choices with negligible dependence on others if the different advances included are to be effective. In any case, the supervisor ought to have the option to work under brutal conditions as is commonplace with a large portion of the debacles. The person in question ought to have the option to adaptable to work at odd hours and be set up to take the necessary steps to spare the circumstance. As a rule, the supervisor ought to be a group chief, self impelling, adaptable regarding reality and furthermore be imaginative (Cahill, 2003, p. 103). In spite of the presence of crisis offices and associations, there is deficiency of assets to a large number of these offices. Assets, for example, ambula

Psychoeducation for Panic Disorder

Psychoeducation for Panic Disorder Panic Disorder Treatment Print Psychoeducation for Panic Disorder By Katharina Star, PhD facebook linkedin Katharina Star, PhD, is an expert on anxiety and panic disorder. Dr. Star is a professional counselor, and she is trained in creative art therapies and mindfulness. Learn about our editorial policy Katharina Star, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on January 26, 2020 Tom Merton / Getty Images More in Panic Disorder Treatment Symptoms Diagnosis Coping Related Conditions Psychoeducation is a clinical term used to describe a common component of the psychotherapy process. This important part of treatment involves providing education, awareness, and support to a person with a mental health disorder. Psychoeducation includes times when a therapist provides resources and information to help a client better understand their mental health condition. For instance, a therapist may share educational materials, such as brochures, books, or articles that provide the client with current and clear information on her condition. Additionally, psychoeducation can also include informing the client on coping techniques and treatment options to assist in managing symptoms. Psychoeducation is frequently a part of a multidimensional treatment plan that includes additional treatment methods. Other common treatment options, such as prescribed medications, group therapy, and self-help strategies, are also often part of a typical treatment plan for panic disorder. How Psychoeducation Can Help People With Panic Disorder Unfortunately, there are many prevalent misperceptions and myths about panic disorder. For example, well-meaning family and friends may tell you that people with panic disorder are just overreacting. Others may share some of the stigmas about panic disorder, believing that mental illness is caused by a personal weakness or a bad upbringing. Even doing a quick Internet search for panic disorder can bring up articles and websites that are not providing the most sound and accurate information about this condition. Due to misinformation, many panic disorder sufferers carry erroneous beliefs about their condition. Psychoeducation works to help the person get past any confusion or mistaken beliefs about their disorder. It allows the person to feel empowered through knowledge about his condition. Psychoeducation can help them in understanding panic disorder, letting go of fears of symptoms, gaining insight into personal triggers, and becoming informed on common treatment options. Additionally, psychoeducation can assist in fostering awareness and understanding for the panic disorder sufferer’s loved ones. For example, becoming educated and informed about panic disorder can help you in explaining your condition to others. Partners, spouses  and other close family members can even take part in psychoeducation therapy sessions or support groups to become better equipped in dealing with your condition, overcoming the stigma of mental illness, and building support for your recovery. Psychoeducation can help remove some of the fear and misunderstanding that both you and your loved ones may have about your condition. Common Types of Psychoeducation for Panic Disorder Information on the Causes and Symptoms of Panic Disorder: Psychoeducation can assist you in learning all of the common FAQs about panic disorder. Many panic sufferers have questions and concerns about their symptoms. Through psychoeducation, your therapist can help reduce some of your worry by thoroughly explaining the causes of panic disorder and your symptoms. For example, you may feel alarmed about some of your panic attack symptoms, such as shortness of breath, dizziness, and chest pain. Your therapist can explain to you why these symptoms occur and ways that you may be able to cope with them. Understanding Panic Disorder Treatment Options: It is not uncommon to feel intimidated by your first therapy session. Your therapist will most likely be anticipating your concern and will be prepared to help you understand what to expect from the therapy process. Through psychoeducation, they will also provide you information on how the strategies learned through therapy can help ease your symptoms. They may also inform you of other treatment options, such as medication and group therapy. Group Therapy: You may be recommended to attend group therapy as part of your comprehensive treatment plan. Group therapy involves meeting with a therapist or group facilitator along with others who share in the same or similar diagnosis to work towards certain goals. For example, a group therapy class may focus on helping people with anxiety cope with their symptoms. These groups often meet once a week or biweekly for a limited amount of time. Psychoeducation is often a large component of group therapy. Members can come together to ask questions of the facilitator and gain important knowledge about their condition. Group therapy can be a valuable way for you to gain a clearer understanding of your condition, how and why different coping skills can be effective, and what to anticipate when living with panic disorder. Group therapy has the added benefit of breaking through the barriers of loneliness and isolation that so many panic sufferers are faced with. It allows you to share your setbacks, progress, and success with others who can relate to your experience. Group therapy can provide you with the necessary psychoeducation and support you need to cope with panic disorder.

Psychoeducation for Panic Disorder

Psychoeducation for Panic Disorder Panic Disorder Treatment Print Psychoeducation for Panic Disorder By Katharina Star, PhD facebook linkedin Katharina Star, PhD, is an expert on anxiety and panic disorder. Dr. Star is a professional counselor, and she is trained in creative art therapies and mindfulness. Learn about our editorial policy Katharina Star, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on January 26, 2020 Tom Merton / Getty Images More in Panic Disorder Treatment Symptoms Diagnosis Coping Related Conditions Psychoeducation is a clinical term used to describe a common component of the psychotherapy process. This important part of treatment involves providing education, awareness, and support to a person with a mental health disorder. Psychoeducation includes times when a therapist provides resources and information to help a client better understand their mental health condition. For instance, a therapist may share educational materials, such as brochures, books, or articles that provide the client with current and clear information on her condition. Additionally, psychoeducation can also include informing the client on coping techniques and treatment options to assist in managing symptoms. Psychoeducation is frequently a part of a multidimensional treatment plan that includes additional treatment methods. Other common treatment options, such as prescribed medications, group therapy, and self-help strategies, are also often part of a typical treatment plan for panic disorder. How Psychoeducation Can Help People With Panic Disorder Unfortunately, there are many prevalent misperceptions and myths about panic disorder. For example, well-meaning family and friends may tell you that people with panic disorder are just overreacting. Others may share some of the stigmas about panic disorder, believing that mental illness is caused by a personal weakness or a bad upbringing. Even doing a quick Internet search for panic disorder can bring up articles and websites that are not providing the most sound and accurate information about this condition. Due to misinformation, many panic disorder sufferers carry erroneous beliefs about their condition. Psychoeducation works to help the person get past any confusion or mistaken beliefs about their disorder. It allows the person to feel empowered through knowledge about his condition. Psychoeducation can help them in understanding panic disorder, letting go of fears of symptoms, gaining insight into personal triggers, and becoming informed on common treatment options. Additionally, psychoeducation can assist in fostering awareness and understanding for the panic disorder sufferer’s loved ones. For example, becoming educated and informed about panic disorder can help you in explaining your condition to others. Partners, spouses  and other close family members can even take part in psychoeducation therapy sessions or support groups to become better equipped in dealing with your condition, overcoming the stigma of mental illness, and building support for your recovery. Psychoeducation can help remove some of the fear and misunderstanding that both you and your loved ones may have about your condition. Common Types of Psychoeducation for Panic Disorder Information on the Causes and Symptoms of Panic Disorder: Psychoeducation can assist you in learning all of the common FAQs about panic disorder. Many panic sufferers have questions and concerns about their symptoms. Through psychoeducation, your therapist can help reduce some of your worry by thoroughly explaining the causes of panic disorder and your symptoms. For example, you may feel alarmed about some of your panic attack symptoms, such as shortness of breath, dizziness, and chest pain. Your therapist can explain to you why these symptoms occur and ways that you may be able to cope with them. Understanding Panic Disorder Treatment Options: It is not uncommon to feel intimidated by your first therapy session. Your therapist will most likely be anticipating your concern and will be prepared to help you understand what to expect from the therapy process. Through psychoeducation, they will also provide you information on how the strategies learned through therapy can help ease your symptoms. They may also inform you of other treatment options, such as medication and group therapy. Group Therapy: You may be recommended to attend group therapy as part of your comprehensive treatment plan. Group therapy involves meeting with a therapist or group facilitator along with others who share in the same or similar diagnosis to work towards certain goals. For example, a group therapy class may focus on helping people with anxiety cope with their symptoms. These groups often meet once a week or biweekly for a limited amount of time. Psychoeducation is often a large component of group therapy. Members can come together to ask questions of the facilitator and gain important knowledge about their condition. Group therapy can be a valuable way for you to gain a clearer understanding of your condition, how and why different coping skills can be effective, and what to anticipate when living with panic disorder. Group therapy has the added benefit of breaking through the barriers of loneliness and isolation that so many panic sufferers are faced with. It allows you to share your setbacks, progress, and success with others who can relate to your experience. Group therapy can provide you with the necessary psychoeducation and support you need to cope with panic disorder.

The Taming Of The Shrew By William Shakespeare - 1255 Words

In the play The Taming of the Shrew by William Shakespeare, it focuses on two sisters who must get married however, the oldest must get married first. Here, Shakespeare presents to the audience, Katharina Minola. Katharina is portrayed as an outspoken and stubborn woman. In the play, Kate cannot find a husband because of her aggressive personality, the men speak negatively about her and believe she is not a fit woman to marry. Although, in the play it may seem like Kate will never find a husband, she undergoes impressive change from being outspoken to a married submissive wife. Kate’s transformation reveals how a woman must lose her individuality to become married and accepted by society. Through the play, Kate is an outspoken and†¦show more content†¦It is clear that Kate refuses to ever fit the modern wife, she believes she is as equal as any man in the village. Kate’s outspoken opinions causes other characters to dislike her and find her to be a bad example of a woman for society. The men around the town do not speak kindly of her, although Petruchio would disagree and think differently. She is classified as â€Å"a shrewd ill-favored wife† (I.ii.59). It can be inferred that the men in the town believe she is not a good example as a wife or would ever be fit to marry. Her being a feminist is not a positive trait to have in this time period because were believed to be obedient wives who obey their husbands and never question what their lover says. She is a woman whose views are â€Å"extolling the principle of male dominance and female subjection as a law of nature† (Hibbard 378). Kate speaks up for herself and she is a strong believer in equality for both sexes in the relationship. She is classified as â€Å"a most impatient devilish spirit† (II.i.151). Here, men begin to call her this because she strikes anothe r man for not agreeing with his point of views. The men found it to be highly disrespectful, this reveals an example of Kate’s outspoken and aggressive traits. The characters opinions of Kate are negative because of her actions and beliefs in equality between sexes. Kate’s strong

The Breakfast Club Film and Adolescent Development Themes Free Essay Example, 2750 words

What do you care? You see us as you want to see us - in the simplest terms, in the most convenient definitions. You see us as a brain, an athlete, a basket case, a princess and a criminal. Correct? That's the way we saw each other at 7:00 this morning. We were brainwashed (IMDB) This statement sets up the premise of the film as the students begin by dismissing each other as being nothing more than representative of a series of stereotypes. The beginning of the film explores the way in which they see each other through their affiliation with other students of a similar type who are categorized according to similar aspects of the physical appearance as it connected to similar interests. Truths begin to emerge about the way in which each student individualizes their experiences within the social group in which they are identified. The students become divided into two groups; with John Bender remaining on the outside of those groups similar to his classification of criminal would place him outside of societal. Molly Ringwald’s character, Claire Standish and Emilio Estevez’s character Andrew Clark represent the more powerful groups in the high school atmosphere. We will write a custom essay sample on The Breakfast Club: Film and Adolescent Development Themes or any topic specifically for you Only $17.96 $11.86/pageorder now Clair is wealthy and wears stylish, expensive clothing and is very active in popular clubs and experiences. Andrew is a jock, his role based upon his skills in athletics. Claire and Andrew are involved in very different social groups, but are both popular and have a certain amount of power in the dynamic of the overall social structure of the school. The character of Brian and Ally Sheedy’s character Allison Reynolds play less popular students with Brian a part of the more intellectually based clubs and Allison being a loner whose social group may actually have no other members, although this is never fully clarified. Each of the characters begin being in conflict with each other. None of these groups, even in the divide between popular and unpopular, relates to the other. Through the development of conversation, however, they begin to find deeper concepts through which they relate. Both Allison and Andrew live in worlds where their personal identities are not the focus of how society sees them. Andrew is identified by his athleticism, but he has no idea who he is outside of that identity. Allison has defined herself through strange behaviors that create a wall between her and the outside world, and she has yet to find a place in which she can express her true self. Claire and John both live in worlds where their socio-economic position identifies them with a group in which their personal power is swallowed by the expectations of society.

My Personal Philosophy Of Education - 1335 Words

I tested into a progressivism teaching style in the â€Å"Finding Your Philosophy of Education Quiz.† While I enjoyed learning about the different philosophies and psychological influences of teaching, I prefer constructivism, social reconstruction, and progressivism due to their student-centered learning, hands-on or project based learning style, while making efforts to improve the world around them. I will be discussing why I chose progressivism, social reconstruction, and constructivism as my preferences, as well as the role of teachers and students in a democracy, how students learn, the subject matter of schools in a democracy, and the purpose and function of education are in a democracy. 1. Name your personal educational philosophy and†¦show more content†¦I prefer this influence over behaviorism because it coincides with the hands-on learning in progressivism, it allows students to shape their own understanding, it has a problem-solving emphasis, and it is student-centered rather than a teacher-centered classroom. By creating situations for students to learn from rather than telling them what they need to know, students may have a better appreciation for school and their education. I like that this influence believes that students bring their own knowledge and we just give them the tools to make improvements and grow as individuals. I think problem-solving is very important for growing children and young adults to help them think independently. 3. Identify the role of a teacher in a democratic society. The role of a teacher in a democratic society is to help empower students and guide them to understanding they are to be active participants in a democracy, in school and in life. As an educator, it is our job to ensure the safety and comfortability of all students, parents, and faculty in the school system. It is also our responsibility to give students the tools and context to aid in their growth as well as providing parents a peace of mind knowing their children are learning what they need to in a safe environment. We also have a standard to meet in the community; we are partially responsible for creating young adults who will be participating in the community they are in. It is ourShow MoreRelatedMy Personal Philosophy : My Philosophy Of Education1046 Words   |  5 Pagesmanipulate the information for their own use in the future. Choosing between the four, I would say my philosophical views line up more as an essentialist. My philosophy of education, is that every teacher and s tudent has an environment where they are challenged, yet still encouraged, in their instructional matter and teaching and learning strategies to prepare them to meet the goals set upon them. A philosophy is a search for wisdom in a particular area; it builds a framework of thinking, and guides instructionalRead MoreMy Personal Philosophy Of Education997 Words   |  4 Pages Philosophy of Education Discovering the place where personal values and expertise meet organizational values and needs offers a dynamic partnership opportunity. Mutual achievement of organizational academic quality and professional fulfillment provides a positive learning environment. Developing a personal philosophy of education enables an educator to understand and communicate the underlying basis for his or her approach to education. Sharing this philosophy provides valuable information forRead MoreMy Personal Philosophy Of Education1476 Words   |  6 Pages871 Foundations of Higher Education Summer 2015 Instructor: Joel Abaya, PhD Personal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents were highly educatedRead MoreMy Personal Philosophy of Education958 Words   |  4 PagesMy Personal Philosophy of Education It is customary that on New Year’s Eve, we make New Year resolution. The fact is that we are making a set of guideline that we want to live by. These are motives that we seek to achieve. In a similar way, teachers live by philosophy. This essay focuses on my personal philosophy of education. It unfolds the function of philosophy in a teacher’s life, my view on the purpose of education, the student teacher- relationship and the philosophy which influences myRead MoreMy Personal Philosophy : My Philosophy Of Education1844 Words   |  8 PagesMy philosophy of education is romanticism. According to Ryan, Cooper, and Bolick, romanticism can be defined as â€Å"a child-centered philosophy of education that condemns the influences of society and suggests that a child’s natural curiosity and the natural world should be used to teach.† I am a believer in â€Å"gaining knowledge through sensory experiences and interactions with your peers† (Ryan, Cooper, a nd Bolick, 2016). I agree with this philosophy because it says that the needs of the student areRead MoreMy Personal Philosophy Of Education1443 Words   |  6 PagesThese beliefs of education are known as the philosophy of education. The philosophy of education is defined as the influences of what is taught and how the students will be taught. Throughout my study in my education class and past experiences, my mind was expanded and I acquired sufficient knowledge to develop my own concept of my personal philosophy of education. First, I will clarify the reasons why I choose the profession of being an educator. The first reason has been my parents influenceRead MoreMy Personal Philosophy Of Education966 Words   |  4 Pages Personal Philosophy of Education Allyson C. Taylor EDUC 542 Dr. M. Derrick Regent University The definition of curriculum can be as mysterious as the curriculum itself. Oliva (2013) described the hunt for the curriculum as being similar to â€Å"efforts to track down Bigfoot, the Bear Lake Monster, [and] the Florida Everglades Skunk Ape †¦Ã¢â‚¬  (pg. 2). All of these elusive beings have left tracks, yet there isn’t a single photograph to prove their existence—just likeRead MoreMy Personal Philosophy Of Education873 Words   |  4 Pagesis a meaningful education? Throughout time many philosopher and educators have pondered on this question, leading to the development of theories and concepts that are present in the classroom today. In my personal experience, an educator philosophy is built over a course of time which is based on their knowledge and experience. An educator belief system is like a river, it changes and matures throughout its course, bending and changing as it progresses. Throughout the course of my educational careerRead MoreMy Personal P hilosophy Of Education1152 Words   |  5 PagesIntroduction My personal philosophy of education relies on the fundamental belief that every individual has inherent value, therefore designating education as an environment where students may grow in their self-worth through academic and relational support. Thus, the purpose of education is to provide individuals with the opportunity to learn about both content and about self, growing in their identity. Within this personal philosophy of education, I will further detail the aim of education, the roleRead MoreMy Personal Philosophy Of Education1244 Words   |  5 Pages before diving into a classroom, a teacher can have time to develop and broaden their philosophy of teaching—be prepared before they take that fatal plunge. So, in order to be best prepared for my future endeavors as an educator, I believe it is in my best interest to lay out a personal philosophy of education—a lay out that will aid me in times of need and a way to gauge change, progress, and growth through my Simps on College career. In doing so I will be prepared to be the best educator as I will

Academic Excellence Guarantees free essay sample

A Successful LifeIn this era of globalization, a good education is very important for each and everyoneof us in order to have a better and successful life in the future. Students in school andcollege have always been reminded to strive for excellence in their academic so that theycan graduate with flying colors and can easily get a better job compare to those who didnot did well in their academic.In my opinion, academic excellence does guarantees asuccessful life. Here are some of my reason for why academic excellence guarantees asuccessful life.First of all, a person with high education can easily decide what they want in their lifecompare to the person with low education because how educated we are influence thedecision making in our life. Being well educated too gives us the advantage to choose agood career because through our education, we can identify our own capabilities andwhat we are really good at. We will write a custom essay sample on Academic Excellence Guarantees or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Secondly, a person who have graduated from university are guaranteed to get a better career and good salary compare to the person who did not finish their studies. A personwho have owned their diploma or degree certificate have a higher opportunity to get the job than a person who did not owned any of the certificate and only depend on their jobexperience. This is because it shows that the person with the certificate have a better understanding and is capable of finishing a given task with less doubt than the personwith no certificate at all.Finally, a person who are well educated guarantees to have a better life compare to the person who only depends on their looks and talent. Good looks and talent may be anassets for certain people to be successful, however good looks can fade away anytime asit is not permanent while of course talent is a big part, but you need to be really lucky for example to get good opportunities to success. Whereas high knowledge will alwaysremain in you no ma tter how old you get or how lucky you are because with educationtheres no limitation in what can we do.In conclusion, I do agree that excellence academic guarantees a successful life becausenot only education can influence us to a better decision making in life but it also canguarantees us to get a better career and remain in us for eternal.

Trees free essay sample

At the age of three, I was a tree in the winter, with all my branches bare and waiting to be filled with the knowledge that the world would bring me. At the age of ten, I was a tree in spring ready to grow with new information and at fifteen I was a tree in the summer, my leaves full from what I had learned and experienced. Now, while my trees foundational roots will stay grounded, the leaves of familiarity will be shed, only to re-grow with my education at Notre Dame, specifically the Mendoza School of Business. I have chosen Notre Dame not only for what I will receive, but also for what I can give through service such as Best Buddies and the synchronized skating team. I can also share in faith-filled service in a way that only Notre Dame students can. Now, at 18, I am ready to be a tree in the fall, planted on the Notre Dame campus. We will write a custom essay sample on Trees or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Ernest Hemingway Example

Ernest Hemingway Example Ernest Hemingway – Term Paper Example Running head: ERNEST HEMINGWAY Ernest Hemingway ERNEST HEMINGWAY 2 Ernest Hemingway Ernest Hemingways novel â€Å"AFarewell to Arms† may contain one of the most desolate plots in all of the authors works (Istomina 761), but it is the novel that etched his place in the world of American Modern Literature. This novel is largely based on the authors real-life love story with an American nurse during his volunteer work with the Italian Army. The bitterness and desperation that the author went through with his first love is evident in this work. It is also said that his work shows the influences of his contemporaries (Dieguez 175) during the American Modern Literature era. In this novel, allusions to his lifes views and love affairs can be seen through styles and word play that are both the writers own and acquired from other writer friends. â€Å"A Farewell to Arms† was published in 1929, and talks about the authors real life experiences as a volunteer during the war. It i s a tragic love-story set during the World War I (Dieguez 175) that depicts the doomed love affair between Henry Frederic and Catherine Barkley (Istomina 761). Here, he is able to portray destruction and tragedy that is either brought upon ones self (i.e. poor judgment) or by inevitable and uncontrollable circumstances (i.e. wars) (Dieguez 178-9). Hemingway named several of his contemporaries as having important influence in his writing (Istomina 761). Some of these are Gertrude Stein, Ring Lardner, Ezra Pound, and Sherwood Anderson (Svoboda 173). Pound is one of Hemingways friends and is said to have taught him the concept of accurate representation or image in exchange for Hemingways lessons in boxing. This influence can be seen all throughout the novel particularly in his use of symbolism (Dieguez 198). For example, Hemingway speaks of the rain to symbolize the gloomy situations - something that can be considered as an accurate ERNEST HEMINGWAY 3representation of feeling s and foreshadowing of events (Svoboda 174). Additionally, Stein, much like Pound, is also one of Hemingways friends. She provided Hemingway with the concept of colloquialism that Hemingway utilized in his earlier published works. This is the use of present participles, prepositional phrases, and word repetition, which can also be seen in the novel â€Å"A Farewell to Arms.† Hemingways repetition of the word rain, wet, and water spoke of several of the authors feelings and thoughts in lesser lines (Dieguez 196). Furthermore, Hemingway had influences from other artists during his time. For example, Hemingways texts can be compared in a way to Cezanne paintings in terms of a sacred-like and simple touch (Svoboda 173). It can therefore be said that Hemingway is able to utilize such valuable influences from other artists to create the story that obviously refers to things that are personal to him. The amalgamation of the authors talent, his experiences, and the brilliant utilizat ion of various styles gained him his place in the world of literature.ReferencesDieguez, S. (September 08, 2010). A man can be destroyed but not defeated: Ernest Hemingways near-death experience and declining health. Frontiers of Neurology and Neuroscience, 27, 174-206.Istomina, J. (January 01, 2010). Ernest Hemingway. The Antioch Review, 68, 4, 761.Svoboda, F. J. (November 24, 2010). Art Matters: Hemingway, Craft, and the Creation of the Modern Short Story (review). The Hemingway Review, 30, 1, 173-175.

A Trip to Remember Personal Statement Example | Topics and Well Written Essays - 250 words - 1

A Trip to Remember - Personal Statement Example So it definitely was not an enjoyable experience to visit the beaches. But I must admit that the beaches are beautiful and I certainly do not mind a tan! Another downside to this vacation was the heat. It was a pity that we were surrounded by water but potable water was only available on the bigger Island. The sun was out on a killing spree and the tourists were the victims. Those who managed to survive the heat and sand, had another issue staring at them i.e. hunger! I am happy to say that the food was what made this vacation a vacation for me! The people there are very festive and happy and this clearly reflected in our eating experiences. In the one week that we stayed there, there was not a single meal or a restaurant that was not memorable for somebody in my family. We enjoyed all sorts of international cuisines. Another downside to this vacation was the heat. It was a pity that we were surrounded by water but potable water was only available on the bigger Island. The sun was out on a killing spree and the tourists were the victims. Those who managed to survive the heat and sand, had another issue staring at them i.e. hunger! I am happy to say that the food was what made this vacation a vacation for me! The people there are very festive and happy and this clearly reflected in our eating experiences. In the one week that we stayed there, there was not a single meal or a restaurant that was not memorable for somebody in my family. We enjoyed all sorts of international cuisines there.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

In Depth Review of Homeowner Policy Term Paper Example | Topics and Well Written Essays - 2250 words

In Depth Review of Homeowner Policy - Term Paper Example In Depth Review of Homeowner Policy As a policy holder myself, coverage differs from one policy to another. My homeowner policy covers for several things. It includes the physical property damages. In section 1, coverage A of the policy, it states that it pays for a certain percentage of the structure of the home when physically damaged. Included in this section are the roofing, flooring, light fixtures, appliances, kitchen appliances and washers. The policy also covers for the structures that are part of the main house but are considered extensions like the garage and fences however with a small percentage which is about 10 percent of the cost of the main structure insured. Additional living expenses during the peril of fire or lightning, windstorm or hail and explosions are covered too. This is when the owner seeks for a temporary lodging. It takes 20% reimbursement from the structural coverage of the property. My personal property is also covered but scrutinizing it shows some limitations. Jewelleries when not appra ised and scheduled separately in a policy will not be all covered when stolen. The amount limit to be paid only is $1000 even if the value of the jewelleries is three times the limit. In addition the policy exercises the limit in the China wares, cash, and firearms when stolen. In this connection, it is always best to protect personal properties. According to William (2007) it is advisable not to keep valuables in the bedroom because it is the most part of the house being searched by burglars. What is good in my policy is that it has an extra endorsement to cover for an expensive loss of personal belongings. However, if the insurance company pays the stolen personal properties, it is going to price it with today’s value and not the former price when you purchased that personal belonging before minus the depreciation value. However, to avail of these inclusions, the insurer has to make sure her policy has the broad form or the all peril coverage. Having this type of coverage w ould make the policy holder covered for everything with the exception of those within the exclusion of the policy. Most often, policyholders are tricked with this scheme where they believed there are no exceptions. Insurance companies are very tricky in their business that if there is no review done by the policyholder, he will fall into their trap. An example of this situation is the case of Ward Gen. Ins. Svcs. Inc. vs. Employers Fire Ins. Co. (CBS interactive, 2010) who went into hearing to dispute the payment of her loss regarding her data in the computer. The court found out that the loss was not included in the coverage because it was not a direct physical loss. Physical loss means material existence that is tangible (Viau & Kwasniewski, 2001). To this effect, it is clear that the insurer has also to understand the languages used by the insurance companies. The understanding of the term physical loss in the policy is not in congruent to the definition of the insurance company thus fighting the dispute in court is a disappointment on the policy holder’

The Field Of Genetic Counselling Psychology Essay

The Field Of Genetic Counselling Psychology Essay Over the past fifty years, the field of genetic counselling has been constantly evolving, often changing the roles and adjusting the values of genetic counsellors within the field. This progress can be monitored by looking at the genetic counselling literature from various decades and comparing fundamental values of the profession at a certain time period. In this paper, an evaluation of genetic counselling services is based on four studies conducted in 1970s and 2000s. These studies were on genetic counselling provided for neural-tube malformations by Morris and Laurence (1976), Duchenne muscular dystrophy by Emery et al. (1972), the role of genetic counselling in multidisciplinary metabolic clinic by Hartley et al. (2010), as well as on the genetic counselling for patients with psychiatric disorders (Hill and Sahhar 2006). The main focus of Morris and Laurence (1976) research was to assess the value of genetic counselling provided to couples who had a child with neural-tube malformations, an affected relative, or themselves had been suffering from these defects over the period of 8 years. The success of 160 genetic counselling sessions was measured by the clients reaction to counselling, accurate recollection of risks, and the appropriateness of the actions taken as a result of the risk numbers provided. In this study, genetic counselling consisted of two consultations. During the initial consultation, information on the origin, possible causes of the neural-tube malformation, and risk figures was given. In addition, the counsellor addressed the couples concerns and discussed the potential means of solving them using a nondirective approach (Morris and Laurence 1976). After the session, none of the couples had received the letter with the details of the consultation, it was only sent to their general p ractitioner. A two-hour follow-up consultation was arranged at the couples home, with a previous consent of the couple via a formal letter and the general practitioner. During this visit, a genetic counsellor had focused on the couples reactions to counselling, accurate recollection of risk information, and their decision on further pregnancy (Morris and Laurence 1976). The main purpose of Emery et al. (1972) study was to evaluate the effectiveness of genetic consultations given to women with confirmed diagnosis of Duchenne muscular dystrophy over the period of 4 years. The effectiveness of genetic counselling was measured in a similar way to the previously mentioned study, in addition to the influence of consultations on womens marital status. In contrast with the findings on neural-tube malformations (Morris and Laurence 1976), genetic counselling in this study consisted of two sessions and one follow-up visit. All three consultations differed in nature. Women referred to genetic counselling in this study were not aware of the exact risk numbers of them being a carrier for the X-linked Duchenne muscular dystrophy; therefore, the point of the first visit was to conduct a predictive test based on the serum levels of creatine kinase. As soon as the results were obtained, women came for the second consultation, where the information on the character o f the disease, their carrier status and risk figures was given. Similar to the study done on neural-tube malformations, Emery et al. (1972) implemented a nondirective approach into the genetic counseling sessions, with a slight emphasis on the importance of the risk figures given to women who were in the high risk group only. During a follow-up visit, a questionnaire was used to assess womens reactions to counselling and their views on future pregnancies. Neither counselled women nor their general practitioners received a detailed letter of the consultation. pg. 2 Both of the studies showed that the majority of clients seemed to have a fairly good apprehension of the disease nature and recall of the risk numbers, with the outstanding memory of clients falling into groups of very high and low risk. However, Morris and Laurence (1976) found that 23% of their clients had a very poor recall due to various reasons. It was quite surprising to see that nearly one-fifth of the couples were disappointed with the nondirectiveness of genetic counselling mostly because they were looking for someone to make decisions for them. The question that immediately comes to mind is: What are the reasons for disliking the nondirective approach? Was it because the counsellor did not provide enough psychological support? If the counsellor was concentrating on being nondirective and let clients be completely responsible for their own decisions, then the counsellor might have missed the opportunity to emotionally connect with the clients and give them enough confidence to make the decisions of their own. The evaluation of the effectiveness of genetic counselling in these two studies was mainly measured by the clients ability to retain information on risks, their attitude towards advice given, and their future decision making (Emery et al 1972; Morris and Laurence 1976). However, both of these studies had no emphasis on feelings of other family members about the disease, financial burden associated with the disease, and the social aspects of it. It was quite surprising to see that in the attempt to evaluate the effects of genetic counselling in Duchenne muscular dystrophy (Emery et al. 1972), there was no record of the actual feelings of the clients towards genetic counselling and the nondirective approach used. In my opinion, one cannot fully assess the attitude towards genetic counselling if it is measured through comprehension of the nature and risks of the disease, and not the emotional responses to the counselling process. It can be seen from both of the studies, that nondirective approach was used as a method for conducting genetic counselling. Over the past three decades, nondirectiveness was an integral part of genetic counselling (Kessler 1997). As a result, the information given to families had an emphasis on the genetic aspect of the disease, the risks associated with it and the importance of those risks. Genetic counsellors restrained themselves from participating in active discussion, giving advice or making any decision for the client. The study on Duchenne muscular dystrophy (Emery et al. 1972) clearly shows that the decisions associated with future pregnancies regardless of the risks were left entirely to the woman. Looking through the literature on genetic counselling, there seems to be a lot of criticism of nondirective approach and dissatisfaction of many genetic counsellors that have recently entered the field with it (Kessler 1997; Weil 2003; Weil et al. 2006). A high rate of dissatisfa ction with nondirective approach in the field could be well due to the fact that nondirectiveness was initially implemented in reproductive genetic counselling era, when genetic counsellors could only provide information on risks and prenatal testing, and left the decisions on family planning up to the clients (Weil 2003). This is well illustrated by the studies on neural-tube malformations (Morris and Laurence 1976) and Duchenne muscular dystrophy (Emery et al. 1972). The study done by Hartley et al. (2010) vividly shows how different the role of genetic counsellor is these days. It looks at a genetic counsellor as a part of one complex multidisciplinary environment providing a wide variety of health services to children with metabolic disorders. The distinct feature of the genetic counselling in such clinics is pg. 3 that the counselling sessions are provided continuously over the life span of a patient. In contrast with the genetic counselling services in 1970s, the counsellors in this type of clinical environment have an opportunity to fully engage with the client, an advantage of addressing every concern the patients family has, as well as providing a continuing emotional support (Hartley et al. 2010). The consultations themselves differ quite significantly from those taken place in reproductive genetic counselling era. During the first consultation, genetic counsellors do realize that the stress of recently diagnosed child with metabolic disorder often overrides the familys ability to take in the information on the disorder and risks associated with it. Keeping this in mind, genetic counsellors do not go into the genetic aspect of the disorder, but rather provide immediate psychosocial support and give an idea of what it means to live with a metabolic condition on the day-to-day basis (Hartle y et al. 2010). Looking back at the studies done by Morris and Laurence (1976) and Emery et al. (1972), one could see a possible downside of giving a whole lot of information in a single counselling session, which could be the underlying reason for clients poor recall of information when in distress. Therefore, the second consultation is usually held at least four months after the metabolic disorder is diagnosed. And it is during this session that the extensive information on the inheritance and nature of the condition, and the available community support groups (Hartley et al. 2010). The study done by Hill and Sahhar (2006) also shows a newly developing role of a genetic counsellor in the field of psychiatric genetics. Due to the current limitations in the knowledge of psychiatric genetics, most of the genetic counsellors work is devoted to providing helpful resources to the family, connecting them with support groups, emphasizing the importance of family support and helping to deal with the stigma associated with psychiatric disorders, however, the risks of recurrence are also explained. The counselling sessions also tend to be held over a long period of time, which gives clients more time to adapt to a genetic side of mental illness. The two recent studies are similar in a way that there was a detailed summary letter written to the clients with the information covered during the counselling session (Hartley et al. 2010; Hill and Sahhar 2006). In studies done by Morris and Laurence (1976) and Emery et al. (1972), it is quite understandable that if someone wants to measure the ability of a client to remember the information given, then no summary letter should be sent. However, such letter tends to be crucial with helping clients to fully understand and retain the information on the disorder if they were not able to concentrate on it during the counselling session (Hill and Sahhar 2006). These letters also serve as important starting point for sharing information within the family or with a general practitioner. Both of the recently done studies on the genetic counselling emphasize a psychosocial approach to genetic counselling rather than nondirective approach. It is quite interesting, because few years before these papers came out, Weil (2003) did raise a question of whether nondirective approach should continue to be recognized as the main ethos for genetic counselling, or whether a new approach, emphasizing psychosocial direction, should be developed. As Weil (2003) suggested, some crucial values of nondirectiveness, such as providing balanced information, not imposing the genetic counselors values on the counselee, and supporting counselee autonomy should be included in the central ethos of the genetic counselling practice in general, regardless of the approach used.

The Characteristics of Adolescents Essay -- Papers Young Adults Teenag

The Characteristics of Adolescents Works Cited Not Included Adolescence, the period of life between childhood and maturity, may be regarded as one of the most crucial stages through which the human individual passes in his journey from conception to death. For many, it is seen as the key stage in development. Changes in physique and the maturation of the reproductive system bring with them associated changes in emotions and the whole pattern of psychological characteristics is restructured as the individual strives to attain a sense of identity. Development in intellectual functioning provides the adolescent with the ability to question himself, his family, his world, and his values (Garrod, Smulyan, Powers, and Kilkenny, 1992). Adolescents begin to develop principles- not necessarily those that adults would like to have them develop- but nevertheless principles of conduct. They are deeply influenced by "what is done" among their peers or among people slightly older than themselves, whom they respect. Adolescents tend to revolt against whatever code of morals may be in vogue in their corner of the world, and they can become completely obsessed by almost any moral problem. They are normally prejudiced and uncompromising in whatever attitude they adopt. This stage of growth is a difficult one for them and for everyone else, but perhaps it is necessary as a step from the unthinking acceptance of childhood to the independent thinking of an adult. During this period, the adolescent is an unreasonable creature. He does a good deal of hard thinking, accompanied by endless hours of talking with his peers, about his philosophy of life. Int... ...cult to engage in discussions about problems that affect them, and less likely to respond on a feeling level than young women. Being the mother of two children, aged twenty-one and nineteen years of age, I am aware of how a youth's characteristics would impact on our session. I have never had a problem dealing with adolescents, as I am consistently interacting with teenagers on a regular basis. Therefore, I am familiar with the problems that might be addressed during therapy; such as the fear of disclosure, inability to see problem behaviours, and their view that counselling is punitive. As a result, I would use various micro skills that I have acquired over numerous years to make sure the counselling environment was as comfortable for the adolescent as possible, therefore allowing them to discuss their problems.

How Did the Constitution Guard Against Tyranny Essay

Have you ever wondered what the US would be like if our government was a tyranny? Well, thanks to our founding fathers for creating a strong constitution, we don’t have to worry about that. The constitution was written in 1787 in Philadelphia. The problem was that the existing government that was under the Articles Of Confederation wasn’t very successful. Therefore, the fifty-five delegates representing twelve out of the thirteen states came together to tweak our constitution to create a strong government without allowing one person, or group of people to have too much power. The framers used the Constitution to protect against Tyranny in three ways federalism, separation of powers, and checks and balances. One way that the framers protected against Tyranny was through federalism. â€Å"The different governments will each control each other, at the same time will be controlled by itself. † (Document A) By separating the two different governments ,it creates a double security to the rights of the people Commentary, and the two control each other and itself. Read more: Tyranny constitution essay This guards from a tyranny because it keeps the power completely separated between central and state government but keeping the power even at the same time, so that one doesn’t inherit too much. Document A states that powers given to the central government include: regulate trade, conduct foreign relations, provide an army and navy, declare war, print and coin money, set up post offices, and make immigration laws. Powers given to the states include: set up local governments, hold elections, establish schools, pass marriage and divorce laws, and regulate in-state business. The two different parts government hold their own different powers and responsibilities that are both limited and shared to keep it fair. This guards from tyranny because it splits up the rolls between the central and state government but still keeps them even. Federalism is one of the main ways framers used to protect against tyranny. Another way the framers used the Constitution to protect against tyranny was separation of powers. â€Å"(L)iberty requires that the three great departments of power should be separate and distinct. (Document B) For our government to be successful we much create three main levels of government where powers are distributed. This guards from tyranny because it makes sure that no branch has more power than one another because they check each other. Document B states that in the Constitution article 1 section 1, article 2 section 1 clause 1, and article 3 section are about the three separate branches in our government and what responsibilities that each o ne holds. With our government having three different branches each one has its own limited powers that make a democracy possible. This guards against tyranny because no branch overpowers each other, nobody gets too much power, and the powers are evenly distributed. Separation of powers is one of the main things framers used to protect against tyranny. A third way that the framers used the Constitution protects against tyranny was checks and balances. â€Å"†¦ The constant aim is to divide and arrange the several offices in such a manner as that they check on the other†¦ The main goal is to make sure that each of the three branches have control over each other but still separated. This protects against tyranny because each branch has powers the control one another. In document C it states how each level of government limits and balances each other out to keep the powers even, and how our government is constitutional. Each different part of the government has three separate branches t he uses the Method checks and balances to keep power even and to have control over each other. This guards from tyranny because by keeping all of them limited with what they can do and in control of each other keeps it from one branch getting more power than another. Checks and balances is one of the main things the framers used to protect against tyranny. Federalism, Separation of powers, and checks and balances were the three ways that the framers used the constitution to protects our government against a tyranny. Paragraph 1 came from document A stating how federalism played a part in protecting against tyranny by creating double security for the people. Paragraph 2 came from document B stating how the separation of powers played a part in protecting against tyranny by creating three branches of government with separate powers. Paragraph 3 came from document c stating how checks and balances played a part in protecting against tyranny by making sure each branch had certain powers and also controlled each other at the same time. The founding fathers took advantage of the holes in the Articles of Confederation and used their knowledge to create a stronger constitution that today still guards from tyranny affecting our government.

A Brief Note On M Northwest Assistance Ministries, A Non...

N.A.M Northwest Assistance Ministries is a non-profit, community-based, multi-program social service agency. The mission statement is to strive to meet basic human needs through neighbors helping neighbors. Basic services are provided by The Emergency Basic Needs Program offering a variety of emergency services including shelter, food, energy bills, prescriptions (non-narcotic), gasoline vouchers, transportation, bus tokens, clothing, financial help with rent/mortgage, school supplies, referrals, and holiday food and toys. Northwest Assistance Ministries values are maintaining a strong commitment to their mission of meeting basic human needs through Neighbors helping Neighbors; fostering a spirit of respect and charity; striving for excellence in all that they do; and strengthening connections with their spiritual, funding, and volunteer partners. NASW Code of Ethics took after by the office staff were: service with the essential objective of helping individuals in need and to address social issues. Dignity and worth of the individual was an alternate code of morals; treating every individual in a minding and aware style, while staying aware of individual contrasts and social and ethnic assorted qualities. To wrap things up, informed consent giving administrations to customers just in the connection of an expert relationship based, when suitable, on substantial educated assent. The organizational structures of NAM are as includes the Board of Trustee along with the ExecutiveShow MoreRelatedExploring Corporate Strategy - Case164366 Words   |  658 Pagescapture the richness and complexity of real-life management situations and we would also encourage readers and tutors to take every possible opportunity to explore the live strategic issues of organisations – both their own and others. 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