Eating Disorders and Associated Treatment

Eating Disorders and Associated Treatment. Eating Disorders and Associated Treatment.

In addition to young children, eating disorders have become increasingly prevalent among college students. Despite the growing concern of parents and educators, and the increased amount of research and public awareness regarding the physical and emotional ramifications associated with these disorders, the numbers continue to rise.Discuss the history, characteristics, symptoms, and criteria for diagnosis, causes, risks, and treatments of anorexia nervosa and bulimia nervosa. Compare and contrast anorexia and bulimia as well as bulimia and binge-eating disorders. Research the available resources in your area and (if applicable) on your campus that help individuals who suffer from eating disorders.Provide factual documentation from at least two peer reviewed sources and include the reference citations within your discussion response using APA format. This assignment must be 750 words (not including the Cover page and Reference page) to meet the minimum requirement.[supanova_question]

OVERVIEW In this paper you will generate a 2 page, 1.5- or

OVERVIEW In this paper you will generate a 2 page, 1.5- or 2.0-spaced, typed summary of a source

reading.

This “summary paper” assignment asks you to practice three essential academic writing skills:

summarizing, paraphrasing, and quotation. Above all you will demonstrate your ability at integrating

outside quotations into your writing.

ASSIGNMENT Begin by selecting any ONE of the following readings:

Pollen, “Why ‘Natural’ doesn’t

Mean Anything Anymore”; Sontag, “A Woman’s Beauty: Put Down or Power Source?“; Zinczenko,

“Don’t’ Blame the Eater”; or Ruparelia, “India’s Farmers Are Right to Protest Against Agricultural

Reforms.” These can all be found in the Course Readings folder on our course website.

Browse the selections first. You may pick one of these articles that you strongly agree with, one you

strongly disagree with, or simply one that has an interesting topic.

Your task here will be to write a detailed summary of your selected piece.

A “good” summary will cover the writer’s main topic and his or her point of view about this topic. It

may also address the following: their intentions in writing the article or essay; any disagreements or

criticisms expressed by the writer; any differences of opinion expressed between the writer and

others; and/or the ways the writer may be attempting to change or influence our ways of thinking or

acting in relation to the topic. No outside readings or sources are used in a summary.

A summary is generally written as if it were introducing this reading to an audience that has never

read it before. You will therefore need to first introduce the article to your audience as well as

describe and summarize its main point(s). In a summary, you should, of course avoid making your

own arguments or offering your own views about the source text. The word “I” has no place in a

summary.

REQUIREMENTS This paper should make use of and cite from only your one (1) selected text.

Additional sources from outside our class readings or textbook are not permitted for this assignment.

Your paper should meet the following requirements:

? The opening paragraph of your paper should introduce the essay to your reader. It

should answer the questions: WHO, WHAT and WHY. Who is writing the article and

what has given them the authority or experience to write it? What is the main point or

idea of the article? And why (according to what the author says or thinks, instead of

what you say or think) are they writing it?

? Write your summary in the present tense (e.g., “the writer says” as opposed to “the

writer said”).

? Your paper should make use of at least three (3) of the suggested “introducing” or

“signal” verbs on p. 39-41 of Graff and Birkenstein’s They Say/I Say in the chapter “The

Art of Summarizing.” Your 3 verbs should appear in boldface in your paper. As the

text explains these signal verbs are to be used specifically for introducing direct

quotations; that should also be the case in your paper.

? Your paper should include a minimum of three (3) direct quotes and a minimum of

three (3) paraphrases from your selected reading. Quotes and paraphrases should be

followed by the page number from which they are taken in your original source (put

the page number in parentheses).

? Finally, your paper should make frequent use of “summarizing language.” Make sure

to remind your reader that they are reading your report on a source (and not your

point of view or opinions) by the frequent use of phrases such as “as the article claims”

or “as the author suggests.”

For a solid summary, make sure that the most important ideas or arguments are directly quoted and

that less important ideas or arguments are paraphrased.

GETTING STARTED What is a good summary? Consult They Say/I Say p. 30-42. You may also review

the “Sample” assignment submission in our “Course Assignments” folder.

AUDIENCE The “audience” for your papers in this course is not the instructor but a general academic

audience. You may not assume that he/she has any familiarity with our course readings. Your source

reading, therefore, should be introduced “from the ground up.”

FORMAT The paper should include page numbers inside parentheses when citations are made.

Paragraphs numbers can be used for sources with no page numbers. For example, if a quote appears

in the third paragraph type “(par. 3).” An MLA Works Cited page is required for this assignment. Type

your name, class, instructor name and date on the upper left hand side of the paper.

GUIDELINES This paper will be marked according to the following: clarity of presentation of ideas,

including the absence of grammatical and other sentence-level errors; precision of reading

comprehension; and adherence to requirements of the assignment, especially the five main ones.[supanova_question]

ENGLISH PEASANTS’ REVOLT, 1381 Read, summarize, and analyze the following primary source

Eating Disorders and Associated Treatment ENGLISH PEASANTS’ REVOLT, 1381

Read, summarize, and analyze the following primary source about the The Peasants’ Revolt, also called the Great Rising of 1381.  

Then the King caused a proclamation to be made that all the commons of the country who were still in London should come to Smithfield, to meet him there; and so they did.

And when the King and his train had arrived there they turned into the Eastern meadow in front of St. Bartholomew’s, which is a house of canons: and the commons arrayed themselves on the west side in great battles. At this moment the Mayor of London, William Walworth, came up, and the King bade him go to the commons, and make their chieftain come to him. And when he was summoned by the Mayor, by the name of Watt Tighler of Maidstone, he came to the King with great confidence, mounted on a little horse, that the commons might see him. And he dismounted, holding in his hand a dagger which he had taken from another man, and when he had dismounted he half bent his knee, and then took the King by the hand, and shook his arm forcibly and roughly, saying to him, “Brother, be of good comfort and joyful, for you shall have, in the fortnight that is to come, praise from the commons even more than you have yet had, and we shall be good companions.” And the King said to Walter, “Why will you not go back to your own country?” But the other answered, with a great oath, that neither he nor his fellows would depart until they had got their charter such as they wished to have it, and had certain points rehearsed and added to their charter which they wished to demand. And he said in a threatening fashion that the lords of the realm would rue it bitterly if these points were not settled to their pleasure. Then the King asked him what were the points which he wished to have revised, and he should have them freely, without contradiction, written out and sealed. Thereupon the said Walter rehearsed the points which were to be demanded; and he asked that there should be no law within the realm save the law of Winchester, and that from henceforth there should be no outlawry in any process of law, and that no lord should have lordship save civilly, and that there should be equality [?] among all people save only the King, and that the goods of Holy Church should not remain in the hands of the religious, nor of parsons and vicars, and other churchmen; but that clergy already in possession should have a sufficient sustenance from the endowments, and the rest of the goods should be divided among the people of the parish. And he demanded that there should be only one bishop in England and only one prelate, and all the lands and tenements now held by them should be confiscated, and divided among the commons, only reserving for them a reasonable sustenance. And he demanded that there should be no more villeins in England, and no serfdom or villeinage, but that all men should be free and of one condition. To this the King gave an easy answer, and said that he should have all that he could fairly grant, reserving only for himself the regality of his crown. And then he bade him go back to his home, without making further delay.

During all this time that the King was speaking, no lord or counsellor dared or wished to give answer to the commons in any place save the King himself. Presently Watt Tighler, in the presence of the King, sent for a flagon of water to rinse his mouth, because of the great heat that he was in, and when it was brought he rinsed his mouth in a very rude and disgusting fashion before the King’s face. And then he made them bring him a jug of beer, and drank a great draught, and then, in the presence of the King, climbed on his horse again. At this time a certain valet from Kent, who was among the King’s retinue, asked that the said Walter, the chief of the commons, might be pointed out to him. And when he saw him, he said aloud that he knew him for the greatest thief and robber in all Kent. . . . And for these words Watt tried to strike him with his dagger, and would have slain him in the King’s presence; but because he strove so to do, the Mayor of London, William Walworth, reasoned with the said Watt for his violent behaviour and despite, done in the King’s presence, and arrested him. And because he arrested him, he said Watt stabbed the Mayor with his dagger in the stomach in great wrath. But, as it pleased God, the Mayor was wearing armour and took no harm, but like a hardy and vigorous man drew his cutlass, and struck back at the said Watt, and gave him a deep cut on the neck, and then a great cut on the head. And during this scuffle one of the King’s household drew his sword, and ran Watt two or three times through the body, mortally wounding him. And he spurred his horse, crying to the commons to avenge him, and the horse carried him some four score paces, and then he fell to the ground half dead. And when the commons saw him fall, and knew not how for certain it was, they began to bend their bows and to shoot, wherefore the King himself spurred his horse, and rode out to them, commanding them that they should all come to him to Clerkenwell Fields.

Meanwhile the Mayor of London rode as hastily as he could back to the City, and commanded those who were in charge of the twenty-four wards to make proclamation round their wards, that every man should arm himself as quickly as he could, and come to the King in St. John’s Fields, where were the commons, to aid the King, for he was in great trouble and necessity. . . . And presently the aldermen came to him in a body, bringing with them their wardens, and the wards arrayed in bands, a fine company of well-armed folks in great strength. And they enveloped the commons like sheep within a pen, and after that the Mayor had set the wardens of the city on their way to the King, he returned with a company of lances to Smithfield, to make an end of the captain of the commons. And when he came to Smithfield he found not there the said captain Watt Tighler, at which he marvelled much, and asked what was become of the traitor. And it was told him that he had been carried by some of the commons to the hospital for poor folks by St. Bartholomew’s, and was put to bed in the chamber of the master of the hospital. And the Mayor went thither and found him, and had him carried out to the middle of Smithfield, in presence of his fellows, and there beheaded. And thus ended his wretched life. But the Mayor had his head set on a pole and borne before him to the King, who still abode in the Fields. And when the King saw the head he had it brought near him to abash the commons, and thanked the Mayor greatly for what he had done. And when the commons saw that their chieftain, Watt Tyler, was dead in such a manner, they fell to the ground there among the wheat, like beaten men, imploring the King for mercy for their misdeeds. And the King benevolently granted them mercy, and most of them took to flight. But the King ordained two knights to conduct the rest of them, namely the Kentishmen, through London, and over London Bridge, without doing them harm, so that each of them could go to his own home. . . .

Afterwards the King sent out his messengers into divers parts, to capture the malefactors and put them to death. And many were taken and hanged at London, and they set up many gallows around the City of London, and in other cities and boroughs of the south country. At last, as it pleased God, the King seeing that too many of his liege subjects would be undone, and too much blood split, took pity in his heart, and granted them all pardon, on condition that they should never rise again, under pain of losing life or members, and that each of them should get his charter of pardon, and pay the King as fee for his seal twenty shillings, to make him rich. And so finished this wicked war.[supanova_question]

Choose one of the three readings from this week (“The Dead,” “The

Choose one of the three readings from this week (“The Dead,” “The Garden Party” or “The Love Songs of J. Alfred Prufrock”) and identify the themes or elements that make it a Modernist text.

2. In “The Dead,” what does Joyce suggest is the role of art in individuals’ lives? Support your answer with evidence from the text.

3.  What is the significance of the image of snow at the end of “The Dead,” and what effect does it have on the story?  (Hint:  Think about possible reasons why Joyce doesn’t take the story further.  How does the snow provide a fitting ending?)

4.  A major theme in “The Garden Party” is the relationship between classes.  What do you think the author was trying to communicate to the reader about class distinctions?

5.  In your opinion, who is the “you” to whom Prufrock is speaking in “The Love Song of J. Alfred Prufrock?”  

Critics usually offer three possibilities for the speaker and/or listener: a) the Ego (the timid, repressed self) speaking to the ID (the amorous, desirous self); b) a man speaking to a woman; c) a man talking to a friend.

Why do you think it is a, b, or c?  Provide evidence from the poem to support your response.[supanova_question]

Essay Question: Read Text A carefully and write an argumentative essay of

Essay Question:

Read Text A carefully and write an argumentative essay of about 600-700 words in response to the following question.

Singapore government is increasing the benefits for parents to have babies due to the pandemic situation. Some people think this is essential to boost the birth rate that has been extremely low in Singapore; however, others believe more focus should be shifted to the benefits provided to the elderly. Which view do you agree?

Use the information from the text below as well as your knowledge to support your arguments. When using the information from text A, you are expected to acknowledge the source of it.

 

Text A

Singapore offers ‘pandemic baby bonus’ to boost births

Singapore is offering a one-off payment to encourage people to have babies during the coronavirus pandemic. The worry is that citizens are putting off parenthood as they struggle with financial stress and job layoffs. Details of the amount that could be paid have yet to be released. It is in addition to several hefty baby bonuses offered by the government.

Singapore has one of the lowest birth rates in the world, which it has struggled to boost for decades. It is in stark contrast to some of its neighbours such as Indonesia and the Philippines, which are facing the prospect of a massive spike in pregnancies from their coronavirus lockdowns.

“We have received feedback that Covid-19 has caused some aspiring parents to postpone their parenthood plans,” Singapore’s Deputy Prime Minister Heng Swee Keat said on Monday.

Mr Heng said more details about amounts and how they will be paid would be announced at a later date. Singapore’s current baby bonus system provides eligible parents up to S$10,000 ($7,330, £5,644) in benefits.

Singapore’s fertility rate touched an eight-year low in 2018, according to government data, at a rate of 1.14 births per woman. Many Asian countries face a similar issue of falling fertility rates, which could worsen during the pandemic downturn.

Earlier this year, China’s birth rate fell to its lowest since the formation of the People’s Republic of China 70 years ago. This came despite the easing of the much criticised one-child policy.

But some of Singapore’s neighbours face the opposite problem. In the Philippines, unintended pregnancies are forecast to spike by almost half to 2.6 million if Covid 19-induced movement restrictions remain until year-end, according to the United Nations Population Fund.

“These numbers are an epidemic in itself,” Aimee Santos, a spokesperson for UN agency in the Philippines, said last month. The Philippines has the second-highest population in South East Asia at 108.4 million. It has one of the region’s worst virus outbreaks with more than 307,000 infections.

“These issues of women and children have largely remained invisible during the pandemic. It’s time to put them front and centre,” Senator Risa Hontiveros, head of the chamber’s committee on women, said last month. She has backed calls for more female officials in the nation’s task force against the coronavirus outbreak.

 

Adapted from

Gallagher, J. (2020, October). Singapore offers ‘pandemic baby bonus’ to boost births. BBC News, Retrieved from https://www.bbc.com/news/business-54429706 (Links to an external site.)[supanova_question]

Eating Disorders and Associated Treatment

Eating Disorders and Associated Treatment