Eating Disorders in the Developing Woman Essay - 2637 Words

In recent history, the idea and overall concept of feminine beauty has been slowly sinking toward a far less healthy, overly thin model. When humans first evolved over 25,000 years ago, women with large, ample breasts and hips were seen by society as very sexually appealing symbols of fertility. Fertile women were considered to be the ideal for any man. Thin women were not considered beautiful because they did not appear healthy enough to raise and provide nourishment for their family. Slim women were also often times considered poor because in the eyes of society, they could not afford enough food to keep their body full and healthy. pDuring the Renaissance era, beautiful, elaborate paintings from world famous artists, Micheangelo among†¦show more content†¦A woman called Twiggy by the press was one of the most popular fashion models in the 1960s. Twiggy was a very appropriate title for her, considering her stick-thin body. She slowly began exposing more and more of her ske letion-esque stature to the camera, and to the world, no doubt inspiring young girls to become like her, because she was in style, yet she was strikingly different; but perhaps most importantly: She was beautiful. The ultra-skinny image, although not a healthy one, is still consistently portrayed today in the media. While researching articles for this paper, I came across a magazine headline that read, You Can Never Be To Thin, in bold, capital letters. Unfortunately, some women actually began believing that statement, and a great deal of them have since suffered from Anorexia nervosa and some have even died of starvation. Can you imagine starving yourself to death? It is terrifying to me that young minds are so easily driven to take drastic measures when they are told that they will be accepted and loved by society as soon as they are thin. Teenagers are directly targeted because, being at a very impressionable time in their lives, they tend to conform to whatever is currently cons idered fashionable by their society. pAlison Bell hit the nail on the head when she wrote in an article for TEEN magazine in 1999, We live in a society where it is considered standard for a teenager to worry excessively about her body especially atShow MoreRelatedThe Psychological Effects Of Eating Disorders1324 Words   |  6 PagesEvery woman in her life has a moment when she looks in the mirror and feels fat, or opens a cosmopolitan magazine to see a size 00 girl advertising a new diet and starts to feel insecure, or goes to every length on earth to lose weight, but what women don t realize is that those are all influences leading to eating disorders. Women are strongly affected by eating disorders in North America. Many societal, cultural and physiological aspects contribute to the impact that eating disorders have uponRead MoreDying : By Lucy Serpell And Janet Treasure957 Words   |  4 Pageswith eating disorders such as anorexia nervosa and bulimia. There were many thoug hts which raced through my mind. After having watched Dying to be Thin I read the articles Anorexia Nervosa: Friend or Foe? By Lucy Serpell, Janet Treasure, John Teasdale, and Victoria Sullivan. I also had read Bulimia Nervosa: Friend or Foe? The Pros and Cons of Bulimia Nervosa by Lucy Serpell and Janet Treasure. What first captured my attention was when the narrator of the documentary spoke about a young woman HeidiRead MoreThe Effects Of Media On Body Image1453 Words   |  6 Pagesthat media and body image are closely related. Particularly, how the body image advertising portrays effects our own body image. It has been documented in adolescents as they are more at risk for developing unhealthy attitudes toward their bodies. They are at a time where they re focused on developing their individual identities, making them susceptible to social pressure and media images. A major reason many people have a negative body image is because of the impact that media has had on our percept ionRead MoreThe Media And Body Image1453 Words   |  6 Pagesknow that the media and body image are closely related. Particularly, how the body image advertising portrays affects our own body image. Research documented adolescents as they are more at risk for developing unhealthy attitudes toward their bodies. They are at a time where they re focused on developing their individual identities, making them susceptible to social pressure and media images. A major reason many people have a negative body image is because of the impact that the media has had on ourRead MoreAnorexia nervosa, a medical condition defined by an abnormal or pronounced lack of appetite, has1700 Words   |  7 Pagesand impact. Anorexia nervosa is a major eating disorder that disrupts everyday life, resulting in extreme thinness, hormonal imbalances, behavioral signs, and health issues that can lead to death. While the disease strikes across all gender, races, and classes, the victims affected are typically young, healthy, and attractive women of successful families. The average girl affected usually ages between thirteen and nineteen years old (Landau 3). This disorder has increased rapidly over the last tenRead MoreMass Media And The Entertainment Industry949 Words   |  4 PagesSome believe that mass media and the entertainment industry should be responsible for causing eating disorders in young girls, while others believe differently. I believe that mass media and the entertainment industry portray beauty in a deadly way, since they establish a false image of a â€Å"perfect† woman. Others think that mass media and the entertainment industry should not be accountable for eating disorders because they argue that young individuals are held responsible for themselves. Society cannotRead MoreEating Disorders : An Eating Disorder1184 Words   |  5 Pagesas an eating disorder. Weir (2016) goes on to explain the origins behind eating disorders in individuals. This topic is important because, in the United States, many women and men suffer from a clinically significant eating disorder at some point in their life. It is important to know the influences that cause an individual to experience an eating disorder. Genetically, or environmentally, or both genetically and environmentally. Anorexia nervosa, bulimia nervosa, and binge eating disorder are eatingRead MoreThe Effect Media Has over a Womans Body Image Essay942 Words   |  4 Pagesher? The media sets out tons of images and videos of a way an average woman should look like when in reality what the media is showi ng is unrealistic goal to achieve. Whit the media showing off only one body image or what they would say â€Å"perfect,† body image they can cause serious problems mentally and physically in a women’s mind and body. One of the serious problems that can happen mentally in a woman’s mind is developing low self esteem and ultimately depression. With the media showing picturesRead MoreInfluence Of Society On A Teenager1039 Words   |  5 Pagesbeautiful. In the 1980’s it was considered beautiful to be a curvy woman. A woman with a large chest and full hips was the ideal women, such as Selena Quintanilla. The difference between then and now is, women could escape this if needed. Today it is impossible to ignore the stick thin, supermodels, such as Kendall Jenner. They are on TV, Clothing stores, and magazines. The influence of society on a teenager is so much that man expects a woman to be a stick thin model or they are considered â€Å"plump†. TheRead MoreThe Medi A Helping Hand For Eating Disorders1279 Words   |  6 Pages Crystal Medina-Corchado Professor DeLuise ENGL-1105-40-F15 25 October 2015 The Media: A Helping Hand for Eating Disorders The media has taken a majority of time in the modern world, while morphing the ability to influence thought processes and how the brain perceives things around it. Television, for example, and even more so relevant—the Internet are the most powerful forms of media as they are able to produce advertisements that reflect and are more relatable to the targeted audience. Since the

Why We Should Ban Cell Phones And Driving Free Essays

Every day, millions of people get in their vehicles and drive. Some are mothers, some are fathers, some are students, yet all are in danger from preventable accidents caused by cell phones. For proof that cell phone accidents are increasing, people simply need to look at sections of websites devoted entirely to car accidents caused by people using cell phones while driving (Car Accidents). We will write a custom essay sample on Why We Should Ban Cell Phones And Driving or any similar topic only for you Order Now We live in the now generation. We want everything as soon as possible and preferably before we know we want it. Imagine how many people turn their cell phones on and call people the instant their plane lands, minutes before their plane reaches the gate. Cellular phones feed into our need to have information and always be connected, but that need is only safe as long as common sense is used. When common sense is not in effect, driving while using a cell phone can be dangerous. Problems Cell phone accidents injure 330,000 people a year and kill 2,600 a year (Britt 2005). Most people have seen someone talking on a cell phone and driving erratically. They are typically not hard to see because they are usually weaving into the next lane or have poor reflexes when confronted with a red or green light. We ban drinking and driving because there are so many deaths and injuries caused by it, so why do we continue to ignore the dangers of calling and driving? The problem has not gone unnoticed. The government has recognized the risk of driving while calling and have enacted legislature to counteract the increasing number of people involved in accidents caused by distracted drivers. Yet each state has different laws regarding cell phones and driving. Based on the most recent statistics (2008), some states like California talking on the phone (unless it is on the speaker) while driving, and certain groups of people from using the phone. Other states, like Louisiana, do not have any restrictions on using cell phones while driving (Edgar Snyder and Associates). Statistics Cell phones have made our lives more convenient but also more dangerous. Cell phones have 250 million users in the United States, a number that is increasing yearly at a rate of 40%. Studies have also discovered that cell phone use while driving increases the chance of a car accident. Even the task of dialing numbers can cause a person to potentially lose control of the vehicle. Incidentally, most people who were in car accidents while driving were on the phone. Out of the plethora of accidents where cell phones were involved, the drivers hit large objects that would have been avoidable had the driver been focusing on the road (Edgar Snyder and Associates). People who believe that they have excellent reflexes and can avoid a crash are incorrect. It was found that a 20-year-old driver talking on a cell phone has the reflexes of a 70-year-old driver not talking on a cell phone (Britt 2005). People who use hands-free cell phones also contribute to the heightened danger on the road. The mitigating factor in accidents involving cell phones is distraction. The problem is that the drivers can see the road, but they are not involved in what is happening on the road. As strange as it seems, a study found that it is categorically safer to have a person driving with a blood alcohol level greater than . 08 on the road driving than to have a person talking on a cell phone driving (Britt 2005). How to Help Now that we know the extent of the problem, what can we do to prevent those unnecessary accidents from claiming more lives, maybe even the life of someone we love? With inconsistent legislation among the states regarding cell phone use and driving, there is a chance that you have driven in a state with very relaxed or nonexistent laws about driving with cell phones. There are several ways people can protect themselves when driving with a cell phone. A spokeswoman for the California Highway Patrol, Anne Da Vigo suggests pulling off of the road for extended phone calls, to tell the person you are talking to on the phone that you are driving, ask any passengers accompanying you to do the talking, keep the call short and only use the phone when you need to. (Goepel 2003). Legislature Even though those steps are beneficial when using a cell phone while driving, it is not enough to keep the safe cell phone drivers away from the dangerous ones. We need to petition our government to ban any form of cellular phone use while driving. The government will not know how concerned we are about the dangers of driving while calling unless we bring more attention to the situation. Twenty-two of the 50 states have no legislature banning driving while on a cell phone. That means that people in 44% of the states in the United States are at in increased danger of being in an accident caused by a driver talking on a cell phone (Edgar Snyder and Associates). The first steps for legislation come from the citizens, businesses, lobbyists, elected officials, etc. (Nevada Legislature). If we decide to ignore the initial steps to have a bill passed because we are confident someone else will do the work, we are wrong. We need to be a collective voice that lets our government know that we are tired of having innocent citizens hurt by distracted drivers. It is time for us to have our government to listen to what we have to say. We need to be proactive so we do not lose more people from our communities to senseless accidents. References Britt, R. R. (2005). Drivers on Cell Phones Kill Thousands, Snarl Traffic. LiveScience. Retrieved July 18, 2009 from LiveScience database. Car Accidents. Cell Phone Accidents Pictures Stories. Retrieved July 18, 2009, from http://www. car-accidents. com/cell_phone_car_accidents. html . Edgar Snyder and Associates. Car Accident Cell Phone Statistics. Retrieved July 18, 2009, from http://www. edgarsnyder. com/auto-accident/auto/cell/statistics. html . Goepel, J. (2003). Crashes caused by inattentive drivers are nothing new. Cell phones are the latest distraction. Via AAA Traveler’s Companion. Retrieved July 18, 2009 from VIA Magazine database. Nevada Legislature. How a Bill is Passed. Retrieved July 18, 2009, from http://www. leg. state. nv. us/General/im_just_a_bill. cfm . How to cite Why We Should Ban Cell Phones And Driving, Papers

Facilitation and Education Skills for Practice Development

Question: Describe about the Facilitation and Education Skills for Practice Development. Answer: Describe the experience In the group session, I have participated to present a topic in order to emphasize the importance of experience learning in nursing. In this group session, students were requested to present their own topic in order to elaborate their experience. Therefore, I have also presented my personal experience regarding experience learning. From this group session, I have understood that experience learning is a framework. According to Chang and Daly (2015),it helps to understand the practical implementation of theories. Moreover, experience of someone else helps to understand the practical situation. Here, three parameters can be evaluated such as the aim, the strategies to achieve the aim and difference between aim and the outcome. As described by Jacobs (2016), in experience learning, people can share their success story to the audience. From the experience shared, people can understand the practical implementation for dealing with the probable case issues. Therefore, I have realized that experience learning is another learning process in which, people can get a clear picture of the practical field. Jasper (2013) pointed out that in a reflected experience; people share their experience and the probable issues the person has faced. In the given case study, Lee has shared his experience regarding ethical practice is based on the situation. According to her experience, ethical practice cannot be applied easily. The situation here plays the major role, because ethical compliance in medical field. He has mentioned that complying with the ethical factors can be difficult and therefore, he has not mentioned any concrete solution for ethical complacence. However, he has mentioned that in order to follow organizational policies, an employee should handle the ethical dilemmas. Therefore, it can be said as opined by Jones and Alinier (2015) that reflection learning is a process in which it is possible to understand constraints while complying with the practical guideline. On the other hand, theoretical learning only gives the outline of the theoretical framework. As discussed by Kumagai (2013), this type of learning process cannot give practical sense of the theory. Apart from that, Lee has shared that she has reported a bout Toms drug taking and for that Tom has been sacked. In this particular situation, Lee felt guilt and therefore, it was difficult for Lee to work with motivation. In this experience, it has been identified that ethical dilemma is the major factor that led Lee to feel guilty. However, in order to comply with organizational policies, Lee was bound to report about Toms drug taking. When it comes to experience learning, it can be said that Lee was working as per companys policies and on the other hand, tom was violating organizational guideline. From this situation elaboration, a learner would be able to understand the basic response to the critical situation. This experience is not limited to the decision taking. It also emphasizes the consequences that an individual go through after taking an ethical decision. The experience shared in this case study emphasizes several consequences such as moral break down and motivational issues. As opined by Lauren Caldwell (2013), the issues fac ed by an individual after taking an ethical issue can have divers impact on his professional and personal life. However, the experience learning method helps to understand how to deal with the critical consequences. According to Lees experience, she was unable to express her mental state among her nurse colleagues. The step taken by Lee was for protecting top from excessive drug taking. However, escalating the matter to the management create another diverse situation. When it comes to the experience description, it can be said that this process helps an individual to come out from the theoretical framework and explore the practical field. the evaluation of experiences helps to determine the actual issues while implementation of the theories. In terms of theoretical description, an employee should comply with organizational guidelines. However, the experience story of Lee shows ethical situations in which people need to consider the appropriate decision. Taylor (2013) opined, therefore, experience learning would help an individual to understand the ethical situations that could arise. Apart from that, it can be said that it is possible to gain constructed knowledge from reflection. A reflection consists of brief elaboration regarding situation and scenarios that an individual has already faced. Therefore, being an outsider, an individual will be able to know the process of using knowledge in practice. The overall presentation of a reflection consis ts of certain factors that may not have any relation with others experience. However, it is important to learn as much as possible from the experiences because, the more an individual enhance practical knowledge, the more it would be possible to handle critical situation in future. The framework presented in this case study, it can be said that experience may consist of both ethical and personal experiences in workplace. Apart from workplace events, there can be personal factors that might influence an individual to face difficulties. The process of experience learning shows the way in which an individual can balance work and personal life. The case study provided has clearly described the ethical decision-making and its appropriateness in workplace. However, from the experiences, it has been noted that it is not possible to gain a clear view regarding ethical decision-making from experience learning, because, it varies depends on the situation and its requirements. Moon (2013) discussed, the major objective of experience learning is to build clear understanding about different situations. However, it is not necessary that an individual will face the same situation in his or her personal life. Now there are two types of ethical situations such as traditional ethical principles and situational ethics. There are certain differences between these two ethical situations. In order to deal with such ethical situation, an individual should understand the self-vales and difference between self-values with others. The overall evaluation of experience learning helps me to understand the specific features of this learning process. In this learning process, it is possible to understand practical implementation of the theories. In this case study, the experiences shares elaborate the ethical constraints in decision-making. Apparently, the case study shows the importance of experience learning through the framework established by Christopher John. Understanding of the self through Johns model Johns model of structured reflection is a technique that helps the learner at the very early stage of learning. It helps to understand the student how to reflect upon any subject that he has studied. By following the methods, the learners gain experience through application. The model focused on what to look in and what to look out. The looking in consists of the following: Find a space and focus on self. Pay attention to ones emotions and thoughts Write down the emotions and thoughts The looking out consists of the following: Describe the situation Point out the significant issues Aesthetics Personal Ethics What were the factors that influence me? What knowledge did inform me or what could have informed me? Reflexivity The aesthetics includes the following: What was I trying to achieve? Why did I respond? What were the consequences for me and others? What were the feelings of others? How did I know this? The personal aspect includes the self analysis to find out why I felt in a specific way within the situation. According to Ossa Parra et al (2015), the reflexivity includes the analysis of how the situation is related to the previous experience. It also tries to understand in what ways I could have handled the situation better than the way I did it. It also needs me to focus on what would have been the consequences of the alternative actions that I could have taken. Next, I should analyze how I feel about the experience. I should find out how much I can myself along with others in future situations. As Pearce et al. (2013) have discussed, this model was mainly demonstrated in the field of learning. However, it can be applied in other domains of knowledge too. The objective of the model is to make the learners to be able to carry out self-learning through application of the theories and gather experience. It is not only about applying the theories but also about analysis of the experience gathered from the application. It can be said that this model helps in understanding the self. One constantly analyzes his own modes of applications, his own learning outcomes. After the methods are applied, the students are asked to share his or her knowledge with their mentors and other students. According to Pennington et al. (2013), it helps the students to learn faster. Here comes the importance of group discussion. However, reflective practice is always better than only studying the theories. A student that practice reflective learning always achieves greater understanding of the subject a nd also is able to understand how much he has gathered knowledge. In his approaches, John has highlighted this point. He highlighted the importance of experienced knowledge in a comparison to theoretical reading. The method of looking in and looking out of ones emotions engage the students into self-analysis. It is a constant practice that improves the understanding of the self. It provides new insights into the learning procedures. Reflective practice proposed by John is emphasizes on learning through assumptions. At first, we read the subject, gather information, and then apply that knowledge into any practical situation. However, while applying our gathered knowledge we always assume the final result. According to Rees (2013), we always think to what extent the applied method is useful; we have to assume what could be the alternative ways to achieve the desired objectives if the already applied method fails. We add some elements and remove some elements as while doing the process. We become able to take decisions because of our analytical power. Through the practice of it, this analytical power improves. Sometimes the assumptions turn out to be true and sometimes we fail to make correct assumptions. The approach presented in Johns model develops this power. The practice of this model also develops self-awareness and power of critical evaluation. As discussed by Smith et al. (2015), when we do a task we remain aware of our own abilities. We always try to remove the barriers and develop ourselves. We want to achieve our desired abilities. Therefore, we chalk out what to do and what not to do. We select some methods and limit ourselves from using some. Sometimes the decision is based on the available resources and sometimes it is based on our own capabilities. Not everyone is able to do every type of tasks. Self-awareness plays an important role to overcome this barrier. However, once a student has adopted with the technique, he will gather a life-long experience. As Tashiro et al. (2013) discussed, the process of self-awareness also includes finding out the critical issues found in the subject. Through the application of reflective practice proposed by John, one gathers the knowledge to separate difficult areas and easy areas present in the subject. It is mandatory that student understands the difficult areas and deal with them specially. By practicing whatever is proposed in the model, the students improve the ability to judge and separate the critical areas. They also become able to select the best process to solve the problems found in the subject. It is a process that helps in gathering knowledge about the self and answers the question who I am. Through the process of emancipation, the practitioner becomes able to liberate himself from the previous ways of practices. In case the students work in a group the level of difficulty arises because various students have to work cooperatively to accomplish the task. Often they are not able to understand where they are lagging behind from others. As Thompson and Pascal (2012) opined, the problems are twofold. The students have to deal with others while doing the task and they also need to constantly do self-analysis. They need to analyze if they are properly cooperating with the others or not, and they also consider their understanding of the subject. Following and practicing Johns model develops this understanding in the student. According to Tobias et al. (2016), the student starts considering the ethical issues associated in any tasks. It is an important factor while doing a group work. Development of the self occurs with the improved understanding of the response the student should give during the task or after the task. The students responses should comply with the task type. In case of any faults, h e should be able to overcome that barrier. New understanding through analysis of relevant information in the article The article named Framing learning through reflection within Carpers fundamental ways of knowing in nursing by Christopher John discusses the different ways that Carper has propounded. However apart from analyzing it, this article also underlines new information. John has pointed out that the model is a heuristic tool. It means that it provides a framework for the activity apart from allowing the practitioner to go beyond the model and reflect the response of how to unfold the situations present in everyday practices. He mentions that the student gathers knowledge on the existing personal knowledge. It means that their response towards a situation develops. The practitioner is able to respond in a new situation in a matured way. The practitioner becomes able to find the conflict between the desirable work and the actual practice. He has mentioned how that the practitioner needs both challenge and support to accomplish his task. He outlines that it is not only about skill acquisition but confronting the situation. It involves a process of construction and deconstruction while dealing with the situation. The process empowers and enlightens the practitioner or the student. The article has focused on the concept on empirical knowing. Carper rejected the prevalent view that only empirical and objectively descriptive texts are the reliable and valid source of knowledge. This article has clearly and extensively discussed the features of aesthetics empirics, ethics. A practical issue is dealt in this article to discuss various issues related to knowledge gathering through reflective practice. The area of discussion is nursing./ It is mentioned that Lee has gained experience from a case study. In a situation, a young man Tom felt that he was breaking down and was feeling dreadful. The story shared by Lee showed how he helped Tom to overcome this situation. Lee successfully accomplished his work by following the structured reflection model. Toms condition reflects a new age problem. Tom faced financial crisis, started taking drugs, and going through a deep emotional crisis. Through this case study, this article brings out the situational context and Lees cont ext. Then appropriate ethical actions are also discussed. The aesthetics and empirical issues are also discussed. It has been pointed out that ones experience helps in outlining the intuitive nature of grasping, envisioning, responding, and interpreting. References Chang, E. and Daly, J., 2015.Transitions in nursing: preparing for professional practice. Elsevier Health Sciences. Jacobs, S., 2016. Reflective learning, reflective practice.Nursing2016,46(5), pp.62-64. Jasper, M., 2013. Using reflective journals and diaries to enhance practice and learning. Jones, I. and Alinier, G., 2015. Supporting students' learning experiences through a pocket size cue card designed around a reflective simulation framework.Clinical Simulation in Nursing,11(7), pp.325-334. Kumagai, A.K., 2013. On the way to reflection: A conversation on a country path.Perspectives in biology and medicine,56(3), pp.362-370. Lauren Caldwell RN, B.S.N., 2013. The importance of reflective practice in nursing.International Journal of Caring Sciences,6(3), p.319 Moon, J.A., 2013.Reflection in learning and professional development: Theory and practice. Routledge. Ossa Parra, M., Gutirrez, R. and Aldana, M.F., 2015. Engaging in critically reflective teaching: from theory to practice in pursuit of transformative learning.Reflective Practice,16(1), pp.16-30. Pearce, P., Phillips, B., Dawson, M. and Leggat, S.G., 2013. Content of clinical supervision sessions for nurses and allied health professionals: a systematic review.Clinical Governance: An International Journal,18(2), pp.139-154. Pennington, K., Crewell, J., Snedden, T., Mulhall, M. and Ellison, N., 2013. Ignatian pedagogy: Transforming nursing education.Jesuit Higher Education,21(1), pp.34-40. Rees, K.L., 2013. The role of reflective practices in enabling final year nursing students to respond to the distressing emotional challenges of nursing work.Nurse Education in Practice,13(1), pp.48-52. Smith, K.M., Brown, A. and Crookes, P.A., 2015. History as reflective practice: A model for integrating historical studies into nurse education.Collegian,22(3), pp.341-347. Tashiro, J., Shimpuku, Y., Naruse, K. and Matsutani, M., 2013. Concept analysis of reflection in nursing professional development.Japan Journal of Nursing Science,10(2), pp.170-179 Taylor, C., 2013. Critically reflective practice. The New Politics Of Social Work. Thompson, N. and Pascal, J., 2012. Developing critically reflective practice.Reflective Practice,13(2), pp.311-325. Tobias, C., Ives, J.E. and Garnham, A.P., 2016. Nursing supervision: challenges and opportunities for success.Learning Disability Practice,19(6), pp.33-38.