Raw and Living Foods Diet Essay -- Health Nutrition Essays

Raw and Living Foods Diet Introduction to the living and raw foods diet Raw and living foods are foods that contain enzymes and have not been heated or cooked in any manner. Raw foodists, or people whose diets consist of at least seventy-five percent raw and living foods, believe in eating an uncooked, unheated, unprocessed and organic plant based diet (http://www.rawfoods.com). Raw foodists hold that the act of cooking food destroys the majority of vitamins, minerals and essential enzymes naturally found in food. These believers also claim that cooking food renders it toxic and is the major cause of health problems (Andrukitas, 1998). The intensity of beliefs held by raw foodists vary with each individual, yet they all support the ideology that cooking is an unnatural process that destroys important and vital nutrients in foods. What are Living and Raw Foods? Living and raw foods are foods that are organic and have not been heated, cooked, or processed in any way. Living and raw foods are foods that are rich in nutrients, vitamins and enzymes. Such enzymes aid the body in the digestion and absorption processes (http://www.rawtimes.com). The difference between living and raw foods is distinguished by the fact that living foods have a higher enzyme content than raw foods. This is true because the enzymes in raw foods are dormant. To activate the enzymes in raw foods, raw foodists simply soak peanuts for example, in water for a period of time until sprouting occurs and the enzymes in the raw food are awakened or brought to life. (http://www.rawfoods.com). What are the Parameters of a Raw Foodist Diet? Raw foodists eat all fruits, vegetables, sprouts, nuts seeds, grains, sea vegetable and many other organic products that ha... ...the raw foodist have adopted the diet that sustained our species long before the world was as it is today. Resources (http://rawfoods.com.html) (http://rawtimes.com.html) Andrukitas, J. (1998). "Raw Courage." Restaurant Hospitality, 82,26-27. Itokawa, Y. and Kimura, M. (1990). "Cooking Losses of Minerals in Foods and Its Nutritional Significance. "Journal of Nutritional Science and Vitaminology, 36, S25-S31. Knickmeyer, E. (1998). "Potholder an Enemy to These Vegetarians; Nutrition: Group gathers to rejoice in the healthful benefits of raw food and the hoped-for demise of cooking." The Los Angeles Times, 10-12. Fry, T.C. (1998) "Is cooked food good for us?" (http.rawfoods.com.html) Rumm-Kreuter, D. and Demmel, I. (1990). "Comparison of Vitamin Losses in Vegetables Due to Various Cooking Methods." Journal of Nurtritional Science and Vitaminology 36, S7-S15.

Educational Psychology and Special Education Essay

What is the definition of a learning disability and who should qualify to be special education? What assessments should be made to be able to know what child belongs where? This is what we are going to explore in this paper. We want to see exactly who qualifies and how to go about assessing what needs can be met by choosing to place a child in special education or leaving in general education and making some modifications. The main point to remember for any child is doing the best we can for their success. Learning disabilities are a bit tough to diagnose, the reason for this is because learning disabilities affects everyone differently. While one person may have difficulty with reading or writing another person may have trouble with math or following through with directions. â€Å"Researchers think that learning disabilities are caused by differences in how a person’s brain works and how it processes information† (Medicinenet, 2013) Usually the people with learning disabilities, such as Aspbergers, are highly intelligent and only have problems with how the brain sends the information, not being non-intelligent. IDEA states that â€Å"A learning disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia†. This encompasses a wide range of children and we have to figure out how to best assess whether these children should be put into special education, or if they could function better with modifications to the general education classroom. Because learning disabilities are so multidimensional the assessments must also be in order to properly diagnose what steps to take. One of the most important parts of assessment is to always keep everyone involved in the child’s life in the loop. Keeping open communication and checking often to see what is working and what is not is a vital key to the assessment process. Checking first who needs to be involved within the team and then going from there with making the plan and seeing if it works or what needs to be changed. It is important to find out first if the child truly has a learning disability, second the nature, specificity, and the severity of the learning disability to know how to proceed with it. If you do not know the extent you cannot do very well at teaching for their abilities when you do not know what is lacking. â€Å"schools are required to implement a system of interventions before evaluating a child for a disability† (Logsdon, 2013) This is important because we do not want to put any child into a special education classroom without reason, this would not benefit that child at all. It is so important to know exactly what needs the child has and modify to try to benefit them before you place them. We must not simply send children to special education because the teacher does not want to deal with them. People tend to want to box people into certain categories and this just cannot happen with learning disabilities. A child who may have difficulty reading may be dyslexic, or they may simply not be being read to and worked with enough. They also may have moved into the country fairly recently and may be lacking because of a language barrier. There are 9 ways that are great for adapting instruction to be more easily understood by children with learning disabilities as stated by Teachers First. The first is adapting the size of what they are to read or do, then adapt the time for assignments and testing. Next, increase personal assistance by peer teaching, pairing students who are less adept with more advanced students. Fourth, is input, allow for more hands on types of teaching. Fifth, Adapt the skill level or the amount of problems that they must accomplish and change the output, how they respond to what was taught, such as drawing pictures, writing a story, or working with a computer program related to the lesson. Allow the child to participate in the lesson either mentally or physically to keep them on task. Alternate is the next one, adapt the goals and outcomes with the same  materials, tailor the lesson to the child’s needs and what they can handle, and lastly change curriculum if necessary. If the lesson is on the Vietnam war, you might be able to have them interview a person from the Vietnam war instead of having a discussion about it as they might get more out of that. It is all about our children and making the lessons understandable to them. An example of making adaptations to a lesson would be a child with vision impairment. For this child it is very difficult towards the end of the day to be able to read because her eyes are fatigued and cannot take much more strain. For this reason her parent is allowed to read to her and she can write her answers to questions because the child simply cannot do that for herself at the end of the day like the other children. She also has adaptations in her regular education classroom with magnifiers, a monitor by her desk to blow up what is on the board, all her books and papers are blown up, and she always sits in the front of the classroom. These are modifications for a visually impaired person who is very bright, but lacks some because of her vision impairment which creates the learning disability. â€Å"The world is full of examples of accommodations that permit people with disabilities to perform specific tasks they might not otherwise be able to. Drivers with poor vision wear glasses or contacts, elevators mark the buttons in Braille, and voters with disabilities may be given assistance by the person of their choice . † (Luke, Schwartz. 2010) We must do the same with our children. We need to take them and assess where their issues lie and do the best we can to create a successful learning environment for them! References Adapting Instruction. (2004, May 4). Retrieved July 14, 2013, from http://www. angelfire. com/in4/kfluhart/favorite. htm Learning Disabilities Causes, Symptoms, Diagnosis, and Treatment on MedicineNet. com. (2013, July 1). MedicineNet. Retrieved July 14, 2013, from http://www. medicinenet. com/learning_disability/article. htm Logsdon, A. (2013). Understanding Testing for a Learning Disability. About. com Learning Disabilities. Retrieved July 14, 2013, from http://learningdisabilities. about. com/od/assessmentandtesting/a/spedtesting. htm Luke, S. D. , & Schwartz, A. (2007). Assessment and Accommodations.

Sociolinguistics - Language, Dialects and Society

Language is central to social interaction in every society, regardless of location and time period. Language and social interaction have a reciprocal relationship: language shapes social interactions and social interactions shape language. What is Sociolinguistics? Sociolinguistics is the study of the connection between language and society and the way people use language in different social situations. It asks the question, How does language affect the social nature of human beings, and how does social interaction shape language? It ranges greatly in depth and detail, from the study of dialects across a given region to the analysis of the way men and women speak to each other in certain situations. The basic premise of sociolinguistics is that language is variable and ever-changing. As a result, language is not uniform or constant. Rather, it is varied and inconsistent for both the individual user and within and among groups of speakers who use the same language. People adjust the way they talk to their social situation. An individual, for instance, will speak differently to a child than he or she will to their college professor. This socio-situational variation is sometimes called register and depends no only on the occasion and relationship between the participants, but also on the participants’ region, ethnicity, socioeconomic status, age, and gender. One way that sociolinguists study language is through dated written records. They examine both hand-written and printed documents to identify how language and society have interacted in the past. This is often referred to as historical sociolinguistics: the study of the relationship between changes in society and changes in language over time. For example, historical sociolinguists have studied the use and frequency of the pronoun thou in dated documents and found that its replacement with the word you is correlated with changes in class structure in 16th and 17th century England. Sociolinguists also commonly study dialect, which is the regional, social, or ethnic variation of a language. For example, the primary language in the United States is English. People who live in the South, however, often vary in the way they speak and the words they use compared to people who live in the Northwest, even though it is all the same language. There are different dialects of English, depending on what region of the country you are in. What Sociolinguists Study Researchers and scholars are currently using sociolinguistics to examine some interesting questions about language in the United States: There is vowel shift occurring in the North, in which pattered alterations to vowels is occurring in certain words. For example, many people in Buffalo, Cleveland, Detroit, and Chicago are now pronouncing bat like bet and bet like but. Who is changing the pronunciation of these vowels, why are they changing it, and why/how is it spreading?What parts of African American Vernacular English grammar are being used by white middle-class teenagers? For example, white adolescents might compliment a peer’s clothes by saying, she money, a phrase associated with African Americans.What will be the impact on language in Louisiana due to the loss of monolingual French speakers in the Cajun region of Southern Louisiana? Will the French features of language be sustained even when these French speakers are gone?What slang terms do younger generations use to show their affiliation with certain subgroups and to distinguish themselves from their parents’ generation? For example, in the ea rly 2000s, teenagers described things that they enjoyed as cool, money, tight, or sweet, but definitely not swell, which is what their parents would have said when they were teenagers.Which words are pronounced differently according to age, gender, socioeconomic status, or race/ethnicity? For instance, African Americans often pronounce certain words differently than whites. Likewise, some words are pronounced differently depending on whether the person speaking was born after World War II or before.Which vocabulary words vary by region and time, and what are the different meanings associated with certain words? For example, in Southern Louisiana, a certain breakfast dish is often called lost bread while in other parts of the country, it is called French toast. Similarly, which words have changed over time? Frock, for instance, used to refer to a woman’s dress, while today frock is rarely used. Sociolinguists study many other issues as well. For instance, they often examine the values that hearers place on variations in language, the regulation of linguistic behavior, language standardization, and educational and governmental policies concerning language. References Eble, C. (2005). What is Sociolinguistics?: Sociolinguistics Basics. http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/.