Bulimia Nervos A Psychological Disease - 1186 Words

Bulimia Nervosa Introduction Bulimia nervosa is one kind of most observe digestion disease in which generally person eat large amount of food within short period of time. After taking food ,after person feel eiltty ownself so person try remove the excess food from body or sometime person do the long fasting and excessive amount of exercise (book). However, many author describe bulimia nervosa as a psychological disease (Rushing, Jones, Carney,2003). This disorder more frequent present in young female particular when female reaches as puberty time. Classification Bulimia nervosa can be classified into two major sub type (Rushing, Jones, Carney,2003) which is described below here 1. Non-purging 2. Purging Non-purging: The name of this class of bulimia nervosa indicts that patient does not do any kind of purging. But patient try to use different activity for reduce or burn the excess calories by using more fasting and many time patient do excess amount of the exercise. By this way patients indirectly harm ownself. Purgin : in this class of bulimia nervosa, patient try to remove ingest food from the body . Most of case, patient do the self-vomiting for removal of the food. However some time also use the laxatives and diuretics Biological factor The following biological factor affect on the bulima nervosa such as 1. Disturbance in neurotransmitter level (serotonin) 2. Disturbance in protein level (leptin) Disturbance in neurotransmitter

Guatemal Guatemala And Mexico - 1370 Words

Guatemala Guatemala is divided into 22 departments. Guatemala s capital is the largest city is Nueva Guatemala de la Asuncià ³n, and is known as Guatemala City. Guatemala City, locally known as Guatemala or Guate, is the capital and largest city of Republic of Guatemala, and the most popular in Centro America. The city is located in the south–central part of the country. Pedro Alvarado was the Spanish man who conquered what is now Guatemala by defeating the native Mayan people and making it a Spanish colony. Guatemala joins the United Provinces of Central America. In the territory of modern Guatemala was formed the core of the Mayan civilization, in which was extended across Mesoamerica. Guatemala was conquered by the Spanish Pedro de Alvarado in the 16th century, and becoming a part of the viceroyalty of New Spain. Guatemala was conquered independence in 1821 as part of the Federal Republic of Central America. Guatemala is bordered by Mexico to the north and west, the Pacific Ocean to the southwest, Belize to the northeast, the Caribbean and Honduras to the east, and El Salvador to the southeast. It is the most populous state in Central America. (Wiki.org. Guatemala) Guatemala Landforms Guatemalans call their country The Land of Eternal Spring. A slight climate changes allows for a large amount of vegetation and beautiful flowers around the year covering many square miles of landscape. The central highland mountains are The Sierra Madre and the Cuchumatanes they are

School as the primary promoter Free Essays

Developmental assets are the basic life skills and attribute that are critical building blocks for young people’s successful growth and development. They are classified broadly into two: external assets and internal assets. Each further classified into subclasses; External; support, boundaries empowerment and expectations Internal; constructive use of time, commitment to learning, positive values, social competencies and positive identity There are modalities in building the above assets and this was divided into 6 ways by the search institute; Everyone can build assets. We will write a custom essay sample on School as the primary promoter or any similar topic only for you Order Now Building assets requires consistent messages across a community. All adults, youth and children play a role. All young people need assets. While it is crucial to pay attention to those who have the least (economically), nearly all young people need more assets than they have. A relationship is the key. Strong relationships between adults and young people, young people and their peers, and teenagers and children are central to asset building. Asset building is an ongoing process. Building assets starts when a child is born and continues through high school and beyond. Consistent messages are important. Young people need to receive consistent messages about what’s important and what’s expected from their families, schools, communities, the media and other sources. Intentional redundancy is important. Assets must be continually reinforced across the years and in all areas of a young person’s life. (By search institute) The assets that designate school as the primary promoter of are;  · Achievement motivation; this is basically done by arousing the child psychology to act toward a desired goal. The motivation is usually achieved by understanding the child and appealing to the mental faculty of the child. These help children to achieve the following; Increase rate of high school completion, more students enrollment in college, student becomes more efficient, have greater expectation of success and achieve better grades in school, the children have positive perception of their teachers, this also helps the children in knowing how to manage stress and anxiety. The child will also be able to communicate effectively.   All the above can only be achieve if proper technique is used. We should be able to focus on the child developing mind and self esteem which is very important in the child development.  · School engagement; a developmental asset that focus mainly on the child’s involvement in the school activities. When a child participate in the school activities both extra-curricular and curricular activities, the child develops a good working relationship with his or her colleague and also with the teachers and it will help the child to develop and achieve the following; the child will want to attend school regularly, he will spend more time on his homework, it will also help the child in learning and use of â€Å"deep† study technique, there’s also greater feeling of support at school which will affect the child’s ego positively, there’s also less involvement in drug use and less adolescent child bearing.  · Homework; helps to achieve higher test scores, greater homework completion and accuracy, improved scientific literacy and fewer conduct problems and less marijuana use. Home work has the same objectives as that of school in general. It s helps by increasing the child’s knowlegde and improve the capacity and skills it also help to reinforce what the child has learnt and also help in preparing them for the upcoming complex task. Risk factors that would benefit from strengthening of the assets Ø   Achievement motivation. This developmental asset is very important in building a child’s self esteem. Most human who have inferiority complex tend to lack adequate motivation from childhood. They simply don’t believe in themselves and this will surely affect their productivity. Ø   School engagement. This cant be underestimate when it comes to child’s development because it strongly influence the academic performance of the child and how he or she relates with outsiders. The school can provide activities such as sports, story telling through writing, visual autobiographies, using resources in the community to teach them and teachers can identify their successes which is utmost in boosting their morals Ø   Home-work. The third developmental assets who designate the school as the primary promoter of the child’s development are home works. Home strongly influence the way child learn   by reinforcing what he has learnt before and preventing the child from getting involve in some other activities that could have a negative impact on his life. Developmental assets and my personal philosophy Developmental assets are vital keys or tools in child’s development; I strongly believe that it enables parent and child care-givers and teachers to bring out the best in the child so he or she can really make maximum use of his or her potentials. My experience and philosophy When I was young my involvement in school activities greatly influenced my life positively. I learnt how write my own stories such as my experience with riding a bicycle. With such experience, I have been able to develop my writing skills. The home works I did then was somehow stressful, because I always want to go and play but I got used to it and know I reinforce all my   classroom works by simply going over it again at home and this gave an edge in all my results. The motivation and teachings I was exposed to earlier in my life, I can manage stress and anxiety easily. So my philosophy in life about education is that â€Å"catch them young† when all is fresh and when all the neural connections are being form to achieve life success. References Search institute. (1999). Pass it On! Ready-ta-Use Handouts for Asset Builders. Developmental assets. Retrieved July 10, 2008. From www.search-institute.org How to cite School as the primary promoter, Papers

Perpetual Insignificance Essay Example For Students

Perpetual Insignificance Essay A tale told by an idiot, full of sound and fury, signifying nothing. -Shakespeare Light pierced the hazing heat, Illuminating the scene below. In a circle the cult did stand, And did clap and clap and clap their hands, Till the seeker finally was found. And as his eyes he closed, The rest swarmed forth like mice. And then their hole they found To cloak them from fierce green, Which only the glass of the felines eyes, With curtains drawn, Could keep inside. But up the shades did rise, Emitting light from eyes Fiercer than the sun above. And one hole short were they, And with one tiny squeak, A little white mouse gave his life away. And as their play continued, Others sat in wonder At the wrath of natures venue. Through swarms and throngs they searched For that which for some has been lost since birth. Languishing through disease and malaise, Through time they strive to stay alive, But infected blood through their veins does flow. Yet moans screamed loud were silenced To the ears of those who played that game. And through it all, A boy sat exposed. And in two shinning orbs the fear Resembled that of a tiger hunted deer, Till suddenly an idea he took Of a place no Bengalian would ever look. And over the terrain did he flee, Through blackness and shadows, Until through the cracks he slipped, Slipped into a fearful land of security. Through the jungles the Bengal beast Did search. No eyes failed, Although the ambition did flail. And vanish did the beast To vanquish a different feast. And while the tiger did gorge And the deer did cloak himself in darkness, The peoples stomachs did growl louder Than any beasts roar. And in the ground and in the trees And all through nature did they hunt, But on hunger only did they feast. Yet, while they lived with the thirst for food, The tiger became intoxicated with life, And visions of glory in the stags mind were planted. A mad dash made he To finish life victorious. But as he whooped and hollered The cult turned round to stare. Only confusion did emerge, For no recognition rested there. Forgotten had he been As all had continued without him. But humiliation tolled so loud That the bombs hitting They never heard. And as the troops were deflected, A new game they elected. Men fell in waves upon waves upon waves. And as they bathed themselves in blood, Cries of victory and shrieks of defeat Rang out loud As women cried more rain than clouds. And from the balcony Totality spared a fleeting glance At a small blue planet. Nothing wrong, nothing right, Nothing, Nothing, Nothing. And so the sashes were pulled And the curtains did fall. None saw the child victim: No longer ignorant But forever insignificant.