Alzheimers Disease What are we Forgetting Essay

Alzheimers Disease: What are we Forgetting? Alzheimers disease (pronounced Alz-hi-merz) is a progressive, degenerative disease that affects the brain and results in impaired memory, thinking and behavior. It was first described by Dr. Alois Alzheimer in 1906 and has been diagnosed in millions of people to this day (1). This disease results, ultimately, in the destruction of the brain and brings new meaning and insights into just how much brain may equal behavior. Alzheimers is a degenerative disease that usually begins gradually, causing a person to have memory lapses in both basic knowledge and simple tasks (7). Alzheimers disease causes the formation of abnormal structures in the brain called plaques and tangles†¦show more content†¦Age and family history, as with many other illnesses, have been identified as potential risk factors. One sight boasted that most families, however, do not have several immediate members who wind up with the disease unless it is the type of early onset Alzheimers (ten percent of cases). However, another stated that there is a clear familial link (6). Most Alzheimers patients develop the symptoms late in life (after the age of sixty-five) (1) (6). Various studies have improved our understanding of plaques and tangles in the brains of individuals with Alzheimers disease. A previously unknown lesion characteristic of Alzheimers disease may provide clues as to its origin. This lesion, called an AMY plaque, may play a role in the onset and progression of Alzheimers disease. Other areas of research include looking into the genetic factors related to the onset of the disease (4), the Ab protein and senile plaques (4), tau protein and neurofibrillary tangles (3), the role of estrogen in the brain, neurotransmitter deficiencies and dysfunction in brain cell communication, inflammation and its effect on brain cell activity, and oxidative stress and its effect on brain cell processes. Further research has proven fruitful and progress is being made continually which is helping to generate more accurate diagnostic tools and better treatment options for affectedShow MoreRelatedAlzheimer s And The Most Relevant Cause Of Dementia1496 Words   |  6 Pages Alzheimer’s, the most relevant cause of Dementia, is a disease that affects as many as 4.5 million Americans per year (WebMD 2005-2014). Alzheimer’s is a disease that is an irremediable, continuous brain neuron degenerative diseas e that can be asymptomatic at first and then overtime becomes symptomatic. 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Good or bad, memories are embossed in us and are there for life, but what if as time went by, you lost your ability to keep hold on those memories? Even worse, you begin losing your ability to communicate with words, recognizing familiar faces and places. It makes you start to feel confused and a sense of depression. What if you were or were not completely aware of the deterioration in yourself? Currently, we live in the time of growing technology

How to Make Essay about Yourself Ideas

How to Make Essay about Yourself Ideas Any excellent research paper requires considerably more time than a normal essay or lab report. Ending an essay with similar scenario might help to demonstrate your point and make a better understanding. My professor was very happy and I managed to prevent the late submission penalty. The Ugly Side of How to Make Essay about Yourself Now essay writing service has gotten very typical on earth. Before you sit down to compose any essay, it's necessary for you to conduct a comprehensive research. Research effectively Great essays begin with wonderful research. Clearly, writing an essay on this issue of marijuana is too general. Instead, write an intriguing essay, write an essay you believe is fascinating. Let another person read your essay. You can also write a fantastic personal essay without sounding subjective. If you're requested to compose an essay about the established text you're working on, it can be tough to produce something original. If your essay is describing a process, like how to make a huge chocolate cake, make sure your paragraphs fall in the right purchase. You might have your topic assigned, or perhaps you be given free reign to write on the topic of your pick. Though the conclusion paragraph comes at the conclusion of your essay it shouldn't be considered an afterthought. For instance, in the same way the opening sentence or paragraph of a novel is extremely critical in capturing the interest of the reader early on, so the very first paragraph of your essay is crucial in earning your reader want to keep on reading it. While writing there are a few things you can do in order to m ake your article longer. Build self-confidence by backing up and starting wherever your youngster can get the job done successfully before diving in their very first daunting essay. Having read the identical literature or scholarship, everyone tends to wind up writing much the identical thing which must become rather boring for the man marking it! What's more, instead of aping the written style of whichever author or scholar you chance to be reading at the moment, make certain you write in your voice. Class-driven writing exercises are lots of fun, and can be quite inspiring. Essays are generally not very long, therefore it's not surprising that teachers would assign a great deal of them to write. The 5-Minute Rule for How to Make Essay about Yourself Some students' writing might not be on-par with the grade level they're in. Nonetheless, most kids dread the idea of writing, especially in regards to tedious writing assignments in school. Students with ADHD frequently have difficulties with writing, especially with respect to spelling. Analyze your topic and be certain you're completely clear regarding the writing requirements. There isn't any more need to experience a great deal of hassle in regards to completing homework assignments of any kind. There are lots of writing apps and tools available to inspect spelling and grammar. There are a lot of essential things which make essay writing homework such a daunting job to finish. Up in Arms About How to Make Essay about Yourself? You might also realize that a few pieces of your essay will ask you to add more details. Now you understand that an honest and qualitative on-line essay writing service can offer great assistance for your learning, it's time to put your purchase. Be prepared Add your essay deadline to the calendar, but in addition block out the particular spans of time which you will use to investigate and write it. Additionally, an exhaustive research can help you make certain that all the info in your essay is both relevant and current. The Bene fits of How to Make Essay about Yourself Students commonly mistake a conclusion paragraph for a summary paragraph when, in truth, it's really a chance to drive home your argument. They should know plagiarism is a very serious violation. Importantly, the essay brings out a distinctive attribute of the writer for a team player with superior leadership abilities. When you get your purchase, you grow to be a portion of our team. A substantial number of students get assistance from professional writers. Explain your students, that it's always better for them to decide on a topic they understand well and have a chance to earn a research on. How to Make Essay about Yourself - the Conspiracy Every other skill they learn has a perfect answer and a correct means to do it. Also, you're going to need a transition word to produce readers understand you're going to conclude. Make your very first order at the moment and find the help you need whenever possible. There are plenty of stra tegies to write with different folks.

Critical and response perspective free essay sample

In this lesson, I focused on Jace, the second grader. I was able to hold a small group lesson in her classroom so that I could be able to assess her literacy ability first hand when it comes to critical and response perspectives. I learned of the idea of a tea party from Tompkins and decided I wanted to create a lesson that would involve this great activity (Tompkins, p. 272). The intent of the tea party was to use the critical perspective as well as the response perspective (Laureate Education, 2010). In this lesson the learners will be able to better understand the text and it should play a role in the learners’ lives in a meaningful way. The use of metacognitive strategies helps the students to think about â€Å"thinking† all through the reading process. This lesson demonstrates ways to implement the these perspective (Laureate Education, 2010). Teacher: Date: February 11, 2014 Age/Grade Range; Developmental Level(s): 7-8 yr / 2nd / early reader Anticipated Lesson Duration: 25 minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): I used previous assessments of the three students to select the text that would gain their interest the most. We will write a custom essay sample on Critical and response perspective or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The assessment in which I used to gage my lesson was the DRA (Developmental Reading Assessment) which is a formal assessment that helps to determine independent reading levels (Tompkins, 2010). I also performed another assessment on the students recently that I used help to determine interest in reading. This assessment was called the Elementary Reading Attitude Survey (McKenna, 1990). Curricular Focus, Theme, or Subject Area: Reading/ Language Arts State/District Standards: †¢The learner will read and understand a variety of materials. †¢The learner will comprehend and use comprehension skills such as applying knowledge of foreshadowing, comparing and contrasting, determining the main idea, indentifying the author’s purpose, inferring, previewing, predicting, re-reading, and self-monitoring. Learning Objectives: The students will participate in the tea party activity through discussion and understanding of authors’ purpose while activating prior knowledge to comprehend text. The students will write an entry in their journal near end of lesson. Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: Guided practice and help, modeling, and slower paced one on one practice will be conducted for struggling students if needed. During journal writing, students can draw instead of write and I will dictate the illustration for them. Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): Critical and Response Perspectives Texts: Amazing Grace (Hoffman, M. 1991) Other Materials/Technology/Equipment/Resources: pencil, crayons, and journal notebook, book, and note cards with excerpts from the story written on them dry-erase marker, and 2 small white boards to use to write before story and after story predictions and author’s purpose. Grouping structures (one-on-one, small group, whole class): Small group Lesson Sequence Learning ActivitiesAssessment Opportunities Introduction/Anticipatory Set †¢The teacher will (TTW) hold up a book titled Amazing Grace and ask the students to raise their hand to tell what they think the story is about. †¢TTW allow for a few students to give answers and ask other questions that assist the students to use prior knowledge. †¢In order to help the students visualize what they already know or what they think they know about the book, the teacher will write notes on a small white board, using pictures as well where applicable. †¢TTW then tell them that today we are going to learn about the author’s purpose and try to understand why the author wrote those words and what he or she wants us to know and learn. †¢The learner will (TLW) be asked to predict the author’s purpose just by looking at the cover and the first few pages. †¢Allow for a few students to answer. †¢Observe to see if how much prior knowledge Jace has, if any. †¢TTW make notes on the white board labeled â€Å"before† of what predictions each student makes regarding what the story is about. Building/Applying Knowledge and Skills †¢After listing the predictions, TLW listen to TT read the story entirely. †¢After the story is completed read, TTW pause for a moment for the story to sink in and the students to gather their thoughts. †¢TTW as TL what they thought the story was about and what the author’s purpose was. †¢TLW will be allowed to answer. TTW write down a few of the answers on another small white board labeled â€Å"After†. †¢TTW show the stack of index cards to the students and explain that the students will select a card and read it a few times or until it is read fluently then move around to another student in the group and read the excerpt to that student and discuss what it is about and how it connects to them in real life. †¢TTW then instruct TL that this activity is called a tea party. †¢TTW model reading an index card to another student and talk about a personal connection to the story with that student. †¢Allow for TL to ask any questions about the activity and TTW answer any of those questions for the whole group. †¢TTW prompt the learners to begin. †¢TTW observe TL to see if the predictions that are being made are accurate based on the text and pictures in the story. †¢TTW assess the accuracy of the predictions made to the discussion after the reading of the text. Was the use of prior knowledge helpful? †¢TTW assist students with reading fluency and understanding when needed †¢TTW observe each pair of students to see if they are talking about their personal connections. Synthesis/Closure †¢The students will come back together in their small group after discussing the excerpts and connections with the text. †¢TTW have the students to get their journals out to write about their experience with the tea party. †¢TLW also write a sentence what they feel was the authors’ purpose of the story was. †¢TTW observe the students as they write in their journals. †¢TTW assist any student that needs help with writing and will dictate if necessary. †¢TTW collect journal entries and assess whether or not each student understood the purpose of the tea party as well as the author’s purpose. Extension/Enrichment/Transfer of Generalization of Knowledge: -TL could take the note cards home to share with family members. I could also assign the learners to go home with the cards and retell the story to a family member. -The main idea of this story should follow them after this lesson is over. Believe in yourself, no matter what challenges you face. The learners will want to access their prior knowledge whenever an issue arises similar to the one in the story. -Also the reading strategies that are used in this lesson will benefit the learners in school during reading of any topic as well as the rest of their lives. Reflection Tompkins says that strategies are cognitive when they involve thinking and are metacognitive when students reflect on their thinking (Tompkins, 2010). During the small group, the students were thinking cognitively while listening to the text being read to them but after the story the students were thinking metacognitively when asked to enter a journal entry retelling the story. At the beginning of the lesson, I asked the students if they could tell what the story was going to be about by just looking at the cover. The students used their prior knowledge and visual cues to come up with answers. This strategy allowed the students to contribute their knowledge of the subject and to get involved in the text, but also was an important part of comprehension skills. One student said that the book was going to be about a church song, and another student said it was about a girl who lost a tooth. I found this attention grabber to be very useful to Jace, as she is a struggling reader. I did notice that she was very interested in the story even before I began to read the text. The use of retrieving prior knowledge allows students to think about what they already know and helps to comprehend new information easier and understand the text better. I explained to them that authors sometimes have a reason for writing particular stories. Our webcast this week stated how it is important for students to know the authors purpose because it brings more understanding to the text (Laureate Education, 2010). I then began to read the story without stopping. During the lesson, everyone in our small group seemed very engaged. After completely reading the story, I paused for a moment appearing to be thinking , then I asked the students, â€Å"What was the authors reason for writing that story? † I also asked, â€Å"How did the story make you feel? † I wrote down their responses on a small dry erase boards. After discussion of the questions, I introduced our activity. I told the students that we were going to have a tea party. The students read or re-read excerpts from the story that I had copied onto index cards previously. They then had to discuss with each other what they had read and what the author was trying to tell (Tompkins, 2010). The tea party was a big success. I listened as the students talked about how the main character in the story felt. The students also discussed a few times when they felt like they were getting picked on and how it made them feel. After about seven to eight minutes of discussion among the students, I called the group back together and had them to get out their journals to write something about the story that they liked and also to write a sentence telling why the author wrote the story. The students then turned in their journal so that I could read all the responses. The lesson went very well. I really did not think that the lesson would go as well as it did. All on the students in the small group did a great job. Jace was very engaged throughout the entire lesson. Since some of the writing was a little difficult I thought it I would have to dictate or scribe for a few of the students especially Jace but I was wrong and did not have to assist any of the students during their journal writing activity. During the observation of the students as they were having their tea party, I wrote down so of the statements that were said so that I could go back and refer to the notes when I introduced this to the other small groups and when I was grading their journal entries. I also joined in with a few of the students’ discussions and by doing that it really brought the lesson home to the students. I let the students understand that I have emotions too and what the story was trying to tell me. I feel that they enjoyed me joining their conversations and I felt that they were able to open up and connect with the story on a higher comprehension level.. Looking back on this lesson, I feel like the students were actively involved in their learning. When active learning is taking place the learner must assume responsibility for the learning experience (Pang, 2010). Research suggests that students must have an understanding of the metacognitive and reflective practices they are utilizing for authentic learning to be successful (Pang, 2010) I feel that the students learned quite a bit from this lesson by connecting with their metacognitive level of learning. The students activated their prior knowledge before and during the lesson as well. The story was truly broken down and the main focus was learned. I feel that my learning objectives were achieved based on the data that was collected. I feel that I would change two things when hosting a tea party again. The first would be to have the whole class participating in the activity instead of a small group of students. The other that I would do differently would be to include more picture cues for my lower leveled students and any ELL that I might have. These students might have a harder time reading each small section of the text. I had to read the text to Jace and one other student a few extra times before she was able to read it fluently on her own. According to cognitive developmental theories, Cognitive development includes intellectual maturity and metacognitive superiority (Pang, 2010). My small group of students that I wrote the lesson for had to critically think about the author’s purpose and how to respond in a personally. Performing this lesson helped me to better understand, if taught correctly, that second graders can think critically without much guidance. I felt proud of my students for their abilities they showed when reading the text and responding to the emotions of the text in a meaningful way. When administering this same lesson to Case and Grace in pre-kindergarten and kindergarten, I would provide more guidance and support before and during the tea party. I would also allow them to draw and try to write the authors purpose in their journals.

The multiple levels of negotiations and resistance to hybrid identity put in place by South Asians living in the West

Introduction South Asians were the first Asian immigrants to arrive in the United States of America in the 19th century after the discovery of gold in California. The term ‘South Asians’ is a hybrid identity of the current Asian immigrants from the seven Asian countries that include Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka.Advertising We will write a custom essay sample on The multiple levels of negotiations and resistance to hybrid identity put in place by South Asians living in the West specifically for you for only $16.05 $11/page Learn More The termis used to bring a diverse population into a common pool of people who share identity through common economic and political history. South Asians got into the United States as a minority people vulnerable to oppressions from the locals based on their race, sexuality, origin, religion, and economic weaknesses. However, over the centuries, the group has gradually resis ted oppression to become one of the contemporarymost powerful minority groups in the United States and other western countries. In addition, it has resisted the hybrid identity to demand individual identity all over the western countries, but mostly in the United States and the United Kingdom. Some scholars argue that South Asian Americans garnered their identity as they resisted economic problems, but this paper holds that inferiority complex fueled the multiple levels of negotiations and resistance of these immigrants to oppression in the United States. The multiple levels of negotiations and resistance After their emigration to the West in the 19th century, South Asians were vulnerable to oppression from the locals due to their economic weaknesses and general inferiority complex. South Asians viewed Western countries as land of opportunities, and thus a majority of elite people in the South Asian countries was attracted to the western nations as their countries already had econom ic downturns. The emigration of South Asian Americans from their countries is viewed to have been a mass movement of people as western countries received many people who exceeded the demand for labor at the mines and construction sites in the century. In late 19th century, already there was a great population of South Asian Americans that exceeded the demand for labor in the US. Hence, they felt inferior to the locals, which consequently rendered them submissive to oppression from the westerners. For instance, already many Chinese people had emigrated from China after the country experienced economic depression that rendered many people jobless, and they had already occupied areas where mining and railway constructions sites were located. Upon their arrival in western economies, the majority of South Asians population was exposed to further economic problems in a foreign land. Hence, in a bid to overcome the economic problems, South Asians were left with no option rather than to see k jobs that locals had shunned, which included the servants’ jobs in the constructions sites, but a few secured vacancies in the railway construction and mining sites as menial workers.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Others started small businesses around the regions where they had occupied. As aforementioned, South Asians’ problems exposed them to oppression from the locals based onsocial, economic, and political status. Socially, Asians were viewed as illiterate as a majority could not access quality education as opposed to the local citizens who had better education. However, a few parents managed to enroll their children in schools where they were exposed to discrimination from their local peers on race, religious, and other social basis. Hence, South Asians felt the firsthand discrimination experience right from childhood from their peers to adulthood whereby good jobs were reserved for locals and other races that were viewed as more superior to the immigrants (Gupta 143). These compounding elements heightened South Asians’ inferiority complex, and thus they could not accept hybrid identity, as they wanted to stick together without the influence of outsiders. Religion and cultural values seemed to prompt the locals to discriminate South Asians in western countries. South Asians did not adopt the western cultures upon their immigration (Tarlo 82), but instead they retained their strong cultural values, which enabled them to settle in large numbers at a particular place. This aspect cemented their resistance to hybrid identity, as they never mingled freely with other cultures. For instance, the Chinese had their own Chinese towns where they displayed their cultural heritage to people of other cultures. Indians also settled in specific regions where they also practiced their culture and religious believes. The failure to adopt the western cul ture made them antisocial and locals often viewed them as unwelcoming people.However, South Asians did not accept defeat. On the contrary, they endeavored to fight for their human dignity and identity in the foreign land tirelessly from one generation to another. It was easier for the initial immigrants to suffer the stated oppression than to embrace hybrid identity. South Asians are truly one of the minority groupings in the United States. Nevertheless, their resistance to adopt western values has made them one of the most powerful racial groups as well. The group mostly entailspeople whose origin is from South Asian countries, though a majority of them is bornin the United States of the third generation of the pioneer South Asian immigrants. The rising of South Asian dignity has been gradual ever since the immigration of their ancestors in the 19th century during the gold rush and railway construction period. Their ancestors belonged to the demonized minority due to their weak eco nomic and social status as compared to the locals.However, today, their descendants have proved to be the model minority in the land where their ancestors endured great pain of oppression.Advertising We will write a custom essay sample on The multiple levels of negotiations and resistance to hybrid identity put in place by South Asians living in the West specifically for you for only $16.05 $11/page Learn More In addition to retaining their values over generations, which have played a major role in empowering them, South Asians have become better as compared to people belonging to other races in the western economies and studies shows that they have improved their identity through entrepreneurship. South Asians have grown to be one of the leading entrepreneurs in their areas of settlement, and hence they have employed locals who once discriminated them (Bhavnani 189). Hence, the locals became accommodative to the South Asians after realizing that they t oo benefited from what they had to offer. Today, South Asian youths form one of the most admired minority groups in academic institutions as they are perceived to be morally upright and they stick to their values as opposed to other groupings that have adopted modernized culture, hence eroding their morals and values in society. Therefore, South Asians have retained a higher dignity in society as compared to their counterparts. However, there have been challenges amongst South Asian Americans minority groups where immigrants from certain South Asian countries face oppression from their counterparts. Initially, the term ‘South Asian’ was generally used to refer to immigrants from the seven southern Asian countries. Nowadays, the Japanese, Koreans, and Chinese are also referred to as South Asian immigrants. This aspect has led to divisions of the group where religion and ethnic divisions have been used as a basis for segregation. Some members often view themselves as more superior to their counterparts, hence oppressing the rest by making them feel weaker. Hence, the battle of supremacy led to the fighting for dignity by some members like Indians who felt left out of the group on an ethnic basis. Others like Bangladesh and Pakistan immigrants felt oppressed on religion basis. These divisions led to the redefinition of the term ‘South Asian’ in order to accommodate all minority groups that formed it by including all South Asian countries in the definition. Conclusion Although various ethnic divisions exist in the group, which form the ties that bind the groupas their divisions make them very radical and active in economic matters as they compete against each other. An immigrant American woman from Bangladesh wears Hijab, which makes her appear different from a Korean woman, but both are regarded as South Asian minorities. Historically, economic and political factors have played a major role in empowering the South Asian Americans ever si nce their emigration to the US in the19th century when they found few job opportunities after which they had to find their own ways of gaining economic powers. Hence, their zeal to climb the economic ladder surpassed the locals who have lost values to modernization, while South Asians have stuck to theirs. Therefore, inferiority complex contributed to the strengthened relationships amongst South Asians,as it was the only option to resist oppression and support each other as community, thus enabling them to achieve a common social and economic growth in the western countries. Ultimately, South Asians resisted hybrid identity and lined multiple levels of negotiations courtesy of their brimming inferiority complex in a foreign land more than political and economic factors could have contributed.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Works Cited Bhavnani, Kum-Kum. â€Å"Organic Hybridity or Commodification of Hybridity? Comments on Mississippi Masala.† Meridians 1.1 (2000): 187-203. Print. Gupta, Monisha. Unruly Immigrants: Rights, Activism, and Transnational South Asian Politics in the United States, New York: Duke University Press, 2006. Print. Tarlo, Emma. Visibly Muslim: Fashion, Politics, Faith, New York: Berg, 2010. Print. This essay on The multiple levels of negotiations and resistance to hybrid identity put in place by South Asians living in the West was written and submitted by user Caylee Chapman to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.