Developing Yourself as an Effective Team Member (M2.34)

DEVELOPING YOURSELF AS AN EFFECTIVE TEAM MEMBER (M2. 34) Understanding teams and teamwork The difference between a team and a group is that a team is internally organized, with specific roles for different members of the team. They all have the same aim and goal. A group is just a collection of people with something in common but each individual has a different goal.The  Forming – Storming – Norming – Performing  model of  group development  was first proposed by  Bruce Tuckman  in 1965, who maintained that these phases are all necessary and inevitable in order for the  team  to grow, to face up to challenges, to tackle problems, to find solutions, to plan work, and to deliver results. A group will become a team when the members understand the value of being together, personally and professionally, individually and organisationally. Their aims and objectives become one and it becomes well known that their goal will be best achieved through mutual support.Likewise, these factors also indicate when a group will become a team: * each team member’s viewpoint is respected and considered * regular meetings are held between team members and progress is observed * there is the feeling of trust and members are encouraged to apply their individual skills and talents to the task * sense of ownership is inculcated in all members * conflict is viewed as an opportunity for new ideas, creativity and improvement An example of when a group will become a team:A group of people walk into a lift. They all have different goals and agendas for being on the lift. The group becomes a team when the lift breaks down. Now they all have the same goal: Get out of the lift! The characteristics of a good team are: a clear, elevating goal understood by all, a results-driven structure, competent members who trust the judgement of others, unified commitment, a collaborative climate, and standards of excellence, principled leadership and members willin g to take risks.The advantages of working in a team are a combination of strengths you can get a good range of abilities, fields of expertise and personality types, a range of opinions: a group meeting is often very useful for ironing out flaws in a plan, testing it out, spotting pitfalls, divided responsibility: the team structure allows those who have strengths in a particular area to take more responsibility for that area, team spirit, opportunity to learn from others and to share ideas, motivation and a sense of belonging. Importance of communication within a teamTeam communication is significant because it has the  ability  to either build the team or tear it down. When communication is absent or ineffective in a team, the team unity will suffer. There will be lack of vision, motivation and purpose for existing. Where there is effective group communication, the group operates with one mind, spirit and common goal. Without team communication there is confusion, misunderstand ings and unhappy members. Group communication allows members to freely express themselves, and can provide accurate and comprehensive information.Communication in a team creates an environment of safety and security. Communication barriers: Language Language may act as a barrier to communication  even when communicating in the same language. The terminology used in a message may act as a barrier if it is not fully understood by the receiver. For example, a message that includes a lot of specialist jargon and abbreviations will not be understood by a receiver who is not familiar with the terminology used. DeafnessIn many instances hearing people will not take the time or make the effort to communicate with deaf people effectively. This is possible because they feel embarrassed or have no understanding of deafness. The deaf person feels frustrated and isolated from using vital services and support that have a right to access. Cultural Cultural barriers are a result of living in an e ver shrinking world. Different cultures, whether they are a societal culture of a race or simply the work culture of a company, can hinder developed communication if two different cultures clash.Deal with conflict in a team Some examples of behaviour that cause conflict in a team are: * putting the blame on someone else for your mistakes * force your own ideas on people * interrupt people when they are talking One method of reducing the first type of behaviour is admitting when you are in wrong or when you make a mistake and apologise to the rest of the team. Review own performance as a team member Belbin’s team roles are used to  identify people's behavioural strengths and weaknesses in the work place.This information can be used to: * Build productive working relationships * Select and develop high-performing teams * Raise self-awareness and personal effectiveness * Build mutual trust and understanding * Aid recruitment processes My team role is a co-ordinator and I feel I do fit my role when working in a team. I think I do perform well because I am confident and can express my ideas and viewpoints clearly. I do not hesitate to challenge or pick out the flaws out of other team member’s suggestions.What I do well is I am able to take control and lay down some discipline and order, I can listen to everyone’s opinions and ideas and I can include all team members. What I could do better is to be a little less demanding, less intimidating and control my temper as I get impatient with team members who are not willing to contribute. I could reduce my impatience by adopting a more calm; gentle but firm approach towards those team members who are not contributing as well I would want them to.

A 20th Century Leader

‘Robert Kennedy: His Life’ is the autobiography of Robert F. Kennedy (popularly referred to as RFK). It was written by Evan Thomas, a former senior editor of Newsweek in Washington.He was the first biographer to have access to Kennedy’s personal papers as attorney general. Thought the book contains no shocking revelations, there is a lot of fresh information gathered from Robert’s surviving colleagues, files and other sources. In the book, Thomas gives an elucidation of the man’s strengths as well as failures, and discloses the complex web of relationships in the Kennedy family.Depicting RFK as a man whose ‘house had a lot of mansions’, Thomas refers to him as ‘the lucky one’. Throughout the book, Thomas brings out the many phases of Kennedy’s personality. He was a very rich individual who could act like a spoiled child one day, and show sympathy to the minorities the next. Though the book honors a man whose potential was cut short too soon, Thomas’ book focuses on a man, a family and an era about whom Americans will never fully understand.Robert was the younger brother of U.S. President John F. Kennedy (JFK). Born on November 20, 1925, he was the seventh born of Rose Fitzgerald and Joseph P. Kennedy. After living in Brookline, Massachusetts for two years, Robert and his family moved severally to mansions located in different parts of New York such as Riversdale and Bronxville.Robert schooled at Riversdale and Bronxville elementary schools till 5th grade, and then moved to Riverdale Country School for 6th grade. In 1938 when 12 years old, Robert took his first trip abroad with his family to England, where his father was serving as an American envoy. After finishing high school in 1943, Robert was drafted into the U.S. Naval Reserve as a trainee seaman.Robert Kennedy’s involvement in politicsAccording to Brian (1996), when World War II broke out, Robert took a break from studies at Harvard and joined the U.S. Navy. After the war, he went on to complete his studies and graduated with a law degree from University of Virginia. In the 1950s, he served as a counsel to a US Senate committee probing labor unions, leading to his open feud with the Teamsters leader Jimmy Hoffa.Robert’s political career is more closely associated with his brother, JFK. He oversaw JFK’s successful campaigns for the US Senate in 1952 and the presidency in 1960, and then was appointed as Attorney General in John’s administration.He was at the forefront of enforcing civil rights measures in the South and became the president’s closest adviser on all issues, for example foreign policy matters such as the Cuban missile crisis. After his brother’s assassination in 1963, Robert continued to serve in the Lyndon Johnson government as Attorney General and was unhappy that Johnson overlooked him for vice-presidency in 1964.Robert ran successfully for senator of Ne w York. As senator, he was loved by African Americans and other minorities such as immigrant groups and Native Americans. He spoke convincingly in favor of the excluded, disaffected and impoverished, hence getting the support of social justice campaigners and leaders of the civil rights struggle.He backed President Johnson on domestic matters, particularly civil rights and the war on poverty, but did agree with him over the war in Vietnam. By 1968, he was one of the most vocal advocates against the American policy on Vietnam. On domestic policy however, he became more and more liberal and developed a soft spot for the dispossessed and the minorities.Robert declared his candidacy for the US presidency in early 1968. He was assassinated on June, 5, 1968 at the Ambassador Hotel in Los Angeles just after delivering a speech to his supporters upon capturing the California primary. He was pronounced dead the following morning.Attitudes and ApproachAccording to Brian (1996), Robert as a ch ild was frequently the target of his father’s domineering temperament. However as he got older, he won the admiration of his father and brothers through his competitiveness. During his brother’s campaigns, Robert was more tenacious, passionate and involved than the candidate himself, aggressively tackling every detail and fighting every battle.

Role of Indian Banks in the Growth of the Indian Economy

{draw:g} {draw:custom-shape} SSUB INTRODUCTION: In the current global order, where the world has become a big village, consumers take a global look at the products and services in terms of price, quality, delivery and after-sale services. This trend has sown the seeds of competition in every sector of economy and banking sector is no exception to this event. Banking, the world over, has been changing at a spectacular pace. This change is due to multifarious factors like the need to be efficient in functions, thirst for becoming finance superpowers than mere banks, growing importance of private banking, the rise in high net worth individuals, etc. the decade of 90s has witnessed a sea change in the way banking is done in India. Technology has made tremendous impact in banking. â€Å"ANYWHERE BANKING† and â€Å"ANYTIME BANKING† have become a reality. Growing integration of economies and the markets around the world have made global banking a reality too. The surge in globalization of finance has also gained momentum with the technology advancements, which have effectively become overcome the national borders in the financial services business. India, as we know, is one of the 104 signatories of Financial Services Agreement (FSA) of 1997. This gives Indian banks an opportunity to expand on a quid pro quo basis. BANKING IN INDIA: Banking in India originated in the last decades of the 18th century. The oldest bank in existence in India is the State Bank of India, a government-owned bank that traces its origins back to June 1806 and that is the largest commercial bank in the country. Central banking is the responsibility of the Reserve Bank of India, which in 1935 formally took over these responsibilities from the then Imperial Bank of India, relegating it to commercial banking functions. After India's independence in 1947, the Reserve Bank was nationalized and given broader powers. In 1969 the government nationalized the 14 largest commercial banks; the government nationalized the six next largest in 1980. Currently, India has 96 scheduled commercial banks (SCBs) – 27 public sector banks (that is with the Government of India holding a stake), 31 private banks (these do not have government stake; they may be publicly listed and traded on stock exchanges) and 38 foreign banks. They have a combined network of over 53,000 branches and 17,000 ATMs. STRUCTURE OF BANKING SYSTEM IN INDIA: The following figure represents the structure of Indian Banking System. {draw:frame} ROLE OF BANKING SECTOR IN THE GROWTH OF INDIAN ECONOMY: Money lending in one form or the other has evolved along with the history of the mankind. Even in the ancient times there are references to the moneylenders. Indian history is also replete with the instances referring to indigenous money lenders involved in the business of money lending by mortgaging the landed property of the borrowers. Towards the beginning of the 20th century, with the onset of modern industry in the country, the need for government regulated banking system was felt. Reserve Bank of India was set up to regulate the formal banking sector in the country. But the growth of modern banking remained slow mainly due to lack of surplus capital in the Indian economic system at that point of time. Modern banking institutions came up only in big cities and industrial centers. The rural areas, representing vast majority of Indian society, remained dependent on the indigenous money lenders for their credit needs. Independence of the country heralded a new era in the growth of modern banking. In 1969, Indian government took a historic decision to nationalize 14 biggest private commercial banks. A few more were nationalized after a couple of years. This resulted in transferring the ownership of these banks to the State and the Reserve Bank of India could then issue directions to these banks to fund the national programs, the rural sector, the plan priorities and the priority sector at differential rate of interest. However, after almost two decades of bank nationalization some new issues became contextual. The service standards of the public sector banks began to decline. Their profitability came down and the efficiency of the staff became suspect. Non-performing assets of these banks began to rise. The wheel of time had turned a full circle by early nineties and the government after the introduction of structural and economic reforms in the financial sector, allowed the setting up of new banks in the private sector. The new generation private banks have now established themselves in the system and have set new standards of service and efficiency. These banks have also given tough but healthy competition to the public sector banks. MODERN DAY ROLE: Banking system and the Financial Institutions play very significant role in the economy. First and foremost is in the form of catering to the need of credit for all the sections of society. The modern economies in the world have developed primarily by making best use of the credit availability in their systems. An efficient banking system must cater to the needs of high end investors by making available high amounts of capital for big projects in the industrial, infrastructure and service sectors. At the same time, the medium and small ventures must also have credit available to them for new investment and expansion of the existing units. Rural sector in a country like India can grow only if cheaper credit is available to the farmers for their short and medium term needs. Credit availability for infrastructure sector is also extremely important. The success of any financial system can be fathomed by finding out the availability of reliable and adequate credit for infrastructure projects. Fortunately, during the past about one decade there has been increased participation of the private sector in infrastructure projects. The banks and the financial institutions also cater to another important need of the society i. . mopping up small savings at reasonable rates with several options. The common man has the option to park his savings under a few alternatives, including the small savings schemes introduced by the government from time to time and in bank deposits in the form of savings accounts, recurring deposits and time deposits. Another option is to invest in the stocks or mutual funds. In addition to the above traditi onal role, the banks and the financial institutions also perform certain new-age functions which could not be thought of a couple of decades ago. The facility of internet banking enables a consumer to access and operate his bank account without actually visiting the bank premises. The facility of ATMs and the credit/debit cards has revolutionized the choices available with the customers. The banks also serve as alternative gateways for making payments on account of income tax and online payment of various bills like the telephone, electricity and tax. The bank customers can also invest their funds in various stocks or mutual funds straight from their bank accounts. In the modern day economy, where people have no time to ake these payments by standing in queue, the service provided by the banks is commendable. While the commercial banks cater to the banking needs of the people in the cities and towns, there is another category of banks that looks after the credit and banking needs of the people living in the rural areas, particularly the farmers. Regional Rural Banks (RRBs) have been sponsored by many commercial banks in severa l States. These banks, along with the cooperative banks, take care of the farmer-specific needs of credit and other banking facilities. FUTURE: Till a few years ago, the government largely patronized the small savings schemes in which not only the interest rates were higher, but the income tax rebates and incentives were also in plenty. The bank deposits, on the other hand, did not entail such benefits. As a result, the small savings were the first choice of the investors. But for the last few years the trend has been reversed. The small savings, the bank deposits and the mutual funds have been brought at par for the purpose of incentives under the income tax. Moreover, the interest rates in the small savings schemes are no longer higher than those offered by the banks. Banks today are free to determine their interest rates within the given limits prescribed by the RBI. It is now easier for the banks to open new branches. But the banking sector reforms are still not complete. A lot more is required to be done to revamp the public sector banks. Mergers and amalgamation is the next measure on the agenda of the government. The government is also preparing to disinvest some of its equity from the PSU banks. The option of allowing foreign direct investment beyond 50 per cent in the Indian banking sector has also been under consideration. Banks and financial institutions have played major role in the economic development of the country and most of the credit- related schemes of the government to uplift the poor and the under-privileged sections have been implemented through the banking sector. CONCLUSION: The Indian banking system is financially stable and resilient to the shocks that may arise due to higher non-performing assets (NPAs) and the global economic crisis, according to RBI. Following the financial crisis, new deposits have gravitated towards public sector banks. According to RBI's ‘Quarterly Statistics on Deposits and Credit of Scheduled Commercial Banks: September 2009', nationalized banks, as a group, accounted for 50. 5 per cent of the aggregate deposits, while State Bank of India (SBI) and its associates accounted for 23. 8 per cent. The share of other scheduled commercial banks, foreign banks and regional rural banks in aggregate deposits were 17. 8 per cent, 5. 6 per cent and 3. 0 per cent, respectively. With respect to gross bank credit also, nationalized banks hold the highest share of 50. per cent in the total bank credit, with SBI and its associates at 23. 7 per cent and other scheduled commercial banks at 17. 8 per cent. Foreign banks and regional rural banks had a share of 5. 5 per cent and 2. 5 per cent respectively in the total bank credit. NRI fund inflows increased since April 2009 and touched US$ 45. 5 billion on July 2009, as per the RBI's February bulletin. Most of this has come through Foreign Currency Non-resident (FCNR) accounts and Non-resident External Rupee Accounts. India's foreign exchange reserves rose to US$ 284. 6 billion as on January 8, 2010, according to the RBI's February bulletin. The State Bank of India (SBI) has posted a net profit of US$ 1. 56 billion for the nine months ended December 2009, up 14. 43 per cent from US$ 175. 4 million posted in the nine months ended December 2008. Amongst the private banks, Axis Bank's net profit surged by 32 per cent to US$ 115. 4 million on 21. 2 per cent rise in total income to US$ 852. 16 million in the second quarter of 2009-10, over the corresponding period last year. HDFC Bank has posted a 32 per cent rise in its net profit at US$ 175. million for the quarter ended December 31, 2009 over the figure of US$ 128. 05 million for the same quarter in the previous year. Government Initiatives: In its platinum jubilee year, the RBI, the central bank of the country, in a notification issued on June 25, 2009, said that banks should link more bran ches to the National Electronic Clearing Service (NECS). In the Third Quarter Review of Monetary Policy for 2009-10, the RBI observed that the Indian economy showed a degree of resilience as it recorded a better-than-expected growth of 7. 9 per cent during the second quarter of 2009-10. In its Third Quarter Review of Monetary Policy for 2009-10, the RBI hiked the Cash Reserve Ratio (CRR) by 75 basis points (bps) to 5. 75 per cent, while keeping repo and reverse repo rates unchanged. According to the RBI, the stance of monetary policy for the remaining period of 2009-10 will be to: Anchor inflation expectations and keep a vigil on inflation trends and respond swiftly through policy adjustments, Actively manage liquidity to ensure credit demands of productive sectors are met adequately, Maintain an interest rate environment consistent with financial stability and price stability. Exchange rate used: 1 USD = 46. 29 INR (as on January 2010) 1 USD = 46. 66 INR (as on December 2009) Thus it can be concluded by saying that the role of the banks has been important, but it is going to be even more important in the future.

The Kitchen is a Fickle Mistress Essay Example | Topics and Well Written Essays - 500 words

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Marketing concept - Assignment Example It will then examine why Beats Electronics used this particular concept and the extent to which it has been forced to accommodate changing trends in consumer trends and the resources that were deployed in marketing this concept and finally the analysis will consider how this concept enabled the firm to enhance on its business performance. Increasingly, firms are placing more emphasis on retaining their customers and often it takes a significant amount of effort, time as well as money in both attracting a new customer. Creating long term customers are seen as most beneficial (Gronroos & Voima, 2011). Relationship marketing is one of the theories which can be used to not only develop but also to liquidate the relationships that firms have with their customers in a manner that not only creates value, but also enhances on the firm’s level of competitiveness (Gronroos & Voima, 2011). Service quality is also another theory that seeks to explain customer value and here the quality of the provided service or product is exactly how the customer wishes it to be. In many instances, customers have a significantly wider speculation of quality which means that firms have to determine the quality in the same manner as their customers (Shamim & Ghazali, 2014). In the case of Beats Electronics, both Dr.Dre and Jimmy Iovine wished to provide the customer with similar headphones to the ones Apple had in the market but with better sound quality (Helm, 2014). Service quality in this instance is made up of two distinct parts which is the expected and perceived service. The perceived quality is made of two aspects: one is technical which is what the customer gets and customers often look to this aspect since it provides an overview of how the firm’s products can provide a technical solution to the problem (Shamim & Ghazali, 2014). The other aspect is functional which strives to examine the

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Nature versus Nurture - Essay Example erived from the review of the theories, it has been observed that deciding whether the behavior of exhibited by human are genetic or learned is quite difficult. Nevertheless, it has been clearly observed that the impact of environment on the behavior of human being is largely apparent in many of the theories conducted in the filed of human growth and development. Human growth and development is an integral part of human life cycle. In order to describe the human growth and development, it is extremely important to acquaint with the concept of development. In this regard, development is a conception of continuous process. It is also describes that the growth and development is a periodical process, which changes over the time as human beings are matured. The process of growth and development helps human to think logically and perceive things rationally which will influence human to maintain all the responsibilities towards the society. The development process starts when a child is born and continues throughout the life (Ruffin, 2013). With this concern, the easy analyzes the seven theoretical perspectives of human growth and development and draws three inferences explaining on going debate of Nature versus Nurture related to lifespan. The human growth and development is a conception, which mainly depends upon several theoretical approaches. In order to explain the importance of the theoretical approaches it has been stated that the theories mainly works as a supportive factor to judge the world with the proper logic as well as in a balanced way. Besides, there are several theories that help people to understand that process of development of human personality as well as the nature and reasons behind the behavioral approach of a human. The theoretical approaches of human growth and development also describe the influence of human action on the environment. It has been also describes that the several theories are based on critical approaches of social and

Interpretation & evaluation of one theory belonging to H.L.A. Hart in Term Paper

Interpretation & evaluation of one theory belonging to H.L.A. Hart in book 'Concept of Law' - Term Paper Example However, his perception on positivism may be defined as the pinnacle of his argument. The central perception that makes this topic outstanding in the ears of the audience is the compelling attitude which it triggers from both convictions. Harts seems to perceive a differing conviction on legal positivism as compared to Ronald Dworkin. The focus of this essay will be narrowed on evaluating the perception embraced by H. L. A. Hart, and subsequently evaluating its contribution to contemporary law. Hart presents a valid argument over the challenges anticipated in the dispensation of the law, however, he does not offer an acceptable path towards the establishment of the proposed solutions to the problem. Interpretation The topic of legal positivism has been re-evaluated accordingly following the erupt of various thinkers airing a varying opinion on the subject. The central argument has been the interrelation shared by the theory and other models of the law, especially on the aspect of sum mation (Coleman 64). Hart argument is distributed in phases, where there exists the primary phase and the secondary phase of execution. The central argument aired by H. L. A. Hart is that the primary rules implicate or impose the observation of the law. This understanding is best exemplified via criminal law, where the law is exercised directly against the injustices and atrocities committed. H. L. A. Hart proceeds to argue that for the primary law to be effective, there needs to be a set of regulation that enacts its enforcement. To this, H. L. A. Hart presented the existence of the secondary phase of law. His assertion on the secondary phase identified various check mechanisms that steer towards the realization of an effective justice system (Hart 89). H. L. A. Hart harbours an opinion that the exercise of the law revolves around the presence of a sufficient check system that ensures its observation is based or founded on the platform of fairness and equity. In the quest to offer an elaborate illustration of this perception, H. L. A. Hart proceeds to illustrate a set of options that are embroiled under the secondary phase. This is captured under a set of rules that aim at reinforcing the continuity of the primary phase. In his opinion, the rules include the rule of the acknowledgement where the public is invited to share opinions on the course taken by the law. Subsequently, the stipulations of the law will further be analyzed via the involvement of supplementary quantification mechanism. On reference, there are options such as the rule of alterations, commonly referred to as the rule of change. The central argument aired alongside this proposal is the perception that rules can be established, altered or redeveloped to match the task of reference (Hart, 78). This implies that the law is never static; a fundamental understanding which Hart believes can only be reinforced via the embrace of the secondary phase of law. Subsequently, Hart is convinced that their desires to be established a set of stipulations that are to be undertaken upon the corruption of the law. This includes issues such as immediate therapy upon the dissemination of the inappropriate or erroneous law. On this regard, Hart proposes the embrace of the rule of Adjudication as a methodology of ensuring that the dissemination of the law is undertaken via the justified manner. A deeper analysis of this perception indicates that the incidences upon which the law is observed

Mis-wanting Assignment Example | Topics and Well Written Essays - 250 words

Mis-wanting - Assignment Example The market for weight loss programs, skinny diets and slimming pills is so huge that you can easily purchase anything that can help you lose those extra pounds at almost everywhere. Because of this brainwashing, most women are convinced that they will be completely happy if they will look like those model-like figures on TV and would even venture with non-healthy regimens to attain this. However, most of the people I know who underwent the same dilemma during their teens soon realized that they can still be happy even if they are fat. Some were even unsatisfied with their lives after reaching their target weight. According to Gilbert & Wilson, â€Å"We may misconstrue events, misunderstand ourselves misinterpret our feelings – and any of these mistakes can be a cause of miswanting.† (p. 194). And so we must take into consideration that true happiness and satisfaction can be achieved by simply having the things that will holistically improve our sense of self-worth and c ontentment. What we want to become in the future might not necessarily bring us bliss thus we should be grateful of whatever fate gives us and try to find light in every

Literature - Dr Jekyll and Mr Hyde, The Picture of Dorian Gray and The Essay

Literature - Dr Jekyll and Mr Hyde, The Picture of Dorian Gray and The Time Machine - Essay Example In describing the human experience during the fin de seicle era, sociologist Marshall Berman says â€Å"they are moved at once by a will to change – to transform both themselves and their world – and by a terror of disorientation and disintegration, of life falling apart† (Berman, 1982). Through this statement, it is easy to see the conflicting emotions of an individual experiencing the type of rapid change that has characterized society since this period. As the people living during this period became more familiar with the concepts of Sigmund Freud and the hidden recesses of the mind and the ideas of Charles Darwin and the processes of natural selection and evolution, it became a necessity to examine the beliefs and customs of their inner selves. No longer was the world considered stable so the only center of gravity had to be found within, yet the world within was even more threatening. Many of the old values were shifting as factories rose and cities were bui lt. Women were gaining new freedoms and the old aristocracy, with its life of leisure and waste, was slowly falling into disrepute as enterprising and hard-working individuals from the lower classes began to make names for themselves, building up a middle class that valued work above play and based wealth upon monetary measures rather than the size of one’s property holdings. The resulting clash of values also constituted a meeting between the self and the other, as landed gentry struggled to come to grips with the new boldness of the rising middle class. It was during the fin de seicle era in particular that the question of the inner nature of man and his ultimate direction in life were made the focus of scientific study at the same time that the pace and direction of life were thrown into chaos, explaining this period’s fascination with the concept of the monstrous. The novel The Strange Case of Dr. Jekyll and Mr. Hyde, written by Robert Louis Stevenson in 1886, presents the ultimate

John Steinbacks Of Mice and Men Essay Example for Free

John Steinbacks Of Mice and Men Essay John Steinbacks Of Mice and Men is a tale of two travelling workers in the harsh depression years of 1930s America. Steinback uses a Cyclical Structure upon finishing the book I noticed many similarities between the first and last chapter. The first similarity was the location. In Chapter One Steinback mentions a deserted place near a non-flowing pool, and then introduces both Lennie and George, the same happens in the last chapter but this time Lennie is alone having run away from the ranch. Lennie is shown to the readers as simple-minded and so Steinback uses this to an advantage; His huge companion dropped his blankets and flung himself down and drank from the surface of the green pool; drank with long gulps, snorting into the water like a horse Lennie dipped his whole head under, hat and all, and then he sat up on the bank and his hat dripped down on his blue coat and ran down his back Lennie dabbled his big paw in the water and wiggled his fingers so the water arose in little splashes; rings widened across the pool to the other side and came back again, Lennie watched them go. Look George. Look what I done. Steinback mentions the drinking of the pool water later in Chapter Six. The second similarity that I noticed was of the dream that Lennie and George shared. Just like a little child, Lennie likes the idea of their dream and asks for it to be repeated on numerous occasions. The most significant times are mentioned in the book; at the beginning where they both feel that they are able to achieve the dream and at the end, just before George shoots Lennie. Lennie has this problem where once he holds onto to something he cant let go. In Chapter One George and Lennie are running away from a ranch in Weed, due to Lennie holding onto a girls red silk dress, as he felt the silk, the girl thought that she was going to be sexually assaulted and so panicked. She ran off to tell the other ranch workers giving George and Lennie time to run off. In the Last Chapter Lennie runs from the Soledad ranch to the brush area because he killed Curleys wife. Having to put up with Lennies bad behavior, George feels pressurized and so says that he could live a lot better without Lennie; Why, I could stay in a cat house all night. I could eat any place I want, hotel or any place, and order any damn thing I could think of. This is all mentioned in Chapter One and in the last chapter Georges feelings are represented by Lennies hallucination in the form of Aunt Clara; And then from out of Lennies head there came a little fat old woman. She wore thick bulls-eye glasses and she wore a huge gingham apron with pockets, and she was starched and clean. She stood in front of Lennie and put her hands on her hips, and frowned disapprovingly at him. And when she spoke, it was in Lennies voice. I tol you an tol you, I tol you Min George because hes such a nice fella an good to you But you dont never take no care. You do bad things. You never give a thought to George, hes been doin nice things for you alla time. When he got a piece a pie you always got half or moren half All the time he coulda had such a good time if it wasnt for you. He woulda took his pay an raised hell in a whorehouse, and he coulda set in a poolroom an played snooker. But he got to take care of you. Knowing that he has done something bad this time, Lennie reflects back the entire sayings that him and George said before going to work on the ranch in Soledad. From the Ketchup argument Lennie threatens to leave George and climb up into the mountains, yet again in the last chapter he threatens to go off into the caves to Aunt Clara. Steinbacks use of language describing the water snake and the heron gives the reader a very secretive message; If your not careful something bad may happen, and just like the watersnake being caught by the heron, the watersnake represents Lennie and the heron represents George.

Anorexia and Bulimia Risk Factors

Anorexia and Bulimia Risk Factors Exploring Eating Disorders It is nearly impossible to walk past the aisles in stores without seeing headlines promising secrets to weight loss. Our cell phones are full of advertisements and videos of exercise routines. In the United States being thin has become a national obsession and places unrealistic expectations on what makes a female beautiful. To keep up with these expectations, females become dissatisfied with their bodies. With body dissatisfaction being the single most powerful contributor to the development of eating disorders, it is not surprising that these disorders continue to rise (Comer, 2015). The common eating disorders recognized by the Diagnostic and Statistical Manual are anorexia nervosa (AN), bulimia nervosa (BN), and binge eating disorder (BED) (APA, 2013). The focus of this paper is on the formally recognized eating disorders, anorexia and bulimia.   Briefly, these disorders are characterized by disturbances in body image and abnormal eating patterns. While the cause is elusive, to day’s theorists and researchers believe eating disorders arise from the interaction of multiple risk factors. The more of these factors that are present, the likelier they will develop an eating disorder. Among these factors include biological, psychological, and sociocultural (Rikani, 2013). Etiology Biological Factors Studies have shown a genetic contribution to developing eating disorders (Fairburn & Harrison, 2003). Certain genes may leave some people more susceptible to the development of eating disorders and researchers suggest that these diseases are biologically based forms of severe mental illnesses. This has been further supported by twin and family studies. For each disorder the estimated heritability ranges between 50% and 83%, therefore there is a possibility of genetic contribution to eating disorders (Treasure et al, 2003). Studies have also suggested role of serotonin levels since this specific neurotransmitter is important in the regulation of eating and mood (Fairburn & Harrison, 2003). Several studies have confirmed those suffering from anorexia nervosa measured lower serotonin levels and may be an indirect effect of eating disorders (Rikani, 2013). Psychological factors Around 73% of girls and females have a negative body image, compared with 56% of boys and men (Comer, 2013). Body dissatisfaction has been defined as â€Å"discontent with some aspect of one’s physical appearance† (Cash, 2012) and is a risk factor for developing an eating disorder (Stice, 2001). Furthermore, it â€Å"encompasses one’s body-related self-perceptions and self-attitudes, including thoughts, beliefs, feelings, and behaviors† (Cash, 2012). Research has measured as far back to adolescent years and how the onset of puberty could set the stage for their body image perceptions (Rikani, 2013). According to Treasure, Claudina, and Zucker (2003), most eating disorders occur during adolescence.   While females are more concerned about losing weight, their male counterparts are focused on the body image of needing to gain muscle. Additionally, female perceptions have been linked to negative body image and adolescent boys are likelier to have positive feelings about their bodies (Ata et al, 2007). Females ultimately feel discontent with the shape and size of their body at such an early age when they are forming their identities. Specifically, females are trying to fit into the image society has described as the ideal beauty of a woman, thus they become increasingly obsessed with disordered eating (Dittmar et al, 2009). In turn, they can suffer psychologically from low self-esteem, feelings of helplessness, and intense dissatisfaction with the way they look† (APA, 2013). Body image and body dissatisfaction have been measured by examining cognitive components, such as negative attitudes about the body or unrealistic expectations for appearance and behavioral components, such as avoiding perceived body scrutiny from others (e.g., avoiding swimming) (Thompson et al., 1999b). Ata, Ludden, and Lally (2007) also found strong links between eating disorders and feelings of depression and low self-esteem.    Sociocultural factors Many sociocultural factors like friends and family can influence the development of eating disorders. â€Å"Research focusing on the particular effects of teasing on female adolescents found that those who are teased about their weight, body shape, and appearance tend to exhibit poorer body image and are more likely to diet† (Ata et al., 2007). Furthermore, adolescents who have a relationship with their parents that are less supportive and filled with conflict are more likely to choose disordered eating behaviors and have poor body image. In a survey of individuals with eating disorders, they included family factors such as, poor parental control, controlling parents, poor relationship with parent, critical family environment as causal factors with eating disorders (Salafia et al., 2015). Swarr and Richards (1996) found that adolescents who have a healthy relationship with both parents are less likely to have concerns about their weight. During this vulnerable stage of development, adolescents place a high regard to the approval of their peers. Supported evidence shows that those with lower peer acceptance and social support may be linked to negative body image   (Ata et al., 2007). It is not surprising that body image has been an obsession in Western society for decades. The media has portrayed the continually changing concept of beauty through advertisements, social media, magazines, and television, in turn shaping society’s standard of beauty. Mulvey (1998) looked at the history of female beauty and the major changes in the female image over the years. The cinched waist was popular in the 1900’s, while being flat chested without curves were emphasized in the 1920’s. Throughout the 1930’s women were encouraged by societal standards to have curves and this emphasis continued through the 1950’s. Images of full figured women like Marilyn Monroe, Audrey Hepburn and Elizabeth Taylor influenced the way women wanted to look (Mulvey, 1998). It was not until the end of this decade that the thin ideal began to decrease in shape (Rumsey). Women began to alter their bodies through plastic surgery in the 1960’s to reach society’s standards. It was during this time that the body type drastically changed into the depiction of being extremely thin and â€Å"boyish.† The immense pressure to be thin carried throughout the 1970’s and the rail thin image resulted in an increase in eating disorders, especially anorexia (Mulvey, 1998). Fortunately, that image did not last long and women were advertised as being fit and sporty throughout the early 90s, yet thin models and anorexia became rampant again at the end of this decade. Sadly, this image of thinness has continued throughout the 21st century. Prevalence Measuring the prevalence of eating disorders is complex since countless numbers of people with the disorders do not seek treatment (Treasure et al., 2010). Research suggests that the stigma society has placed on eating disorders as being self-inflictive may factor in to why they do not seek help (Salafia et al., 2015). While eating disorders affect both genders, the prevalence among women and girls are 2  ½ times greater for females (NIMH, 2013). Additionally, Wade, Keski-Rahkonen, and Hudson (2011) found that 20 million women and 10 million men suffer from an eating disorder at some point in their life.   According to the National Institute of Mental Health (NIMH), the lifetime prevalence among adults with eating disorders have measured to be 0.6% for both anorexia nervosa and bulimia nervosa for the adult population. The main risk factors that have been linked to anorexia nervosa and bulimia nervosa are general factors such as, being female, adolescent/young adult, and living in Western society (NIMH, ). The National Institute of Mental Health reports of suicide being very common in women who suffer from anorexia nervosa and has the highest mortality rate around 10% among all mental disorders. As mentioned earlier, adolescent females are at a higher risk of developing eating disorders, which were related to low self-esteem, social support, and negative attitudes of their body image. While the age of onset frequently appears during teen years and young adulthood for both disorders, bulimia nervosa has a slightly later age of onset, however can begin the same way as anorexia nervosa (Fairburn & Harrison, 2003). A study found one-third of patients who had an initial diagnosis of anorexia nervosa crossed over to bulimia nervosa during 7 years of follow up (Eddy et al., 2008). Between .3 and .9% of this population are diagnosed with anorexia nervosa and .5 and 5% with bulimia nervosa (Salafia et al., 2015). Furthermore, the NIMH reported the lifetime prevalence of 13-18 year olds to be 2.7% for both eating disorders. Certain professions and subcultures have a higher prevalence of developing eating disorders. These include professions where bodyweight is highly valued, such as athletes, models, performers, and dancers. In studies with female athletes the prevalence rate of eating disorders ranged from 0% and 8%, which is higher than that of the general population. Among these athletes, 33% engage in eating behaviors that put them at risk for such disorders, such as vomiting and using laxatives. Additional factors that increase the risk for this population have been shown to be the transition into the college setting and moving away from home. Cultural Factors/Issues    Historically, there has been a stereotype of eating disorders to effect young, female Caucasians, who are educated and from an upper socio-economic class. However, research increasingly shows that this disorder does not discriminate and is being reported in other race/ethnicities of both upper and lower classes. The prevalence of eating disorders is similar among Non-Hispanic Whites, Hispanics, African-Americans, and Asians in the United States, with the exception that anorexia nervosa is more common among Non-Hispanic Whites (Hudson et al., 2007; Wade et al., 2011). One report found that views about body image and eating disorders varies among cultures and Caucasian women have the lowest body satisfaction and self esteem while Latina women score in the middle in terms of self-esteem and body satisfaction (Eating Disorder Hope, 2013). The literature among African American women is scarce, however Lee & Lock (2007) found that this group had the highest level of self-esteem and body satisfaction. With more and more studies comcluding that eating disorders are occurring in other ethnic groups, it becomes imperative to note different cultural views and beliefs may influence this disorder. Common barriers among minority groups regarding treatment resistance, include language difficulties, lack of health insurance or transportation and lack of resources. Barriers can be present in all ethnicities with eating disorders, but ultimately their cultural beliefs tends to be the greatest influence   in their decision to whether they seek treatment (McCaslin, 2014). Clinical picture Mental disorders have been portrayed throughout movies and literature. While most do not portray a clear clinical picture of those disorders, a compelling illustration is of actress, Portia de Rossi, is able to show what it looks like and a raw mage of the eating disorder in her book, Unbearable Lightness: A Story of Loss and Gain. She writes about her personal struggle with body image and testimony of her eating disorder. Her struggle with anorexia and bulimia began when she was modeling at the age of 12 after her agents informed her she needed to go on a diet. She was influenced by her older colleagues to vomit to maintain the rail-thin figure directors favored. The actress discussed her disordered eating behaviors, such as taking 20 laxatives a day and restricting her caloric intake to 300 calories a day. She explained the overwhelming desire for perfectionism. Her personal account of her struggle with an eating disorder and illustrates the clinical picture of what it looks like t o live through anorexia. From the competitiveness, obsessions, and distorted thoughts, she reveals a life of trying to measure up to the relentless pursuit to measure up to society’s standards of beauty. Ronald Comer’s text, Abnormal Psychology, also gives a clinical insight into the nature of eating disorders. Sufferers have dysfunctional eating attitudes towards food. The main goal for people who suffer from anorexia nervosa is to become thin. They are fearful of gaining weight and the loss of control over the size and shape of their body. People with this disorder are so preoccupied with food that it results in food deprivation. Their thinking becomes distorted and are likely to have negative perceptions and poor body image. Distorted thinking can lead to psychological problems, such as depression, anxiety low self-esteem, and insomnia in those who suffer from anorexia nervosa. Comer (2015) provides research that suggests sufferers may also display symptoms of obsessive-compulsive patterns. The American Psychiatric Association (APA) confirms this finding of eating disorders being linked to other mental health issues. The APA reported 50-70% suffer from depression, 42-75% have a present personality disorder, 30-37% of bulimic sufferers engage in substance abuse as well as 12-18% of anorexic sufferers. Approximately 25% have OCD and 4-6% suffer from bipolar disorder.   It is common for sufferers to engage in over exercising, misusage of laxatives and diuretics, and a decreased interest in the outside world (Fairburn & Harrison, 2003). Research has considered the main physical features of anorexia nervosa. The physical symptoms have included, heightened sensitivity to cold, gastrointestinal problems, dizziness, amenorrhea, and insomnia. The physical signs of a sufferer of this disorder may show signs of emaciation, dry skin, erosion of teeth, and cardiac arrhythmias (Fairburn & Harrison, 2003). Bulimia Nervosa is defined by the DSM-V as eating behaviors that involve binging and purging to avoid weight gain (APA, 2013). Similar to anorexia nervosa, symptoms of depression and anxiety are often seen and sufferers may also engage in substance misuse or self-injury, or both (Fairburn & Harrison, 2003). Mitchell et al. (1983) found physiological electrolyte abnormalities in patients with bulimia nervosa, which can lead to irregular heartbeat and seizures. Other health complications of this eating disorder may include edema/swelling, dehydration, vitamin/mineral deficiencies, gastrointestinal problems, inflammation or possible rupture of the esophagus, tooth decay, and even chronic kidney problems/failure (Alliance for Eating Disorders Awareness, 2013). Evaluating the prevelance of having eating disorders is fairly new for researchers and health care providers, however, continues to be challenging with the major gap in literature. Eating disorders are severe conditions and often associated with comorbidity and adverse medical conditions, as described earlier. Therefore, a large part of research only focuses on the psychiatric comorbidity in eating disorders, including depression, personality disorder, substance abuse, and obsessive compulsive disorder. The stigma society has placed on eating disorders also influences the accuracy regarding the costs of these disorders, whether they are impacted directly or indirectly. The lack of reporting within the health care sector continues to make it difficult to estimate costs and prevalence. It is very common for sufferers to seek treatment for the physical problems than the eating disorder itself and one in four individuals actually seek treatment specifically directed at improving their eating disorder symptoms (Striegel-Moore et al., 2003). In past research that reviewed insurance claims regarding eating disorders, it was found that many insurance companies did not cover treatment for these disorders, which often resulted in the treatment providers to use different diagnostic codes when submitting the claims (Striegel-Moore et al., 2003).   One clinical trial that reviewed health records and insurance codes found that 42% of the claims related to weight or eating disorders, however, only 4% had an actual eating disorder diagnosis (Rosselli, 2016). Samnaliev et al. (2015) measured the impact of eating disorders on health care costs, employment status, and income in the United States. Their evaluation indicated that individuals with eating disorders had more health care costs than those who did not have an eating disorder. In addition, if one had a comorbid then they saw an increase in annual costs, compared to those with no comorbidities. Another impact of the disease that they found during their analysis was lower rates of employment for those with eating disorders. The study also found a link between higher hospitalization costs for sufferers of anorexia nervosa compared to those with bulimia nervosa. Another study (Agras, 2001) found the average cost for inpatient treatment for female anorexics was $17,384 compared to the cost of $9088 for bulimic patients. The same study found treatment for outpatient settings for treatment of anorexia and bulimia to average around $2344. The costs of treating eating disorders were compared to schizophrenia and OCD and indicated costs for anorexia were not significantly different from schizophrenia, however much more expensive than treatment for OCD (Agras, 2001). Research While there has been a significant amount of research speculating the factors that influence the development to eating disorders, it continues to remain challenging. Questions remain unanswered regarding the etiology, prevelance cross-culturally, and effective treatment approaches. The only promising finding in current research has been the evidence that heritable factors make a significant contribution to the etiology of these disorders. (Walsh, 2004). Another issue regarding the research is that a considerable amount is focuses on the eating disorders of Caucasian females in Western society in part due to the stigma placed on eating disorders. Past studies found that eating behaviors of young African American women were more positive than those of young white American women. However, over the past decade research has suggested that body image concerns/dissatisfaction, and disordered eating behaviors have increased for young African American women, as well as women of other minority groups. Despite these trends, society continues to believe that it is likelier for a white American female to develop an eating disorder, rather than a woman of a minority group (Comer, 2015).   It is clear that eating disorders are happening within other cultures, however, the prevelance continues to be an issue to measure. There are also issues regarding treatment. There is ongoing research on the efficacy of treatment for bulimia nervosa, but not for sufferers of anorexia nervosa, which suggests that future research should focus on interventions and treatments for this type of eating disorder. Furthermore, with culture being a risk factor in eating disorders, the development of culturally specific interventions and their efficacy could be beneficial for   future research (Walsh, 2004). Prevention It would be helpful for clinicians to hold a multidemensial risk perspective regarding eating disorders until findings point to the exact etiology of the disorder. With new research and data strongly suggesting genetic influence, it is promising that the etiology may eventually be explained. It is importance to understand that all eating disorders occur in all races and ethnicities. Sala et al. (2014) made suggestions for prevention of the disorders, such as public health campaigns to increase awareness and peer recognition since adolescents place a higher value to what their peers think of them. If awareness is brought about in schools than earlier detection may prevent eating disorders among adolescents. Also, since studies suggest that the family has an influence on the younger population, they could be used to inform prevention approaches at the family level (Langdon-Daly & Serpell, 2017). Treatment Being familiar with the factors invluencing the development of the eating disorder is imperative in order to understand and adequately help the person suffering from anorexia or bulimia. With that being said, the lack of empirical research regarding the treatment of anorexia nervosa is scarce, thus making it difficult to treat. Studies have shown a strong emphasis on a multidisciplinary approach for sufferers of anorexia is helpful. This approach involves a team of medical, nutritional, social, and psycholological professionals. Therpists typically use a combination of psychotherapy and family therapyto overcome the underlying issue of anorexia nervosa sufferers ( Comer, 2015). Treatment for bulimia nervosa is often in clinic settings with the goals of eliminating the binge-purge patterns, developing healthier eating behaviors, and removing the underlying influence (Comer, 2015) A large amount of research concerning the treatment of bulimia nervosa suggests that Cognitive Behavioral Therapy is the treatment of choice, while other data suggests CBT being unsuccessful for anorexia. This proves of the need for new interventions and treatment models for eating disorders, specifically anorexia. Strong evidence from pharmacological trials have found that Pharmacotherapy is effective in treatment for bulimia in the short term. Other models of treatment regarding bulimia focus on emotional regulation, such as dialectical behavior therapy (Treasure et al., 2010). A new approach that has gained preliminary support is Acceptance and Commitment Therapy (ACT). ACT focuses on accepting unwanted feelings/thoughts and seeing them as part of being human. One study suggested that ACT could be neneficial with patients of eating disorders. Treatment interventions that target negative body image may be beneficial when developing newer interventions and approaches towards treatment since both eating disorders have a strong desire to control their urges, thoughts, and feelings (Butryn et al., 2013). Conclusion Eating disorders are complex and various factors can influence the development of an eating disorder. These disorders cross all cultural and social backgrounds. While the exact etiology is unknown the overlapping theories help in understanding the combination of factors that influence the causes of eating disorders, It is important to understand they are severe mental disorders and have serious medical consequences.   The advancement in today’s research is encouraging and may eventually offer better treatment options and specific links to the development of an eating disorders. References Agras, W. S. (2001). THE CONSEQUENCES AND COSTS OF THE EATING DISORDERS. Psychiatric Clinics, 24(2), 371–379 Alliance for Eating Disorders Awareness. (2013). Eating Disorders. Retrieved from https://www.allianceforeatingdisorders Alvarenga, M. S., Koritar, P., Pisciolaro, F., Mancini, M., Cordà ¡s, T. A., & Scagliusi, F. B. (2014). Eating attitudes of anorexia nervosa, bulimia nervosa, binge eating disorder and obesity without eating disorder female patients: differences and similarities.  Physiology & behavior,  131, 99-104. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC. Ata, R. N., Ludden, A. B., & Lally, M. M. (2007). The effects of gender and family, friend, and media influences on eating behaviors and body image during adolescence.  Journal of Youth and Adolescence,  36(8), 1024-1037. Barth, D. F., & Starkman, H. (2016). Introduction to Body Meets Mind: Eating Disorders and Body Image A Twenty First Century Perspective. Clinical Social Work Journal , 44 (1), 1-3. Brown, J. M., Selth, S., Stretton, A., & Simpson, S. (2016). Do dysfunctional coping modes mediate the relationship between perceived parenting style and disordered eating behaviors?  Journal of eating disorders,  4(1), 27. Butryn, M. L., Juarascio, A., Shaw, J., Kerrigan, S. G., Clark, V., O’Planick, A., & Forman, E. M. (2013). Mindfulness and its relationship with eating disorders symptomatology in women receiving residential treatment. Eating Behaviors, 14(1), 13–16. Cash TF, Pruzinsky T, editors. Body Image: A Handbook of Theory, Research, and Clinical Practice. New York: Guilford Press; 2002. Comer, R. J. (2015). Abnormal Psychology. New York, New York: Worth Publishers. Cui, H., Moore, J., Ashimi, S. S., Mason, B. L., Drawbridge, J. N., Han, S., & Pieper, A. A. (2013). Eating disorder predisposition is associated with ESRRA and HDAC4 mutations.  The Journal of clinical investigation,  123(11). Dittmar, Helga, Emma Halliwell, and Emma Striling. â€Å"Understanding the Impact of Thin Media Models on Women’s Body-Focused Affect: The Roles of thin-Ideal Internalization and Weight-Related Self-Discrepancy Activation in Experimental Exposure Effects.† Journal of Social and Clinical Psychology 28.1, 43-72, 2009. Easter, M. M. (2012). Not all my fault†: Genetics, stigma, and personal responsibility for women with eating disorders.  Social Science & Medicine (1982),  75(8), 1408–1416. Eating Disorder Hope. (2013, July 26). Retrieved April 25, 2017, from https://www.eatingdisorderhope.com/information/eating-disorder/ethnic-minorities Eddy  KT, Dorer  DJ, Franko  DL, Tahilani  K, Thompson-Brenner  H, Herzog  DB.  Diagnostic crossover in anorexia nervosa and bulimia nervosa: implications for DSM-V.  Ã‚  Am J Psychiatry.  2008;165(2):245-250 Fairburn, C. G., & Harrison, P. J. (2003). Eating disorders.  The Lancet,  361(9355), 407-416. Fogelkvist, M., Parling, T., Kjellin, L., & Gustafsson, S. A. (2016). A qualitative analysis of participants’ reflections on body image during participation in a randomized controlled trial of acceptance and commitment therapy.  Journal of Eating Disorders,  4(1), 29. Heaner, M. K., & Walsh, B. T. (2013). A history of the identification of the characteristic eating disturbances of Bulimia Nervosa, Binge Eating Disorder and Anorexia Nervosa.  Appetite,  65, 185-188. Hoek HW. Classification, epidemiology and treatment of DSM-5 feeding and eating disorders. Curr Opin Psychiatry. 2013;26(5):529–31. Hoek, H. W., & van Hoeken, D. (2003). Review of the prevalence and incidence of eating disorders.  International Journal of Eating Disorders, 34(4), 383-396 Kaye, Walter. â€Å"Eating Disorders: Hope Despite Mortal Risk.† Am J Psychiatry 166.23, 2009. Kelly, Amy M., Melanie Wall, Marle E. Eisenberg, Mary Story, and Dianne Neumark-Sztainer. â€Å"Adolescent Girls with High Body Satisfaction: Who are they and what can they teach us?† Journal of Adolescent Health 37.5, 391-396, 2005. Langdon-Daly, J., & Serpell, L. (2017). Protective factors against disordered eating in family systems: a systematic review of research.  Journal of Eating Disorders,  5(1), 12. Lee HY and Lock, J: Anorexia nervosa in Asian-American adolescents: do they differ from their non-Asian peers? International Journal of Eating Disorders 2007;40:227-231. McCaslin, K. K. (2014). Eating Disorders in Women Across Cultures (Masters thesis, University of Redlands). Retrieved from h p://inspire.redlands.edu/proudian/1. Miller, KJ et al: Comparisons of body image dimensions by racve/ethnicity and gender in a university population. International Journal of Eating Disorders 2000;27:310-316. Mitchell, J. E., Pyle, R. L., Eckert, E. D., Hatsukami, D., & Lentz, R. (1983). Electrolyte and other physiological abnormalities in patients with bulimia.  Psychological Medicine,  13(2), 273-278. National Institute of Mental Health (2013). Eating Disorders. Retrieved April 20, 20157, from https://www.nimh.nih.gov/health/topics/eating-disorders/index.shtml Rikani, A. e. (2013). A critique of the literature on etiology of eating disorders. Annals of Neurosciences , 20 (4), 157-161. Rosselli, F. (2017). Reducing the burden of suffering from eating disorders: Unmet treatment needs, cost of illness, and the quest for cost-effectiveness.  Behavior Research and Therapy,  88, 49-64. Sala, M., Reyes-Rodrà ­guez, M. L., Bulik, C. M., & Bardone-Cone, A. (2013). Race, Ethnicity, and Eating Disorder Recognition by Peers.  Eating Disorders,  21(5), 423–436. Salafia, E. H. B., Jones, M. E., Haugen, E. C., & Schaefer, M. K. (2015). Perceptions of the causes of eating disorders: a comparison of individuals with and without eating disorders.  Journal of eating disorders,  3(1), 32. Samnaliev, M., Noh, H. L., Sonneville, K. R., & Austin, S. B. (2015). The economic burden of eating disorders and related mental health comorbidities: An exploratory analysis using the US Medical Expenditures Panel Survey.  Preventive medicine reports,  2, 32-34. Sharan, P., & Sundar, A. S. (2015). Eating disorders in women.  Indian Journal of Psychiatry,  57(Suppl 2), S286–S295. Soh, N. L. W., & Walter, G. (2013). Publications on cross-cultural aspects of eating disorders.  Journal of eating disorders,  1(1), 4. Striegel-Moore, R. H., Dohm, F. A., Kraemer, H. C., Taylor, C. B., Daniels, S., Crawford, P. B., & Schreiber, G. B. (2003). Eating disorders in white and black women. American Journal of Psychiatry, 160(7), 1326e1331. Stice E. Risk and maintenance factors for eating pathology: a meta-analytic review. Psychol Bull. 2002;128:825–48. Surgenor, L. J., & Maguire, S. (2013). Assessment of anorexia nervosa: an overview of universal issues and contextual challenges.  Journal of eating disorders,  1(1), 29. Swarr AE, Richards MH (1996) Longitudinal effects of adolescent girls’ pubertal development, perceptions of pubertal timing, and parental relations on eating problems. Dev Psychol 32(4):636–646. Thompson JK, Heinberg LJ, Altabe M, Tantleff-Dunn S (1999b) Exacting beauty: Theory, assessment, and treatment of body image disturbance. American Psychological Association, Washington, DC. Treasure, J., Claudino, A. M., & Zucker, N. (13). Eating disorders. The Lancet, 375(9714), 583–593. Walsh, B. T. (2004). The future of research on eating disorders. Appetite, 42(1), 5–10.

Hereditary Component Analysis for MS

Hereditary Component Analysis for MS The family and twin studies provide evidence of the presence of an important hereditary component in the etiology of MS, with percentages of heritability ranging from 24% to 31.6% (Bellia et al., 2009; Lin et al. ., 2005; Oneill et al., 2015). Among the etiopathogenic models to explain the origin of MS, partial lipodystrophy, which results from mutations in the LAMINA A / C (LMNA) genes or the peroxisomal proliferator activated receptor (PPARg) gene, is a paradigm of genetic processes Involved (Hegele and Pollex, 2005). The PPARg gene, which is involved in the processes of differentiation and functioning of adipocytes, is believed to be related to the etiopathogenesis of obesity (Ristow et al., 1998; Moustafa and Froguel, 2013). Specifically, the ÃŽ ±-form of PPAR is believed to play an essential role in the origin of MS, since it regulates the oxidation and transport of fatty acids and the generation of lipoproteins (Guan and Breyer 2001, Tan, Zhuang and Wahli, 2017). PPARÃŽ ³ is a key regulator in the process of adipogenesis and its increased function results in increased body mass, whereas decreased activity induces weight loss and the development of IR ( Deeb et al., 1998, Majid et al., 2016). The adiponectin regulatory gene (APN gene), a hormone involved in the regulation of energy homeostasis, and glucose and lipid metabolism, could induce IR by reducing the synthesis of this hormone (Maeda et al. , 2002; Yamauchi et al., 2003). Plasma adiponectin levels are inversely related to body mass and may have an important protective role against MS because of its anti-inflammatory, antioxidant and antiatherogenic effects (Esfahani et al., 2015). In addition, certain genetic polymorphisms have been identified for this gene that are related to the synthesis of insulin, IR and DM (Filippi et al., 2004). The CD36 receptor gene for thrombospondin, whose function is to bind and capture fatty acids to be used by other tissues, is also a candidate in the etiopathogenesis of MS (Love-Gregory et al., 2008; Zhou et al., 2016 ), Since we know that fatty acids induce IR, obesity and inflammation (Roden, 2007). It is described that CD36 deficiency causes an imbalance in glucose levels in response to insulin, as well as higher levels of fatty acids, TR, fasting glucose and blood pressure (MA) (Ma et al., 2004: Pioltine et al. Al., 2017). The enzyme 11 beta-hydroxysteroid dehydrogenase type 1 (11ÃŽ ²-HSD1), whose function is to interconvert 11-inert ketosteroids, cortisone and 11-dehydrocorticosterone (11-DHC), to its 11-hydroxy active forms, cortisol and corticosterone. 11ÃŽ ²-HSD1 is considered to have an important etiological factor in obesity. Although circulating concentrations of glucocorticoids are not elevated in prevalent forms of human obesity, locally enhanced glucocorticoid response in skeletal muscle and adipose tissue has been implicated in MS (Walker, 2007; Cai et al., 2016) . Clinically, RI and HT are associated with increased messenger RNA alpha glucocorticoid receptors (GRÃŽ ±) and the number of receptors in skeletal muscle, and a positive association between messenger RNA levels for both GR Such as 11ÃŽ ²-HSD1 in skeletal muscle for the condition of insulin resistance (Seckl, Morton and Chapman 2004; Freude et al., 2016). Î’-adrenergic receptors regulate the lipolysis and metabolism of free fatty acids. The ÃŽ ²3-adrenergic receptor (ÃŽ ²3AR) is a candidate gene for abdominal obesity and is related to visceral fat (Krief et al., 1993; Chen et al., 2015). Increased ÃŽ ²3AR function leads to increased catecholamine-induced lipolysis in the visceral fat of subjects with abdominal obesity, as well as to a lower metabolic rate and a lower activity of the resting sympathetic nervous system, all of them characteristics of MS (Shihara et al. Groop and Orho-Melander, 2001, Luglio, Sulistyoningrum and Susilowati, 2015) The Calpain-10 gene (CAPN10), which encodes the corresponding protein, has been associated with an increased risk of DM and RI becoming a strong candidate in the pathogenesis of MS (Orho-Melander et al., 2002; Loya Mà ©ndez Et al., 2014). It is also related to hypertension (Chen et al., 2007), overweight and obesity (Orozco et al., 2014), high cholesterol (Wu et al., 2005) and elevated triglyceride levels (Carlsson, Fredriksson et al. Groop, 2004), all components of the syndrome being analyzed. Another scientific work found in a haplotype of the polymorphism of this gene a risk factor for MS in patients with DM (Kang et al., 2006). It also establishes association with two indicators of the presence of IR, such as high glucose levels after a tolerance test and with HOMA values of RI (Saez et al., 2008). Other genes possibly implicated are those that encode the C-reactive protein, the best inflammatory biomarker, a characteristic of MS and also a predictor of CVR (Devaraj, Singh and Jialal, 2009), as well as the encoder of substrate 1 Of the insulin receptor (IRS1), whose mutations are associated with DM and IR (Kubota et al., 2000). In any case, the genetic ethiopatology leaves unresolved the controversy regarding the predisposing causative factor of MS, since in the scientific community there are defenders of the IR as the main factor involved, while others are inclined to obesity and metabolic dysfunction Of lipids as the most important agent (Alberti et al., 2009; Dragsbà ¦k et al., 2016; Gluvic et al., 2017).

Doing Business in Thailand :: GCSE Business Marketing Coursework

Doing Business in Thailand Thailand’s booming economy has encouraged me to begin a new business relationship with a highly recognized Thai company. I manufacturer a line of products for the sugar processing industry. I recently signed a one-year contract with Thai Chemiclas and Engineering Co. Ltd., located in Bangkok, to be my exclusive representative in the Thailand area. Thai Chemicals and Engineering will promote my product line and get it into the all the sugar mills in the area. They will purchase two containers per month for which we have negotiated a compatible price. The containers will be shipping out of Savannah, Georgia with a final destination of the port of Bangkok. The shipping terms will be CIF: Bangkok. I decided to use a local company to represent my product line for various reasons. First of all, I need someone that knows the culture and business environment who has an established relationship with other locals. Once my products become known, I would like to establish a factory in Thailand. Therefore, I found it necessary to gather all the information required to begin a new business in Thailand. Establishing Business or a Factory Although business can be 100 % owned by foreign investors, some are reserved for 51 % Thai ownership. People of any nationalities can participate in ownership to varying degrees: through sole ownership, a limited company /corporation, an ordinary partnership, a limited partnership, or a branch of a foreign corporation. The Ministry of Commerce's Department of Commercial Registration is directly in charge of company registration. The Stock Exchange of Thailand The Stock Exchange of Thailand (SET) is a well-developed financial institution which welcomes foreign investment. Tax Corporate income tax rate is 30% Transport Bangkok's modern Don Muang International Airport can easily serve your arrivals or connections. Thailand is equipped with an extensive and ever-developing transport infrastructure and an extensive state-run rail system. There are numerous shipping ports including Bangkok's Klong Toey Port and the Eastern Seaboard's Mab Ta Phut and Laem Chabang deep-sea ports within 200 kilometres of Bangkok. Working Hours Typical business hours are : for banks and financial institutions, Monday - Friday 9:30 a.m. - 3:30 p.m.; Government offices, Monday -Friday 8:30 a.m. - 4:30 p.m. (closed noon - 1 p.m.); private business, Monday - Friday from 8:30 p.

The Picture Of Dorian Gray Essay -- essays research papers

Art, what is Art? It is an ambiguous matter: without an exact form, an exact meaning. Does it have any rules or restrictions? However, it can be a great influence on the lives of people. In the novel, The Picture of Dorian Gray, two lovers have fell in and out of love due to Art!   Ã‚  Ã‚  Ã‚  Ã‚  Dorian Gray found Sibyl charming because of her Art!  ¡Ã‚ §She has not merely art, consummate art-instinct in her, but she has personality also; and you have often told me that it is personalities, not principles, that move the age ¡Ã‚ ¨ (63). Sibyl is an actress. She is formed by others: no self is without external influence. Therefore, Art that expresses the self is less valuable than art which expresses the influence of others. The special thing that made Dorian mad about her is that she is more than an individual.  ¡Ã‚ §I (Dorian) have seen her in every age and in every costume. Ordinary women never appeal to one ¡Ã‚ ¦s imagination. No glamour ever transfigures them ¡Ã‚ ¨ (59). By imagination that Sibyl has the power to arouse, she can be of any characteristics. Art has no set form, but the purpose of art is to give form to feeling. Now, Sibyl is a person that is able to provide all kinds of feelings that Dorian wishes to experience. Dorian finds extreme pleasure in experiencing through all the sentiments that Sibyl gives. Being a spectator to the different lives and stories amuses Dorian: one evening Sibyl is Juliet, next evening she is Imogen, another night, she is Roselind. &nbs... The Picture Of Dorian Gray Essay -- essays research papers Art, what is Art? It is an ambiguous matter: without an exact form, an exact meaning. Does it have any rules or restrictions? However, it can be a great influence on the lives of people. In the novel, The Picture of Dorian Gray, two lovers have fell in and out of love due to Art!   Ã‚  Ã‚  Ã‚  Ã‚  Dorian Gray found Sibyl charming because of her Art!  ¡Ã‚ §She has not merely art, consummate art-instinct in her, but she has personality also; and you have often told me that it is personalities, not principles, that move the age ¡Ã‚ ¨ (63). Sibyl is an actress. She is formed by others: no self is without external influence. Therefore, Art that expresses the self is less valuable than art which expresses the influence of others. The special thing that made Dorian mad about her is that she is more than an individual.  ¡Ã‚ §I (Dorian) have seen her in every age and in every costume. Ordinary women never appeal to one ¡Ã‚ ¦s imagination. No glamour ever transfigures them ¡Ã‚ ¨ (59). By imagination that Sibyl has the power to arouse, she can be of any characteristics. Art has no set form, but the purpose of art is to give form to feeling. Now, Sibyl is a person that is able to provide all kinds of feelings that Dorian wishes to experience. Dorian finds extreme pleasure in experiencing through all the sentiments that Sibyl gives. Being a spectator to the different lives and stories amuses Dorian: one evening Sibyl is Juliet, next evening she is Imogen, another night, she is Roselind. &nbs...

library :: essays research papers

Library Collections Reference Collection - The collection contains on-line and print materials on all subjects, but focuses on those subjects that support the research needs of our students and faculty. Some of these sources are encyclopedias, dictionaries, handbooks, glossaries, directories, and atlases. Public computer terminals are located on both the first and second floors. Reference Desk personnel will provide instruction on accessing these materials. Contact the 1st floor Reference Service Desk at Ext. 4410 or (773) 442-4410 for further information. Periodicals - The periodicals collection includes academic journals, magazines, indexes and newspapers across all subject areas and in multiple formats. Materials in paper or microfilm are located on the second floor of the Library. Full text electronic journals may be accessed from any computer on or off-campus (off-campus access is limited to NEIU students, faculty and staff). Contact the 2nd floor Reference Service Desk at Ext. 4572 or (773) 442-4572 for further information. Government Information - The Library is a depository for both Federal and State government publications. The print collection dates from 1963 (federal) and 1968 (state) with some retrospective holdings. In addition, computers are available for accessing information on CD-ROMs or the Internet. This includes Census data, current economic statistics, and a variety of other electronic resources. The Government Information Center is located on the 2nd floor of the Ronald Williams Library. For information call 773-442-4572 (Government Information Reference) or 773-442-4474 (Government Information Librarian). MLRC - Multimedia Learning Resource Center - The MLRC provides access to a variety of media formats to support all subject areas in the NEIU curricula. It brings together materials from the Library's audiovisual materials collection, the Curriculum Materials collection, the University Media Services collection, the Music Listening Room collection, and the Library's special collections in music. For further information or assistance call Ext. 4560 or (773) 442-4560. Curriculum Materials Collection (CMC) - The CMC includes ERIC documents on microfiche, elementary and secondary level textbooks, teacher resource materials, childrens books and magazines, and AV materials. The CMC is located on the 3rd floor of the Library. University Archives - The University Archives collection includes minutes of University meetings, policies and reports, the Internal Budget, Northeastern's student newspaper and yearbooks from 1964 to 1982. University Archives are located in the Lower Level of the Library. For further information call Ext. 4402 or (773) 442-4402. Illinois Regional Archives Depository (IRAD) - A repository of primary source documents on Chicago municipal government as well as genealogical information for Cook County.

What Is Bibliotheraphy

What is Bibliotherapy? * Bibliotherapy – the use of literature to help people cope with emotional problems, mental illness, or changes in their lives or to produce affective change and promote personality growth and development. * The underlying premise of bibliotherapy is that clients identify with literary characters similar to themselves, an association that helps the clients release emotions, gain new directions in life, and explore new ways of interacting * E. g. Teenage readers may feel relief that they are not the only ones facing a specific problem. They learn vicariously how to solve their problems by reflecting on how the characters in the book solve theirs Some approaches in Bibliotherapy * Traditional bibliotherapy * Tended to be more ‘reactive' * Focused on getting individuals to react positively or negatively to the reading material. * Therapeutic process * More interactive one: the reader becomes part of the unfolding intellectual and emotional process of the story, and in struggling to understand what is being communicated at the deepest levels, the reader responds by making a positive alternation or modification in behavior or attitude. Interactive bibliotherapy * Help them reflect on what they read, such as group discussion and dialogue journal writing. * In clinical bibliotherapy and bibliocounseling * Skilled practitioners use therapeutic methods to help individuals experiencing serious emotional problems. * Developmental bibliotherapy * Classroom teachers are more likely to use this method * Involves helping students in their normal health and development * Advantage – teachers can identify the concerns of their students and address the issues before problems arise. Students can also be guided through predictable stages of adolescence Basic stages in Bibliotherapy Generally, activities in bibliotherapy are designed to: * provide information * provide insight * stimulate discussion about problems * communicate new values and attitudes * create awareness that other people have similar problems * provide realistic solutions to problems Four basic stages: identification, selection, presentation, and follow-up. * First two stages – the clients' needs must be identified, and appropriate books selected to match their particular problems. The books must then be presented carefully and strategically so that the clients are able to see similarities between themselves and the book characters. * Once the clients can identify with the main character, they enter the follow-up stage during which they share what they have gained. * They express catharsis verbally in discussion or writing, or nonverbal means such as art, role-playing, creative problem solving, or self-selected options for students to pursue individually * Once catharsis has occurred, the clients can be guided to gain insight into the problem. Catharsis – the process releasing strong emotions through particular activities or experience ) Benefits and limitations of Bibliotherapy * BENEFITS * Provides the opportunity for the participants to recognize and understand themselves, their characteristics, and the complexity of human thought and behavior. * Promote social development as well as the love of literature in general, and reading in particular. * Reduces feelings of isolation that may be felt by people with problems. * LIMITATIONS * Availability of materials on certain topics Lack of client readiness and willingness to read. * Clients may also project their own motives onto characters and thus reinforce their own perceptions and solutions – participants may be defensive * Facilitators may have limited knowledge of human development and developmental problems, and inadequate knowledge about appropriate literature. * Clients may be unwilling to discuss areas that are uncomfortable * Facilitators may insist on making a point at the client's expense. http://www. cyc-net. org/cyc-online/cycol-0105-biblio. htm l Selection of booksWhen choosing stories for bibliotherapy there are specific criteria : * The child’s emotional and chronological age should be taken into account * The librarian should know the material * It should be related to the child’s circumstances and feelings * Illustrations should be clear and colourful. * Characters should model healthy adaptation patterns * There should be a character suitable for identification. * The hero in the story should also be portrayed realistically, for instance s/he must have feelings such as uncertainty, fear and anger.S/he must portray unacceptable behaviour such as being naughty, while people still accept him/her. * There should be other characters in the story that are more or less the same as those in the client’s situation * The librarian should know the client’s reading ability * In using bibliotherapy with small groups of children, the same principles of book selection * Any books selected will be suited f or all group members. BIBLIOTHERAPY!! THREE STAGES of BIBLIOTHERAPY 1. IDENTIFICATION.The child identifies with a character, a story line, SOMETHING in the book that   catches their attention. This identification (discovery) can be by the child, or staged by the therapist or   teacher. 2. CATHARSIS. The child is able to release emotions when he/she becomes emotionally involved in   the story. The classroom or office provides a safe place for the child to release (in a classroom, make   sure to guard the child's privacy and confidentiality). The child can release any of several ways, such   as discussion, art work, music . . 3. INSIGHT. With the therapist's help, the child can come to possible solutions to their problem. Or   sometimes, there is no solution, but coping strategies can be suggested and goals made. The   book's suggested solution or coping strategies can be used, if appropriate. | BIBLIOTHERAPY  can be done in group settings or with individuals alone. Bo oks that address problems common to childhood can be read   to groups, even when there aren't any apparent problems. Sometimes a group reading can open discussion and reveal issues.While  BIBLIOTHERAPY  is a good way for children to release pent-up emotions, it should not be considered a cure. Deep psychological   problems can't be resolved or even handled in a classroom setting — these need to be addressed in more intense therapy. | HOW TO USE BIBLIOTHERAPY!!!! (yahoo) 1. Identify your children's needs through observation, parent conferences, classwork, official records, etc. 2. Match the problems with the appropriate books. Make sure that the book is appropriate for the child's reading   level and maturity. 3.Decide on the settings and time for the therapy, and how you will introduce it to the student. 4. Design follow-up activities after the reading. 5. Motivate the child with introductory activities. 6. Engage in the reading, viewing, or listening phase. Ask lea ding questions. 7. Take a break for reflection. 8. Introduce follow-up activities: ~retelling of the story ~in-depth discussion of the book ~art activities ~creative writing ~dramatic activities 9. Discussion and possible solution finding. | http://www. catherineshafer. com/biblio. html Developmental Interactive Bibliotherapy Bibliotherapy is generally defined as the use of literature to promote mental health * Bibliotherapy has been found effective for a number of domains, such as attitude change, self-concept development, fear reduction, problem-solving ability, prosocial behavior, values development, and interpersonal relationship. * Bibliotherapy can offer a wealth of resources not only for problem-centered interventions but also for classroom guidance. Children’s Social-Emotional Development * The concept of emotional intelligence has been widespread in recent educational literature. Emotional intelligence involves the ability to perceive accurately, appraise, and expres s emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. †(p. 10) * Even in the reading lessons that involve only engaging stories, children can learn about how the characters feel and how the characters perform in response to such feelings. * Children learn these social-emotional skills through various medium, such as, literature, art programs, music, and so on. Lang (1998) suggested that a curriculum of social-emotional development should generally cover a wide range of issues. It should involve a concern for the personal and social development. The Transactional Model of Stress * People also differ in their coping patterns. * Emotion-focused coping – avoidance, minimization, distancing, selective attention, and positive comparisons, are likely to occur when there is nothing that can be done to mod ify harmful, or threatening conditions. * Problem-focused coping – amenable to change. * No single strategy that is considered inherently better than any other. Transactional model suggests that to result in emotions and to cope appropriately with the realities of the situation we are facing, we need to appraise correctly. * the concepts of â€Å"appraisal† and â€Å"coping† to the elementary school students is through children’s literature – pertaining to stressful plots and various forms of coping processes and strategies were selected and analyzed Educational Importance of this Study * School counselors to use literature as a method for nurturing children’s social and emotional development. Facilitate discussions with good quality in interactive bibliotherapy, professional skills including active listening, clarification of content, and reflection of feeling are crucial. * Select quality literature-counselors need to expand their collecti ons in various stories pertaining critical issues to children’s social-emotional development at each stage. * Useful to collaborate with other practitioners, such as media specialists, classroom teachers, librarians, and parents. In addition, further knowledge for selecting children’s literature is especially needed. What Is Bibliotheraphy What is Bibliotherapy? * Bibliotherapy – the use of literature to help people cope with emotional problems, mental illness, or changes in their lives or to produce affective change and promote personality growth and development. * The underlying premise of bibliotherapy is that clients identify with literary characters similar to themselves, an association that helps the clients release emotions, gain new directions in life, and explore new ways of interacting * E. g. Teenage readers may feel relief that they are not the only ones facing a specific problem. They learn vicariously how to solve their problems by reflecting on how the characters in the book solve theirs Some approaches in Bibliotherapy * Traditional bibliotherapy * Tended to be more ‘reactive' * Focused on getting individuals to react positively or negatively to the reading material. * Therapeutic process * More interactive one: the reader becomes part of the unfolding intellectual and emotional process of the story, and in struggling to understand what is being communicated at the deepest levels, the reader responds by making a positive alternation or modification in behavior or attitude. Interactive bibliotherapy * Help them reflect on what they read, such as group discussion and dialogue journal writing. * In clinical bibliotherapy and bibliocounseling * Skilled practitioners use therapeutic methods to help individuals experiencing serious emotional problems. * Developmental bibliotherapy * Classroom teachers are more likely to use this method * Involves helping students in their normal health and development * Advantage – teachers can identify the concerns of their students and address the issues before problems arise. Students can also be guided through predictable stages of adolescence Basic stages in Bibliotherapy Generally, activities in bibliotherapy are designed to: * provide information * provide insight * stimulate discussion about problems * communicate new values and attitudes * create awareness that other people have similar problems * provide realistic solutions to problems Four basic stages: identification, selection, presentation, and follow-up. * First two stages – the clients' needs must be identified, and appropriate books selected to match their particular problems. The books must then be presented carefully and strategically so that the clients are able to see similarities between themselves and the book characters. * Once the clients can identify with the main character, they enter the follow-up stage during which they share what they have gained. * They express catharsis verbally in discussion or writing, or nonverbal means such as art, role-playing, creative problem solving, or self-selected options for students to pursue individually * Once catharsis has occurred, the clients can be guided to gain insight into the problem. Catharsis – the process releasing strong emotions through particular activities or experience ) Benefits and limitations of Bibliotherapy * BENEFITS * Provides the opportunity for the participants to recognize and understand themselves, their characteristics, and the complexity of human thought and behavior. * Promote social development as well as the love of literature in general, and reading in particular. * Reduces feelings of isolation that may be felt by people with problems. * LIMITATIONS * Availability of materials on certain topics Lack of client readiness and willingness to read. * Clients may also project their own motives onto characters and thus reinforce their own perceptions and solutions – participants may be defensive * Facilitators may have limited knowledge of human development and developmental problems, and inadequate knowledge about appropriate literature. * Clients may be unwilling to discuss areas that are uncomfortable * Facilitators may insist on making a point at the client's expense. http://www. cyc-net. org/cyc-online/cycol-0105-biblio. htm l Selection of booksWhen choosing stories for bibliotherapy there are specific criteria : * The child’s emotional and chronological age should be taken into account * The librarian should know the material * It should be related to the child’s circumstances and feelings * Illustrations should be clear and colourful. * Characters should model healthy adaptation patterns * There should be a character suitable for identification. * The hero in the story should also be portrayed realistically, for instance s/he must have feelings such as uncertainty, fear and anger.S/he must portray unacceptable behaviour such as being naughty, while people still accept him/her. * There should be other characters in the story that are more or less the same as those in the client’s situation * The librarian should know the client’s reading ability * In using bibliotherapy with small groups of children, the same principles of book selection * Any books selected will be suited f or all group members. BIBLIOTHERAPY!! THREE STAGES of BIBLIOTHERAPY 1. IDENTIFICATION.The child identifies with a character, a story line, SOMETHING in the book that   catches their attention. This identification (discovery) can be by the child, or staged by the therapist or   teacher. 2. CATHARSIS. The child is able to release emotions when he/she becomes emotionally involved in   the story. The classroom or office provides a safe place for the child to release (in a classroom, make   sure to guard the child's privacy and confidentiality). The child can release any of several ways, such   as discussion, art work, music . . 3. INSIGHT. With the therapist's help, the child can come to possible solutions to their problem. Or   sometimes, there is no solution, but coping strategies can be suggested and goals made. The   book's suggested solution or coping strategies can be used, if appropriate. | BIBLIOTHERAPY  can be done in group settings or with individuals alone. Bo oks that address problems common to childhood can be read   to groups, even when there aren't any apparent problems. Sometimes a group reading can open discussion and reveal issues.While  BIBLIOTHERAPY  is a good way for children to release pent-up emotions, it should not be considered a cure. Deep psychological   problems can't be resolved or even handled in a classroom setting — these need to be addressed in more intense therapy. | HOW TO USE BIBLIOTHERAPY!!!! (yahoo) 1. Identify your children's needs through observation, parent conferences, classwork, official records, etc. 2. Match the problems with the appropriate books. Make sure that the book is appropriate for the child's reading   level and maturity. 3.Decide on the settings and time for the therapy, and how you will introduce it to the student. 4. Design follow-up activities after the reading. 5. Motivate the child with introductory activities. 6. Engage in the reading, viewing, or listening phase. Ask lea ding questions. 7. Take a break for reflection. 8. Introduce follow-up activities: ~retelling of the story ~in-depth discussion of the book ~art activities ~creative writing ~dramatic activities 9. Discussion and possible solution finding. | http://www. catherineshafer. com/biblio. html Developmental Interactive Bibliotherapy Bibliotherapy is generally defined as the use of literature to promote mental health * Bibliotherapy has been found effective for a number of domains, such as attitude change, self-concept development, fear reduction, problem-solving ability, prosocial behavior, values development, and interpersonal relationship. * Bibliotherapy can offer a wealth of resources not only for problem-centered interventions but also for classroom guidance. Children’s Social-Emotional Development * The concept of emotional intelligence has been widespread in recent educational literature. Emotional intelligence involves the ability to perceive accurately, appraise, and expres s emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. †(p. 10) * Even in the reading lessons that involve only engaging stories, children can learn about how the characters feel and how the characters perform in response to such feelings. * Children learn these social-emotional skills through various medium, such as, literature, art programs, music, and so on. Lang (1998) suggested that a curriculum of social-emotional development should generally cover a wide range of issues. It should involve a concern for the personal and social development. The Transactional Model of Stress * People also differ in their coping patterns. * Emotion-focused coping – avoidance, minimization, distancing, selective attention, and positive comparisons, are likely to occur when there is nothing that can be done to mod ify harmful, or threatening conditions. * Problem-focused coping – amenable to change. * No single strategy that is considered inherently better than any other. Transactional model suggests that to result in emotions and to cope appropriately with the realities of the situation we are facing, we need to appraise correctly. * the concepts of â€Å"appraisal† and â€Å"coping† to the elementary school students is through children’s literature – pertaining to stressful plots and various forms of coping processes and strategies were selected and analyzed Educational Importance of this Study * School counselors to use literature as a method for nurturing children’s social and emotional development. Facilitate discussions with good quality in interactive bibliotherapy, professional skills including active listening, clarification of content, and reflection of feeling are crucial. * Select quality literature-counselors need to expand their collecti ons in various stories pertaining critical issues to children’s social-emotional development at each stage. * Useful to collaborate with other practitioners, such as media specialists, classroom teachers, librarians, and parents. In addition, further knowledge for selecting children’s literature is especially needed.