Anorexia Nervosa Essay -- essays research papers

Anorexia Nervosa is characterized by a refusal to maintain a minimal normal body weight. A disturbance in perception of body shape and weight is an essential feature of anorexia nervosa. It appears to be far more present in industrialized societies, in which there is an abundance amount of food and in which being considered attractive is linked to being thin. The disorder is most common in countries like the United States, Canada, Europe, Australia and Japan. More than 95% of cases of anorexia nervosa occur in females between the ages of 14 and 45 years. Most researchers agree that out of every 200 American girls between the ages of 12 and 18, one will develop anorexia to some degree. Therapists find that persons with anorexia usually lack self-esteem and feel they can gain admiration and attention by losing weight and becoming thin. There is no single cause of anorexia nervosa, because it’s a complex disorder with multiple causes that may be different for every person. From what is know it seems that this is a disorder of many causes that come together to produce the illness. These recognized causes include the nature of the personality of the girl herself, aspects of her family its members and relationships, and stresses and problems occurring outside the home, often at school. There is an increase risk in families in which there are other anorexics and this probably indicates a genetic cause also. Some theorists have pointed to socialcultural factors as potential causes ...

A Post War Problem :: War Essays

A Post War Problem War, as we all know, is a devastating part of human existence. For as long as humans have gathered, there have been conflicts that arose between the different groups or gatherings. These assembled groups, in turn, would wage war against one another for a countless number of reasons. Differences in beliefs, land, money, and power are among the most common reasons warfare occurs. Nowadays, wars are still waged for the same reasons yet now entail a more catastrophic level of fighting with technology being what it is. The little knowledge I have about war is mainly from movies, like Full Metal Jacket and Saving Private Ryan to name a few, or from historical accounts. Therefore, to me war is the horrible slaughter of innocent individuals. In the Vietnam War, well the Vietnam conflict to be more accurate, young men were being sent overseas to fight. It was not under their personal desire to do go to war that these young men were involved in the fighting, but because the government had draf ted, or selected, them to do so. It was this fact that instilled fear in all young men, their family's and others. To know at any moment you will no longer have a free will to do as you desire and instead will be submersed into hysteria and death. My father spoke with me about his draft experience and said he choose to sign up rather than be drafted, because he knew draftees were almost always trained for infantry and therefore stood the greatest likelihood for being killed. Thus, my father became a cook and baker for the Army. The draft is the random selection of men eighteen to twenty-five to serve in the military during a time of conflict. The draftees are then on active duty for two years until they are released back into civilian life. The law in the United States (US) asserts that a draftee's job must be held for him until his return from active duty. With regard to Vietnam, the American public was unsure of what our government's objectives were, and therefore certain individuals became skeptical. Yet, the draft continued for it was necessary to feed the need for more soldiers. Sadly, many of these draftees did not have the opportunity to return home and retrieve their job that was held for them because they were not lucky enough to survive. A Post War Problem :: War Essays A Post War Problem War, as we all know, is a devastating part of human existence. For as long as humans have gathered, there have been conflicts that arose between the different groups or gatherings. These assembled groups, in turn, would wage war against one another for a countless number of reasons. Differences in beliefs, land, money, and power are among the most common reasons warfare occurs. Nowadays, wars are still waged for the same reasons yet now entail a more catastrophic level of fighting with technology being what it is. The little knowledge I have about war is mainly from movies, like Full Metal Jacket and Saving Private Ryan to name a few, or from historical accounts. Therefore, to me war is the horrible slaughter of innocent individuals. In the Vietnam War, well the Vietnam conflict to be more accurate, young men were being sent overseas to fight. It was not under their personal desire to do go to war that these young men were involved in the fighting, but because the government had draf ted, or selected, them to do so. It was this fact that instilled fear in all young men, their family's and others. To know at any moment you will no longer have a free will to do as you desire and instead will be submersed into hysteria and death. My father spoke with me about his draft experience and said he choose to sign up rather than be drafted, because he knew draftees were almost always trained for infantry and therefore stood the greatest likelihood for being killed. Thus, my father became a cook and baker for the Army. The draft is the random selection of men eighteen to twenty-five to serve in the military during a time of conflict. The draftees are then on active duty for two years until they are released back into civilian life. The law in the United States (US) asserts that a draftee's job must be held for him until his return from active duty. With regard to Vietnam, the American public was unsure of what our government's objectives were, and therefore certain individuals became skeptical. Yet, the draft continued for it was necessary to feed the need for more soldiers. Sadly, many of these draftees did not have the opportunity to return home and retrieve their job that was held for them because they were not lucky enough to survive.

Percentages in Our Life

Percentages in real world Keywords: math, divide, percentage, interest, persent change Around the year 1260, the philosopher Roger Bacon wrote: â€Å"Mathematics is the door and the key to the sciences†¦ for the things of this world cannot be made known without a knowledge of mathematics†. Centuries later this is as true as ever. Mathematics is unique. It is both a beautiful and fascinating world of abstract structures and ideas and a down-to-earth, practical subject at the heart of modern science and technology.Much of its attraction comes from studying the relationship between theory and practice – an elegant theorem on complex functions, for example, also governs the lift on an aircraft wing, and apparently highly abstract algebraic results have important consequences in data security. There is one of the way to express how large/small one quantity is, relative to another quantity in math we use percentage. A percentage is a part of something expressed as a valu e out of a hundred. Percentages are an important part of our everyday lives. Some examples include: sales and discounts interest rates percentage chance of rainfall xam results statistics and survey results sports statistics. Percentage is a very handy way of writing fractions. Percentages can be compared more easily than fractions(fraction (from Latin: fractus, â€Å"broken†) represents a part of a whole or, more generally, any number of equal parts, for example, one-half, eight-fifths, three-quarters). A percent can always be written as a decimal, and a decimal can be written as a percent, by moving the decimal point two places to the right. The history of percentages goes back to the ancient Egyptians who wrote numbers (based on tens) alongside pictures called hieroglyphs. The idea of xpressing parts of the whole are constantly in the same proportions, due to practical considerations, was born in ancient times from the Babylonians, who used the sexagesimal fractions. Alre ady in Babylonian cuneiform tables are problems on the calculation of interest. Interest and have been known in India. Indian mathematicians calculated the percentages, using the so-called rule of three, that is, using a proportion. Examples: 1)To calculate a percentage value from absolute numbers Peter scores 25 out of 32 in an exam, what is his result as a percentage? To calculate Peter’s percentage score it is necessary to change '25 out of 32†² into ‘? ut of 100'. So: 25/32=? /100 This is done by multiplying the actual score by 100: 25/32 x 100 = 78% So 25/32 is the same as 78/100 So John got 78% in his exam. 2)To calculate the true value a percentage represents A camera normally costs ?120 but in the sale it has been reduced by 15%. How much discount does this represent? (ie 15% of 120) 15% of 120 = 15 ‘out of 100' of 120. 15 ‘out of 100' can be written as 15/100 So: =15/100*120 =0. 15*120 =18 Therefore 15% represents ?18 discount on the camera, th e sale price being ?102 (?120 less discount ?18). 3)To calculate percentage increases and decreasesPercent increase and percent decrease are measures of percent change, which is the extent to which something gains or loses value. Percent changes are useful to help people understand changes in a value over time. Let's look at example of percent increase and decrease. A particular brand of milk cost 35 per bag last week. This week it costs 42 per bag. By what percentage has the price risen? Percentage increase = Actual increase/Original value x 100 In these example: actual increase = 42 – 35 = 7 original value = 35 Therefore: Percentage increase = 7/35 x 100 = 0. 2 x 100 = 20% The price has risen by 20%. )To compare or combine results with different base values Dina sat two exams last week. In science she scored 68 out of 100. In maths she scored 39 out of 60. Which subject did she do the best in? This is not instantly clear. The results would be easier to compare if they had t he same base – ie they were both ‘out of' the same number. The easiest way to do this is to change them both to percentages. Use the same method as with Peter's exam results earlier. Make them both ‘out of 100'. Science: 68 out of 100 = 68% This one is easy because the mark is already out of 100. Maths: 39 out of 60 = ? ut of 100 39/60 x 100 = 65% So, Dina did better in her science exam than her maths exam. 5)Percentages more than 100% This can seem confusing. Sometimes 100% represents a whole one. For example, in exams you can’t do any better than 100% as this represents all the marks available. Likewise when looking at percentage chances, there can be no more than a 100% chance of rain. This represents a certainty. However, there are other situations where you can use percentages that are more than one hundred. For example, a country experiencing hyper-inflation can have an inflation rate of, say, 300%.If you think of this as 300 ‘out of a hundred', this may seem impossible. However, you could think of it as 300 ‘for every hundred' and then it makes more sense. After all, any percentage gives a score ‘for every hundred'. An exam result of 68% is 68 correct answers for every hundred questions. Looking back at the inflation situation, you now need 300 more units of currency for every hundred units you needed before. If you are not sure whether you can use percentages greater than one hundred in a particular situation, the best way to check is to invent some numbers or an example and see if the result is sensible. ) A table normally sells for J750; in a sale it is reduced by 180%. Does this make sense? First, what is 180% of 750: 180% x 750 = 1350 So, how much would the table be in the sale (750 – 1350 = – 600)? As the table cannot be sold for less than nothing, it does not make sense, percentages greater than 100 cannot work in this situation. b) A shoe manufacturer sells 10,000 pairs of trainers in the month of May. During the World Cup demand increases and by August sales have risen by 180%. Does this make sense? First work out 180% of 10,000: 180% x 10,000 = 18,000So the manufacturer sold 18,000 more pairs of trainers in August than in May. This would mean that sales of trainers in August totalled 28,000 (10,000 + 18,000). This does make sense, so percentages greater than 100 can be used in this context. Why do we use percentages? The use of percentages in many financial situation is so natural that is is worth spending a few moments considering why this is so. If you need to divide something up into portions so that each person gets an appropriate share of the whole then percentages are a good way to go about it.If a pie is divided into two parts so that A gets twice as much as B then the appropriate percentages are 66. 66% and 33. 33%. As long as the pie is shared out into these percentages the two-to-one ratio will be maintained. When relative importance is gauged as a ratio then a percentage allocation is appropriate. However notice that as the total amount to be divided increases the absolute gap between what A and B receive increases. This property of a percentage increase/decrease of keeping ratios fixed is less arguably appropriate when what is being shared is less obvious. For example. f A and B work for an hourly rate of $20 per hour and $10 per hour then a percentage wage rise of 10% will keep the two-to-one payment the same at $22 per hour and $11 per hour. However the differential between the two rates of pay has jumped from $10 to $11. If a percentage increase is repeatedly applied the differential between the hourly rates goes on steadily rising even though the two-to-one ratio remains unchanged. This isn’t necessarily wrong but it is important that all concerned understand that a percentage increase or decrease keeps existing ratios fixed but changes absolute differences.

“Not So Quiet” as representative of gender in WWII Essay

Evadne Price wrote the book â€Å"Not So Quiet† in 1930 under the pseudonym Helen Zenna Smith. Price was an established author and playwright by the time she wrote â€Å"Not So Quiet,† best known for her serialized romance novels. She also wrote children’s books and articles for women’s magazine. But â€Å"Not So Quiet† was a very different kind of piece, partly because of its far more serious nature, partly because it was somewhat autobiographical. She was initially approached by a British publisher to write a satire on â€Å"All Quiet on the Western Front† by Erich Maria Remarque, but Price argued that she would rather write an account of a woman’s experience with war instead. Price then contacted a British ambulance driver who had kept war diaries as a basis for her story, then elaborating the story to revolve around a fictional version of herself named Smithie. Taking this very personal, intimate story of a woman, as well as her already inherent skill of writing for women, Price created a novel whose voice is distinctly female. The reader feels Smithie’s confusion, anger and isolation in her struggle to build a new identity in the wake of a total loss of innocence. In this, more then anything, Price has created a war story that is not only about women, but one that speaks to women and resonates with them, a true rarity. It is through Price’s novel that a distinct view of the war through the eyes of a very female, upper-class experience help give the reader a very clear idea of many of the issues faced by women of the war years as they try to maintain what society has always told them is feminine behavior in an increasingly bloody reality. The nature of the book â€Å"Not So Quiet† is reflective of â€Å"All Quiet on the Western Front† in that both are pacifist responses to war, but in the case of â€Å"Not So Quiet,† the pacifist voice is female. The ideas about war expressed by Smithie are often reminiscent of other pacifist women’s responses to war and draw attention to the women’s peace movement that started during the First World War. Many of Smithie’s comments, such as her sarcastic annoyance with Mrs. Evans-Mawning for being proud that she could be proud her son was murdered for murdering another mother’s son, is phrased very similarly to thoughts of leading female pacifists. Clara Zetkin, a German socialist feminist, is one who comes to mind and her words â€Å"Who endangers the well-being of the fatherland? Is it the men who, clad in other uniforms, stand beyond the frontier, men who did not want this war any more  than your men did and who do not know why th ey should have to murder their brothers?† (Zetkin, pg. 145). Zetkin’s radical ideas, formed during the first war, are a display of the already changing disposition, pushing to action for the cause of peace. Lida Gustava Heymann, another female pacifist during World War I, reflects another aspect of Smithie’s pacifist transformation-anger. Like Smithie, who spends much of the novel searching for people to blame for her pain, Heymann puts blame directly on men, describing male nature as inherently violent and fundamentally opposed to female nature, which is pacifist. Another important pacifist during World War I who is reminiscent of Smithie is Sylvia Pankhurst, daughter of Emmeline Pankhurst, organizer of radical women’s groups, and Richard Pankhurst. Her radicalism led to a major rift with her mother after the groups they belonged to decided not to commit arson, which, to Sylvia, made them not radical enough. She also felt her mother and her sisters were to focused of fostering middle class privilege and gave to little attention to the needs of all women. During the war, when she joined the women’s peace army, she found herself at even greater rift with her mother and sister, who both supported the war. Her lifetime of feelings of anger and alienation from the older generation, despite her mother’s staunchly liberal ideas, manifest Smithie’s exact feelings that pushed her toward the distaste for the war that the novel ends on. Smithie’s anger and large transformation are a result of her unmasked experience with war. For most women, however, the experience of war was masked and covered behind nationalism and propaganda. Although much of the book takes place on the front, hints of what is happening back home are frequently given, mostly through letters received by Smithie from her mother and through the character of B.F. Mrs. Evans-Mawning, throughout the novel, serves as a figure of the worst kind of feminine nationalism, boasting about Roy but not having the edge on Smithie’s mother because she has only her one son to sacrifice as opposed to Smithie’s larger family. Smithie also notes that she is sick of reading positive news about wonder war girls in the news, comparing her experience to having a baby because once you get started â€Å"your trapped in it.† (Smith, pg. 134). Women on the home front were being coddled into believing everything was going well because this was still a  time in which men saw women as more sensitive then they were intelligent and therefore needed to be protected (Thebaud, pg. 95). This sort of â€Å"sugar-coating† gave women false impressions about the war, which was particularly disappointing to those who enlisted. In one letter from Smithie’s younger sister, Trix, she writes â€Å"Why the dickens they dress you up in a pretty cap and make you think you’re going to smooth the patients fevered brow beats me hollow.† (Smith, pg. 84). Another letter in the book that is very reflective of home front feelings is the one Smithie receives from B.F, who described her encounter with Tosh’s uncle and comments on his lack of patriotism because of his being more upset about Tosh’s death then the war. In her own, somewhat ignorant, way B.F is describing the shifting attitudes felt by people bac k home whose nationalism faded with sorrow over lost loved ones. While this war marked an incredible change in society in a variety of areas, no group was more changed by the two wars then women were. Women, even those who were educated and â€Å"gently bred† were called in to be a part of a gruesome war and through the experience of Smithie the loss of innocence is felt. Heymann, after the First World War, noted that everything in the past is in a state of man, which makes force, authority and fear its principles. Heymann felt that women had so long been slaves to men that presently their very natures were enslaved (Heymann, pg. 149). However, war forced women into very different position then they had ever been in before, the wars forced them to take a more aggressive role in public life and start to reclaim their own identities. Zetkin also notes during the war how the existence of it threw in women’s faces the view of society that men need to go die in order to protect their â€Å"weak women,† but the death of their men ca used a much larger burden to fall upon their apparently small shoulders. The change experienced by women is manifested not just in Smithie and other named characters, but also in the two most notable events that involve girls just â€Å"passing through† the ambulance-driving world. The first, in which Smithie shows two new girls to their bunk and they tell her they shall â€Å"have a tea,† represents the old woman- even faced with clearly dire circumstances, the female is to sensitive for it and buries her head in frivolous desire. However, later on, on page 132, when the ‘seeing-Francer’  stands up to explain why she is leaving, she not only well articulates her complaint, but also shows a lot of bravery in doing so. The moment displays women’s changing levels of aggression as more and more of them took jobs they never would have before. There are also signs of the sexual emancipation experienced by many women, most clearly manifested by Smithie when she actually says aloud how not shocked she is by the general’s proposition of sex (Smith, pg. 145) and then when she sleeps with a soldier, Robin, whom she barely knows. This was directly following the interwar years, in which novelists and magazines already began to prominently feature the new woman, with her short hair and sexual liberation. While there were many positive changes for the overall position of women as a result of the war, the novel â€Å"Not So Quiet† also notes the physical trauma it brought for them. This aspect of the book might be its finest one in that it describes difficulties faced by women, who were not regarded with the same sensitivity as returning soldiers. After Smithie returns home for a few days, clearly traumatized, she is chastised by her mother for â€Å"mooning about† for days and how strange it was that she was still not over her traumatic experience with war. Ernst Simmel, who wrote about war as a cause of mental illness, described â€Å"war psychosis† as rarely curable, caused by all things to horrible to grasp. Simmel also described war psychosis as a damage that can be seen even when all external wounds are healed, making it therefore invisible. The feelings of this illness’ onset is manifested by Smithie in the most beautiful passage of the book when she describes her desire for â€Å"men who are whole† and her concern for what is to happen like people like her, if they survive, how they are meant to lead a normal life after experiencing such horrific things and being so internally broken. Bibliography Herminghouse, Patricia A., and Magda Meuller, eds. German Feminist Writings. Vol. 95. New York: The German Library, 2001. Simmel, Ernst. â€Å"War Neurosis and â€Å"Psychic Trauma†Ã¢â‚¬  The Legacy of the War. Smith, Helen Z. Not So Quiet†¦ New York: The Feminist P, 1930. Sohn, Anne-Marie. â€Å"Between the Wars in France and England.† A History of Women in the West, Volume V Toward a Cultural Identity in the Twentieth Century (History of Women in the West). By Georges Duby. Vol. 5. New York: Belknap P, 1994. 92-119.

Vark Analysis

Reading and Writing Learning Preference Crystal D. Lynch Grand Canyon University NRS 429V November 11, 2012 Learning Style After completing the Vark questionnaire, this author showed a strong preference for learning by reading and writing. In the reading and writing learning preference, this preference is for information displayed as words (Fleming, 2001). Many students and teachers show a high preference toward this type of style. The ability to write, and read well are attributes widely sought by employers of recent graduates.In this learning style, emphasis is on text based input and output, using all forms of material especially manuals, reports, essays and textbooks (Fleming, 2001). People who prefer this model spend hours on the internet, gravitating toward power point presentations over audio presentation. In defining the reading and writing learning strategy, the author identified that the reading and writing learning model uses intake of material in a text-based format. It u ses lists, headings, dictionaries, handouts and textbooks as the prime source of intake material.Notes taken during lecture and manuals are also used as a source. When preparing to study, rewriting notes taken during lecture, and reading notes over and over, either out loud or silently, are some strategies used in this type of learning style. When preparing for test assignments or exams, taking practice exams with multiple choice questions is often helpful for students with the preference for the reading and writing learning style. In comparing, this authors’ preferred learning strategy to the identified strategies already in place, the model is actuate with only a few slight differences noted.This author finds it extremely helpful to use handouts, textbooks, and lecture notes as reference material when studying. Rewriting lecture notes, after class, has also been very beneficial for this author, as well as taking practice exams with multiple choice questions, which has been an effective aide in preparing for taking major examinations. Reading rewritten lecture notes out loud and over and over several times is a common study habit for this author.In contrast, however; the model suggests that students that lean toward this preference spend hours on the internet searching material and using power point presentations as a way to enhance their study habits. This author finds using the internet to be distracting, and cumbersome wasting time with material that is not beneficial. In addition, she finds the format of power point presentations hard to follow. The model suggests turning diagrams and charts into words as a helpful tool; not being accustom to using diagrams or charts this idea has not been tested by this author.The Vark questionnaire has raised some valuable points in the need for this author to make a change in the present study habits being used. Incorporating the differences into strategies already in place, with those listed on the Vark analysi s, should enhance the study habits, allowing for better results. The use of the internet as a resource as an enhancement to the study material can be beneficial, although the need to learn to use the internet in a more efficient way will help take some of the frustration out of searching endlessly for the material needed.The incorporation of the library as a resource is another area that this author will need to further investigate. Improving the way, in which the library is accessed, can be beneficial in enhancing the desired outcome for this student. In the final analysis of the Vark learning assessment tool: it is valuable, as it alert the student to the preferences they have toward learning. The assessment tool focuses on the best way to learn using a sensory model. The Vark model of learning styles is one of the most popular models in us today by students and educators.Developed by Neil Fleming in 1987, learners are identified by whether they have a preference for visual, audit ory, reading and writing, or kinesthetic learning (Cherry, 2012). The Vark questionnaire provides strategies that can lead to success in any learning environment (Fleming, 2011). The Vark model is not an exact science, but a guideline to help the student recognize their learning preferences, in an attempt to enhance study habits. By completing the Vark model assessment, the student is enabled to become more successful at tudying and to retain the information being taught. In conclusion, this author feels that the Vark questionnaire is a valuable tool in enhancing the success of students. By learning to recognize their study habits and incorporating those findings identified from the model, the student will become more proficient by limiting the time it takes preparing for an assignment. To be successful in the ever-competitive job market, students must learn to take advantage of all resources available.The Vark assessment is one such tool that can enhance the students’ abilit ies to succeed. Addendum Your scores were: Visual: 3 Aural: 5 Read/Write: 12 Kinesthetic: 1 You have a very strong Read/Write learning preference. References: http://www. vark-learning. com/english/page. asp http://psychology,about. com http://www. ehow. com Fleming, Neil copyright 2001-2011, Vark: A Guide to Learning Styles. Cherry, Kendra, About. com Guide2012, VARK Learning Styles: Visual, Aural, Reading, and Kinesthetic Learning. Vark Analysis The VARK Questionnaire is a great tool to use when deciding what one’s best learning strategy is. There is no wrong way to learn, only what works best. This paper will focus on multimodal study strategies and how other learning strategies compare. Summary of Multimodal Learning There are many different study strategies out there. According to VARK, the main study strategies include: Aural, Kinesthetic, Visual, Read/Write and Multimodal. In this case, multimodal will refer to using both visual and read/write study strategies.If one has many different ways they like to study they fit in to the multimodal category. â€Å"Approximately 60% of any population fits (this) category† (Fleming, 2001). Multimodal simply means that one utilizes more than one study strategy in order to learn certain subjects and/or material. Preferred Learning Strategies Visual learners prefer pictures, diagrams, graphs, flow charts, etc. For example, Jason wanted to score well on his exam. He used pictures and graphs he learned about in class, re-drew them repeatedly how he saw them, and chose the correct answer on the exam.Neil Fleming, the author of VARK Questionnaire, stated that one is â€Å"often swayed by the way something looks†¦and is interested in color and layout and design and you know where you are in your environment† (Fleming, 2001). For example, note cards used would be color-coded. Read/write study strategies focus on lists and words. Jason and others that think this way believe that â€Å"meanings are within the words† (Fleming, 2001). Jason, in this case, would utilize handouts, dictionaries, textbooks, and notes for studying.After reading these things through, Jason would then convert them into a way that was easy for him to understand. Diagrams, charts, and graphs would be turned into words and the meaning of the text would become much easier to understand. These words would then be written down on note cards to make for an easier and mo re efficient way of studying. With the combined visual and read/write study strategies, more of a secure feeling of knowledge is felt. In other words, the more ways he/she studies something; the more he/she will really learn it. Each student in a classroom has a unique and complex system of thinking and learning† (Lutz, 2011). Although multimodal studying works for Jason, it may not work for others. This is why there are several study strategies out there in order to cater to each unique individual. Comparison of Learning Strategies Two other study strategies that might help are Aural and Kinesthetic. â€Å"An aural learner soaks up information the easiest when it is presented in an auditory way. Speaking, listening and music all come naturally to the aural learner† (Priddy, 1999).In other words, he/she learns best by listening. He/she might tape class lectures, get together with a group to talk about certain subjects, or read their notes out loud when studying for an e xam. Kinesthetic learners â€Å"learn best when they discover things by doing them† (CLARE, 2010). If he/she is a kinesthetic learner, it might be hard to sit still in class and he/she will rarely take notes. He/she learns best by being active, physically. If he/she were this type of learner, it would help to make flash cards, and study for short periods over time.It is best to ask for help in class by way of examples. The more examples there are, the better. When comparing Jason’s preferred multimodal method of learning with the other above mentioned study strategies, multimodal works best for him. This is because he is able to combine more than one study strategy in order to achieve success in the learning environment. With multimodal referring to both visual and read/write study strategies in this case; VARK is spot on when detailing what works best for these learners.Visual, Aural, and Kinesthetic study strategies my be useful but will not give Jason the results th at his multimodal study strategies do. Study Habits Emphasis with these study strategies would be on utilizing highlighters, symbols, pictures and re-writing/re-reading notes over and over again (Fleming, 2001). However, one thing that Jason might want to include would be to imagine notes he made as multiple-choice questions in order to test himself on the info that has been collected. This is done in order to make sure that he is on the right track with his information.When in doubt always ask questions! Conclusion In conclusion, The VARK Questionnaire is indeed the best way to find out what one’s best learning strategy is. Not everyone learns the same way and it is because of that these learning strategies are out there. Multimodal studying works best for Jason but may not be the best choice for others. Find out what is, mold it in to a specialized, individual study plan, and stick with it. There is no wrong way to learn, only what works best. References CLARE. (2010, Decem ber 13).The study gurus: study advice for kinesthetic learners. Retrieved from http://www. thestudygurus. com/kinesthetic-study-tips/ Fleming, N. (2001). Vark: A guide to learning styles. Retrieved from http://www. vark-learn. com/english/page. asp? p=helpsheets Lutz, D. (2011, September 09). Learning strategies. Retrieved from http://www. seenmagazine. us/articles/article-detail/articleid/1663/multi-modal-learning-strategies-for-all-students. aspx Priddy, B. (1999). ehow: Aural learning style. Retrieved from http://www. ehow. com/about_5472528_aural-learning-style. html

Suggested Format for a Reflective Journal

Suggested format for a reflective journal Dr Elaine Regan, Postdoctoral Research Associate, King’s College London This is one of many possibilities, but it will give you some idea of the types of questions that you can usefully ask yourself. Feel free to modify this format to suit your needs. Write a page (or two) for each session, completed by you in order of the sessions. Complete this information after each time you do some work on the course. This includes the formal sessions, the related reading and any other preparation, such as work in groups.Answer only the questions that apply – but think carefully about whether each question applies or not. A Reflective journal/diary is not like an essay! In your notebook you reflect on the academic content of the INQUIRE course/workshop in relation to your professional practice. It can be written in an essay-type prose, with an introduction and conclusion, or it can be a mixture of continuous prose, notes, bullet points etc. The contents should (www. llas. ac. uk/resources/gpg/2395): ? relate the content of a workshop and related reading to your own teaching and personal development support any statements you make with evidence and examples from your reading and from your practice ? refer to insights gained into your practice ? consider the intention to try out new ideas and methods ? identify the need for further exploration of issues ? identify longer-term development What would an unsatisfactory entry be like? ? A description only of content from a workshop and reading ? Little reference to the workshop and related reading ? Generalisations unsupported by evidence or examples of how an insight or opinion came about A satisfactory diary entry would: Review (what happened in the course or something you tried form the course in your teaching) ? Reflect (make sense of what happened) ? Digest (absorb the implications of the learning event and link it with experience, action plans or questions for you to e xplore further) Keep the following page in the front of your notebook to stimulate your thoughts and writing (taken from www. audiencedialogue. net/journal. html). Your name Session date Session number Session topic What did I read for this session (apart from the notes)? What was the most interesting thing I read for this session (mark it above with an asterisk) – why was that?What were three main things I learned from this session? What did I previously think was true, but now know to be wrong? What did we not cover that I expected we should? What was new or surprising to me? What have I changed my mind about, as a result of this session? One thing I learned in this session that I may be able to use in future is†¦ I am still unsure about†¦ Issues that interested me a lot, and that I would like to study in more detail Ideas for action, based on this session†¦ What I most liked about this session was†¦ What I most disliked about this session was†¦ Mis cellaneous interesting facts I learned in this session†¦

Managing the National Health Service Essay Example | Topics and Well Written Essays - 4250 words

Managing the National Health Service - Essay Example This paper approves that the company saw an immediate turnaround as employees started being more productive and the same evaluations were carried out throughout the company where they could be applied. The company discovered that it could restructure a few departments which led them to greater efficiency and it led them closer to their mission. It is perfectly understandable that removing people from service and more or less eradicating a whole layer of middle management can be an important issue for the NHS. As described by Proctor, such changes can have a negative effect on the knowledge contained within the company and can also harm workforce structures in connection with the skills that some of the employees have. Additionally, it must be noted layoffs and removing redundancies can be a part of the restructuring experience but it can also lead companies and their employees to have issues concerning work overload, high stress levels, loss of company vision/values, poor decision ma king and even corporate in fighting. This essay makes a conclusion that Britain prides itself to be one of the few real welfare states left in the western world and that pride owes a lot to the services provided by the NHS. However, the NHS has a lot of issues it needs to correct since the calls for privatisation of this institute as well as other changes to be brought to the structure of the organisations have been made. As far as it can be seen, the NHS has two options, it can either change itself to be in line with the changes that have come to society or it can be forced to change through government regulations and the demands of the people.