Effect of Alzheimer’s on the Family

Effect of Alzheimer’s on the Family Alzheimer’s: the effect on the family Introduction Alzheimer is a medical problem that can also be termed as a type of dementia. A patient who suffers from Alzheimer experiences problems in regard to his memory, thinking process, and behavior. This disease can be defined as a medical problem that is irreversible, and damages the brain gradually. It starts destroying the memory of a person and then eventually the patient starts experiencing problems in carrying out the activities related to his or her daily life. This is a problem that is caused especially in older people, the ones, who have crossed the age of 60. As mentioned above, this is one of the most common types of dementia that is caused in older people. Researchers have been working on the Alzheimer since 1906, when a doctor first examined the case of a woman who was thought to be dead due to some sort of mental illness. The common symptoms that were witnessed by the doctor in that lady included the problems related to memory loss, psychological and mental behavioral problems, problem in speaking and understanding what other people are saying, etc. after the death of this female patient, the doctors examined her brain and found that there were a lot of abnormal amyloidal clumps in her brain. Apart from this, a lot of entangled fibers were also found in the brain of this lady during examination. (Casado, 2012) These two findings, i.e. the plaque as well as the tangles are considered to be the two main features that help in providing the description of the Alzheimer’s disease. Apart from this, the third factor that proved to be responsible for causing Alzheimer in the patient was the loss of contact between the neurons with each other in some or all the parts of the brain. It has been seen that with the help of proper medication, the doctors have been successful in treating and controlling the symptoms of the Alzheimer. But till date there has been no cure that is discovered for treating the Alzheimer disease in a perfect manner. The working of the brain under the influence of Alzheimer disease Not many researches have proved to be successful in determining the exact details about the Alzheimer disease. The questions like how and when the process or Alzheimer begins in the brain is not known. It is generally believed that the symptoms are visible in the patients much later when the disease starts damaging the brain. The patients do not exibit the symptoms in this stage but there are a lot of toxic changes related to this disease that start taking place in the brain. The brain starts depositing a lot of protein in the brain and this protein eventually starts forming clots and tangles of fibers in the brain. When this quantity increases, it starts affecting the working of the neurons. This is exactly the situation when the neurons start dying and the signs of Alzheimer are visible in the patients. (Feldman, 2013) The first place or part of the brain that gets affected by this entire process is known as hippocampus. This is that part of the brain that plays vital role in forming the memories in the brain. This region of the brain starts shrinking as soon as the neurons start dying. It is very difficult to identify Alzheimer in the initial stages. And eventually, when the patient goes and consults a doctor regarding his problems, it often gets too late. (Lim, 2011) Statistics related to the Alzheimer Talking in context to the United States, there are more than 5 million people who are known are the patients suffering from Alzheimer. Most of these people are in the age group of 65 and above. Since there is no exact and effective treatment for this disease, it is difficult to put a brake on the rising number of the patients. There are three stages that occur in Alzheimer, namely a preclinical stage, a mild cognitive stage and the final stage. This is not those types of disease which may cause death to the patients. But because it is caused in people with older age, Alzheimer mixes with other diseases and then may cause death in some years. Living with the Alzheimer- the effect on the family Since this medical problem and the number of patients suffering from it are constantly increasing, you may also witness that some person in your family supports from this problem. It is important to understand here that you are not the only one whose dear one is suffering from this problem. A lot of old people these days suffer from this medical problem. A lot of care and precautions need to be taken in order to help the patient live a proper life when he or she suffers from Alzheimer. Along with the patient, it is the patients family as well that has to deal with a lot of stress on a daily basis. It is not only the patient itself who lives with the Alzheimer disease, but it is his or her family members as well. (Elliott, 2010) The family of the patients suffering from Alzheimer disease needs to be very supportive towards the patient. Most of the people, who suffer from this disease, are not able to handle or manage the tasks that need to be done on a regular basis. they need to mandatorily seek help from others in walking, sitting, standing, etc. since you are the care givers for the patient, it is important that you take care of all the unique needs of the patient. Some of the general tips that may prove to be helpful for you in the case you have to take care of patient suffering from Alzheimer disease are mentioned below- Set up a routine for the patient and make sure it is seriously followed Make sure that you help him do his works. Don’t just treat him as a person who cannot do anything on his own. Since the patient stays confused and feels weak all the time, taking care of his or her dietary habits is very important (Thies, 2013) Give healthy meals and drinks to the Alzheimer patients Serve food that the patient can eat by himself easily Keep in mind that the patient is an adult and not a child. He or she may have mood swings and therefore do not force him or her for anything that is against their wish The patients lose control over their brain and the thinking process. so it is important that someone is always around the patient in order to keep the patient safe Encourage the patient for regular exercising If the situation worsens, you can take him or her for counseling sessions It is important for the caregivers that they take care of themselves as well. The family members of the patients suffer from the mental as well as physical trauma. It is important here that the caregivers are provided with constant support. Many people may think that it is unfair on their part to take care of someone who isn’t treating them right. It is important that the family members of the Alzheimer patient keep themselves patient and calm. Conclusion There has been a lot of advancement in the research related to the Alzheimer disease in the last few years. It should be remembered that the Alzheimer disease is one of the most serious problems that has been faced by the country presently. It is important that the scientists keep on working in this field and quickly find out a way in which they can treat the patients of the Alzheimer disease in order to make them perfectly healthy. Apart from this a lot of work in respect to the prevention of this medical problem also needs to be done in order to control the rise in the number of patients suffering from Alzheimer. (Theofilou, 2012) Taking from the point of view of the caregivers and the family member’s o the Alzheimer patients, it is important that they handle the patient with utmost care and affection. In cases when the family is not capable of handling the patient, they can take the help of care homes as well that are made in order to serve these patients. References Works Cited Casado, B. . (2012). Correlates of caregiver burden among family caregivers of older Korean Americans. Retrieved 5 6, 2014, from Casado, B., Sacco, P. (2012). Correlates of caregiver burden among family caregivers of older Korean Americans. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 67(3), 331-336. Elliott, A. F. (2010). Enhancing caregiver health: findings from the resources for enhancing Alzheimers caregiver health II intervention. . Retrieved 5 6, 2014, from Elliott, A. F., Burgio, L. D., DeCoster, J. (2010). Enhancing caregiver health: findings from the resources for enhancing Alzheimers caregiver health II intervention. Journal of the American Geriatrics Society, 58(1), 30-37. Feldman, A. L. (2013). Familial Coaggregation of Alzheimers Disease and Parkinsons Disease: Systematic Review and Meta-Analysis. . Retrieved 5 6, 2014, from Feldman, A. L., Johansson, A. L., Lambert, P. C., Sieurin, J., Yang, F., Pedersen, N. L., Wirdefeldt, K. (2013). Familial Coaggregation of Alzheimers Disease and Parkinsons Disease: Systematic Review and Meta-Analysis. Neuroepidemiology, 42(2), 69-80. Lim, J. G. (2011). Coping strategies influence caregiver outcomes among Asian family caregivers of persons with dementia in Singapore. . Retrieved 5 6, 2014, from Lim, J., Griva, K., Goh, J., Chionh, H. L., Yap, P. (2011). Coping strategies influence caregiver outcomes among Asian family caregivers of persons with dementia in Singapore. Alzheimer Disease Associated Disorders, 25(1), 34-41. Theofilou, P. (2012). Evaluation of quality of life for caregivers of patients with Alzheimer’s Disease. . Retrieved 5 6, 2014, from Theofilou, P. (2012). Evaluation of quality of life for caregivers of patients with Alzheimer’s Disease. J Alzheimers Dis, 2(1). Thies, W. . (2013). 2013 Alzheimers disease facts and figures. . Retrieved 5 6, 2014, from Thies, W., Bleiler, L. (2013). 2013 Alzheimers disease facts and figures. Alzheimers dementia: the journal of the Alzheimers Association, 9(2), 208-245.

Behavior Problem Essay

The management of disruptive behavior problems is a familiar concern for many schools. Student’s behavior problems are challenging at all levels in school in recent years, behavior difficulties in school have increased, teachers seem to be unprepared to deal with these problem. According to C. E. C. P (1998) â€Å"Difficult student misbehaviors, reported by teacher include violation of classroom rules, being truant from school, blaming others for problems, irresponsible behavior, and destruction of property. p. 21) Given the seriousness of these behaviors, teacher are spending disproportionately more time on behavior problems that take away from instructions, compromising learning for both the student with the behavior difficulties and rest of the classroom. Therefore, teachers need to formulate a plan to help students with their behavioral problems so that the learning and teaching process happens actively and smoothly. 2. 0 Behavior Problems 2. 1 Definition of behavior, pro blem, and behavior problem. Behavior Behavior defines as the manner in which one behaves / The actions or reactions of a person or animal in response to external or internal stimuli. One of these actions or reactions: â€Å"a hormone . . . known to directly control sex-specific reproductive and parenting behaviors in a wide variety of vertebrates† (Thomas Maugh II). (Cited from American Heritage Dictionary) Problem Problem defines as any question or matter involving doubt, uncertainty, or difficulty/ a question proposed for solution or discussion / difficult to train or guide. cited from dictionary. com) Behavior Problem So basically behavior problems have both of the elements of behavior and problem. Which defines as a n action or reaction of a person to external or internal stimuli which involves qoubt, uncertainty or difficulty. 2. 2 Types of behavioral problems. There are 11 most common types of behavioral problem that a teacher might encounter in schools. (KidsBehavior (UK). mht). They are; a)Aggressive Outb urst b)Biting peers or objects c)Pulling peers hair d)Banging their head )Hitting their peers f)Pinching their peers g)Always being absent to class h)Using violence in classroom i)Lying/ blaming others j)Usage of vulgar/abusive words k)Stealing Not only behavior problems distract the attention in a classroom but also behavior disorder. Behavior disorder is a much more severe problem than behavior problems. This is because behavior disorders are hardwired in the students system. There are many types of behavior disorders and among them are a) autism, b) post-traumatic stress disorder and many more. Unfortunately, a teacher would not be able to help these types of children because this type of children needs special attention. Therefore, if a teacher recognizes any kind of behavioral disorder in a child, the teacher should inform to his/her parents as soon as possible. As concerning with behavioral problems, there are number of methods/strategies techniques available to cure them. Teachers should know these methods/strategies/techniques in order to help the students to mend their behavior problem and to help the school from facing displin problems. The term for this methods/strategies/techniques is Behavior Modification 3. 0 Overcoming Behavior Problems with Behavior Management and Behavior Modification 3. 1 Definition of Behavior Management and Behavior Modification. Behavior management skills are particularly of importance to teachers in the educational system. Behavior management is all of the actions and conscious inactions to enhance the probability people, individually and in groups, choose behaviors, which are personally fulfilling, productive, and socially acceptable. Behavior modification is the use of empirically demonstrated behavior change techniques to improve behavior, such as altering an individual’s behaviors and reactions to stimuli through positive and negative reinforcement of adaptive behavior and/or the reduction of maladaptive behavior through positive and negative punishment. 3. 2 Behavior Management 1) Behavior management is applied at the group level by a classroom teacher as a form of behavioral engineering to produce high rates of student work completion and minimize classroom disruption. ) â€Å"Contemporary behavior modification approaches involve students more actively in planning and shaping their own behavior through participation in the negotiation of contracts with their teachers and through exposure to training designed to help them to monitor and evaluate their behavior more actively, to learn techniques of self-control and problem solving, and to set goals and reinforce themselves for meeting these goals. † – (Brophy (1986)) ) The most common practices of this behavior management rely on the use of applied behavior analysis principles such as positive reinforcement and mild punishments 4) This principle follows the Operant Conditioning system by B. F. Skinner, which is to describe the effects of the consequences of a particular behavior on the future occurrence of that behavior. There are four types of Operant Conditioning: Positive Reinforcement, Negative Reinforcement, Punishment, and Extinction. Both Positive and Negative Reinforcement strengthen behavior while both Punishment and Extinction weakens behavior. ) Examples of situation whereby the teacher uses the two main types of operant conditioning. 3. 2. 1 Positive Reinforcement Definition: Is an attempt to increase the likelihood of a behavior occurring in the future, an operant response is followed by the presentation of an appetitive stimulus. Example of situation in a classroom on how to use positive reinforcement. A teacher who uses positive rein forcement will constantly and consistently praised the students, ignored small infractions and was encouraging no matter what answer the students get. Once one student was totally off track with his answer and the teacher’s response was â€Å"no, but you are thinking and that is what I enjoy seeing you think, listen to others and try again. † Every minute or two the teacher was saying something positive. 3. 2. 2 Negative Reinforcement Definition: Negative reinforcement occurs when a behavior is reinforced by removal of a stimulus. The word â€Å"negative† does not mean â€Å"unpleasant. † It means a stimulus is removed or â€Å"subtracted† from the situation as a form of reinforcement Example of situation in a classroom on how to use negative reinforcement. Suppose your teacher said you could skip the final exam by studying an extra chapter and taking a quiz on it. You might study an extra chapter (your studying behavior would be made more frequent) because of the promise of an unpleasant stimulus, being removed (no final exam) Another example: If a student is trying to be the centre of the limelight by disrupting the classroom the teacher can use the avoidance strategy or punishment strategy as a negative reinforcement to the student. 3. 3 Behavior Modification The principles of using behavior modification are: ) To develop a new behavior b) To strengthen a new behavior , c) To maintain an established behavior, d) To stop inappropriate behavior, and finally e) To modify emotional behavior. (Adapted from: Krumboltz, J. , & Krumboltz, H. (1972). Changing children’s behavior. New York: Prentice-Hall. )   There are 3 main principles to develop a new behavior which are i. Successive Approximation Principle: ( To teach a child to ac t in a manner in which he has seldom or never before behaved, reward successive steps to the inal behavior. ) ii. Continuous Reinforcement Principle: (To develop a new behavior that the child has not previously exhibited, arrange for an immediate reward after each correct performed it incorrectly. iii. Discrimination Principle: (To teach a child to act in a particular way under one set of circumstances but not in another, help him to identify the cues that differentiate the circumstances and reward him only when his action is appropriate to the cue. ) B : To strengthen a new behavior There are 2 main principle in strengthening a new behavior. i. Decreasing Reinforcement Principle: (To encourage a child to continue performing an established behavior with few or no rewards, gradually require a longer time period or more correct responses before a correct behavior is rewarded. ) ii. Variable Reinforcement Principle: (To improve or increase a child’s performance of a certain activity, provide the child with an intermittent reward. ) C :To maintain an established behavior There is 1main principle in estbablishing a new behavior . Substitution Principle: (To change reinforcers when a previously effective reward is no longer controlling behavior, present it just before (or as soon as possible to) the time you present the new, hopefully more effective reward. ) D :To stop inappropriate behavior There is 3 main principle to stop inappropriate behavior i. Satiation Principle: (To stop a child from acting in a particular way, you may allow him to continue (or insist that he continue) performing the undesired act until he tires of it. ) ii. Extinction Principle: (To stop a child from acting in a particular way, you may arrange conditions so that he receives no rewards following the undesired act. ) iii. Punishment Principle: (To stop a child from acting in a certain way, deliver an aversive stimuli immediately after the action occurs. Since punishment results in increased hostility and aggression, it should only be used infrequently and in conjunction with reinforcement. ) E : To modify emotional behavior There is 2 main principle to modify emotional behavior ) Avoidance Principle: ( To teach a child to avoid a certain type of situation, simultaneously present to the child the situation to be avoided (or some representation of it) and some aversive conditon (or its representation) ii) Fear Reduction Principle: (To help a child overcome his fear of a particular situation, gradually increase his exposure to the feared situation while he is otherwise comfortable, relaxed, secure or rewarded. ) CONCLUSION The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors Through practice comes proficiency. The building block of emotions and behavior likely contains the largest and most diverse set of problems encountered in the classroom. By first understanding these problems and seeing the world through the eyes of your students, and, then developing and using a set of i strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom and also behavior problems can be mended.

Ugly or Beautiful

Ugly or Beautiful? It is well known that beauty and ugliness are opposites. If that is so, how can art be ugly and beautiful at the same time? Some pieces of art are ugly to the eyes but beautiful mind. The Venus of Willendorf (Venus of Willendorf: 1-3) is an example of such. It is a small figure of a large woman. She has very large breast with skinny little arms rested on top of them. Her breast lay on her even larger stomach, which hangs down to just above her pubic area.Her pubic area and belly button are well defined but there is only small evidence of nipples. Starting at her wide hips her thighs touch and press together down to the knees, and then become much smaller than the rest of her. Her head is completely wrapped with what seem to be braids, with no face visible. This figure, at first glance, and second, isn’t one of beauty. After all, it is a rather plump nude woman with no face. But, looking closer and noticing where the emphasis lies gives it a different look.Th e woman’s breasts, stomach, and pubic area grab the most attention; all three of these being attributes of a woman’s fertility. It seems as though they are being used to show a celebration of her fertility and ability to have strong children like her. Looking deeper into this figure it can go from something ugly to something special. Another example would be Punitavati (Punitavati/Karaikkal Ammaiyar: Intro 8). Punitavati is a bronze sculpture of a rather grotesque woman. She is very lanky.She sits with her bony legs crossed and spread, her arms in front of her holding a small musical instrument. She has the face of a crone, with large high raised eyebrows, a long protruding nose, and a fang-toothed smile. Her entire body is bone skinny, except for a slight bulge in her stomach. This sculpture was made to symbolize her immense inner beauty. According to legend, this now hag-like woman was once stunning. Her husband had left her because she gave away one of his mangoes t o a beggar. She then turned her god, the Hindu Shiva, offering up her beauty.Shiva accepted, turning her into this figure. Her appalling appearance is used to show the beauty of her generosity and sacrifice. One other would be Rebellious Silence (Shirin Neshat, Rebellious Silence 20-33). This is a photograph of an Iranian woman, she is wearing a traditional Iranian women’s wardrobe, except her face is completely uncovered. Calligraphy is written across her entire face besides her eyes, and straight through the middle of her face she is holding up a gun barrel. This image wouldn’t strike most as an object of â€Å"beauty†.It does grab your attention though. It makes you stare at the woman who is staring so intensely back at you. She wants to make her presence known and speak out in a country that doesn’t see women as equal. She is a strong and defiant woman. The longer you hold her gaze the more you can see the beauty in her braveness. All art may not be p leasing to look at, but a lot of the time there something deeper and more appealing in the meaning. Sometimes you must search to find the beauty of something ugly.

The Count of Monte Cristo Classically Entertaining

The Count of Monte Cristo is fabulously entertaining with its mixture of revenge, love, suspense, and action sequences; transporting audiences back to a time when honor and loyalty were highly valued and a man’s last name was more important than the man himself. It seems there is something for everyone in this film. While the beautiful love story speaks to the romantic, the dueling swordplay and thought of buried treasure speaks to the inner child. Everyone in between will likely be moved by some aspect of the film. While the plot is exciting enough on its own, the awe-inspiring scenery, flavorful language, and superb acting are what turn this classic story into a truly enthralling and passionate film. The most recent adaptation of†¦show more content†¦This is evident in practically all of the longer dialogues, but even noticeable in many of the shorter ones consisting of only a few lines. In the scene where the Count of Monte Cristo rescues Mercedes’s son Albe rt (Henry Cavill) from kidnappers, Albert gets a chance to speak with the Count privately. Albert inquires, â€Å"May I ask who you are, Sir?† The Count answers, â€Å"For the present your friend, tomorrow your host, for the short time formality stands between us, the Count of Monte Cristo.† The script is written in a way that is truly pleasing to the ears. Dantes could have simply given his title, but instead he bemuses the boy by his far more eloquent reply. Furthermore, the specific language used in some scenes provides a little comic relief. The Count of Monte Cristo is an extremely serious film, but that does not mean all the language in it is equally serious. For example, in the scene where Dantes washes up on shore after escaping from prison, he is met by a crew of smugglers which is a serious and dangerous situation in itself. He is then confronted by the head of the crew Luigi Vampa (J. B. Blanc) about the situation they find themselves in: Luigi: So, mi amici, I would ask who you are, but in view of your shredded clothes and the fact that the Chateau dIf is two miles away... whats the point? As for me, I am Luigi Vampa, a smuggler and a thief. My men and I have come to this island to bury alive one of our number who attempted to keep some stolen gold