Essay Topics For 10th Standard

Essay Topics For 10th StandardIf you are planning to write an essay on some topic and the person is on the 10th standard, there are some things that you should keep in mind. Read this article carefully, so that you will be able to come up with your own topics for the project. It is highly important to have more than one topic for this assignment, if you want to write something that will be useful for the college admission test.First of all, when you are writing the essay for English 10th grade, it is better to have more than one topic. For example, if the person is on the 14th standard, you should start writing the paper by covering what you think about a very simple and basic subject, such as 'Why do most people go through many ups and downs in their lives?' It is important that you are addressing your topic in a way that will make the reader understand the very basic of the subject. For example, if you are talking about how to get a job, then you need to start talking about what jo b you would like to get, and what your expectations are.Even when you are in the fifth standard, you should keep talking about your topic and the writing itself. You should keep your topics updated and fresh. Try to talk about your topic several times in the first paragraph. If you find it difficult to write an essay on that topic, then you can always ask for help from someone who is familiar with the topic.When the person is on the ninth standard, it is even better to have at least two topics that you can cover. On the topic of evolution, for example, you can talk about everything about the major changes that the world has seen. But when the person is on the tenth standard, you should continue with a third topic. This topic can be something that the person will really enjoy and learn a lot from.Even when you are on the fifth standard, you should keep the topic interesting. If you use science as your topic, then talk about something related to science. If you are talking about the f uture, you can talk about the future of technology, or the way it will develop in the future. Whatever topic you choose, you should make sure that you will cover the topic in a way that will not bore the reader.It is also important to talk about what topics the student likes. You can ask the student and tell him or her what you will talk about. If you do not know how to reach the student, you can find out through the guidance counselor. This will be another topic that the student will learn and appreciate.Even if you are on the ninth standard, you can still focus on a topic that the student likes. Some topics will be easy for the student to understand and the content will be fresh and new. It is important that you know your topic well, so that you will be able to come up with your own topics for the paper.

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My Personal Philosophy Of Teaching - 3307 Words

SECTION 1: Teacher Identity Write your Personal Philosophy of Teaching based upon your reading and learning in this unit. Refer to aspects including: attributes of an effective teacher, student engagement and motivation, catering for diversity (500 –800 words). Teaching as a profession is not easy; teachers must offer the highest level of care and education to all students in an encouraging and positive environment every single day. This can be done by creating a feeling of acceptance and sense of belonging and will enable each student to feel safe and secure, allowing them to move forward and increasing their learning skills. An effective teacher must use organisation and clarity to the best of their ability. In todays society, it is crucial for any teacher to be effective, this is because as an effective teacher, comes the involvement of many skills. This includes; explaining tasks clearly, being well prepared, making difficult topics easy to understand, using examples, details, analogies, metaphors and a different variety of modes of explanation to make material not only understandable but memorable. To be an effective teacher they must use the instructor- group communication effect, as it is fundamental within the classroom. This includes; direct interaction with the class, an encouragement of independent and dependent thought and knowing whether or not the class is following the material effectively. An effective teacher will know that the best approach to use is anShow MoreRelatedMy Teaching Philosophy : My Personal Philosophy Of Teaching932 Words   |  4 Pages This is my personal philosophy of teaching. This is my belief about teaching and learning and how I will put my beliefs into classroom practices. First and foremost, the purpose of education is to educate students so that they can be ready for the real world. 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Eating Disorders is a Male Disease Too Essay Example For Students

Eating Disorders is a Male Disease Too Essay Clinical picture in comparison to womenThe incidence of anorexia nervosa in males is generally agreed upon to be between 5% to 10% of all anorexia nervosa cases. (Crisp Burns, 1983) Studies show that there tends to be a predominance of the upper social class in cases of eating disorders with almost two thirds of the group from social classes I and II (Sharp, Clark, Dunan, Blackwood, Shapiro, 1994). High risk subgroups include jockeys, wrestlers, dancers, and entertainers required to lose weight to be successful (Andersen, 1986). Andersen (1986) also suggests that the incidence in male medical students is several times greater than that of the general male population. The DSM-IV criteria for anorexia nervosa include an intense fear of gaining weight, a distorted self-perception of body image, refusal to maintain normal body weight (less than 85% of expected weight) and three consecutive months of amenorrhea (American Psychiatric Association, 1994). The criterion of amenorrhea has been subject to much criticism for the creation of a gender bias in diagnosis of the disorder.Several suggestions have been proposed to eliminate this gender bias. Russell (as cited in Crisp Burns, 1983) solves the problem by altering the amenorrhea criterion to an endocrine disorder which manifests itself clinical in amenorrhea, or in the case of male subjects, a loss of sexual interest and lack of potency. On the other hand, some suggest that the criterion be eliminated completely due to the fact that the illness is no less severe in patients who meet all the diagnostic criteria with the exception of amenorrhea (Andersen Holman, 1987). The clinical picture of anorexia nervosa in males has been extensively researched and detailed. (Crisp Burns, 1983; Sharp et al., 1994). Crisp and Burns (1983) gave a preliminary description of the clinical features found in 36 male patients being studied at St. Georges Hospital in London. They noted clinical data at two stages, the first at onset and the second at presentation. Sharp et al. (1994) followed up with a longitudinal study of 25 male anorexia nervosa patients at the Royal Edinburgh Hospital. They compared the clinical details at presentation of the male subjects to a group of 25 anorectic females. In Crisp and Burns study (1983), the mean age at onset of anorexia nervosa was found to be 17 years and 2 months while the mean age at presentation was 20 years and 7 months. Sharp et al. (1994) presented similar statistics with a mean age at onset of 18.6 years and a mean age at presentation of 20.2 years. The female comparison group resulted in a mean age at onset of 17.5 years and a mean age at presentation of 19.8 years. The difference between the male a female groups is not statistically significant and similarity in this aspect can be concluded. However, comparison of mean duration of illness, 3.6 years (Crisp Burns, 1983) versus 1.6 years (Sharp et al., 1994), suggests that the increase in awareness has led to earlier recognition and consequent treatment of the disorder. The mean weight, measured as a percentage of the Matched Population Mean Weight (MPMW), was 101.3% MPMW at onset and 73.4% MPMW at presentation (Crisp Burns, 1983). However, Sharp et al. (1994) showed a 114.7% MPMW at onset for males and 107.6% MPMW for females which agrees with Andersens (1986) suggestion that prior to dieting males are more likely to be clinically overweight. In addition, they reported 78.5% MPMW at presentation for their male group and 72.4% MPMW for their female group. The difference at presentation is statistically insignificant and it is more meaningful to examine the difference in mean weight loss between the studies. Crisp and Burns (1983) calculated a mean weight loss of 32.5% MPMW, a lower percentage than found in female clients, and attributed to men having lower levels of fat to lose. Sharp et al. (1994) contradicted this finding showing a mean weight loss of 42% MPMW in males and 42.9% in females and speculated that this discrepancy might be attributed to males being premorbidly obese. Sexual Deviance EssayAndersen (1986) argued that being teased and criticized for lack of control in terms of obesity often led to dieting amongst males. He went on to state that alteration of body size and shape thereby improving self esteem is the strongest motivational factor for dieting exhibited by males. Other motivational factors suggested include a desire to become more attractive to the opposite sex, requests by superiors to lose weight in return for career advancement, medical reasons, and effort to deter the aging process. Important issues regarding eating disordersAre women at higher risk for eating disorders, and if so, why? This has been a subject of much debate. Scott (1986) proposed that fewer males are at risk for anorexia nervosa because of their age at onset of puberty. Females develop physically before they develop emotionally and the stress on them puts them at high risk. He also suggested that males possess another safeguard that places them a lower risk, the lack of a sociocultural emphasis on thinness. Bardwick and Garner et al. (as cited in Scott, 1986) added the suggestion that males lack the modern female versus traditional women conflict which may lead to the females obsessive control over eating behavior and weight as a coping mechanism. Several scholars have pondered the question of why few males are diagnosed with eating disorder cases. Scott (1986) cited four reasons for such. First, he suggested that clinicians saw very few instances of this disorder in males and therefore did not possess enough knowledge to make an accurate diagnosis. He mentioned Kesslers (as cited in Scott, 1986) idea that several clinicians sought the requirement of a notion of fear of oral impregnation before confirming a diagnosis of anorexia nervosa thereby excluding the male populations. He also suggested the exclusion of males by the diagnostic criteria of amenorrhea and lastly made note of the suggestion by Selveni (as cited in Scott, 1986) that eating behavior is secondary to other psychiatric disorders in male patients. There has also been the suggestion that male anorectics were masked by their athletic involvement (Crisps, Burns, Bhat, 1986). Sexuality of male patients has undergone much scrutiny. Crisp and Burns (1983) emphasized the relief and indifference to a decreased sexual drive felt by the male patients in contrast to the ambivalence toward menstruation by females. Two of their patients feared their homosexuality and diminished sexual interest eased their fears. Andersen (1986) suggested that adolescent males are limited in their sexual experience and which presents a source of distress.